Welcome

Northwest High Magnet School                                     

COURSE: Algebra 3-4     

 

COURSE SYLLABUS

 

                                                INSTRUCTOR: Mr. Kimminau

 

                                                E-MAIL:tom.kimminau@ops.org  

 

                                                PHONE: (402) 557-3542

 

                                                MY WEBPAGE 

 

https://northwest.ops.org/FACULTYSTAFF/FacultyAM/KimminauTom/tabid/206/Default.aspx

 

Teach in Room 111

               

Plan times are periods 6 and 7 (check the plan center upstairs for me)

 

Best times to get extra help would  be before school or after in my room 111.

                                               

 

                                                                                               

Course Description

 

 This course is a year-long course for students who completed first year Algebra  and Geometry. The course content develops students’ understanding of numbers, ways of representing numbers, relationships among numbers and number systems, meanings of operations and how they relate to one another. It enables students to understand patterns, relationships, and functions, to represent and analyze mathematical situations and structures using algebraic symbols, and to use mathematical models to represent and understand quantitative relationships as well as apply basic concepts of probability.

 

 

Instructional Philosophy

 

Students will be exposed to a variety of algebraic concepts.  Some of these will be review, but will go into more depth while others are new and will stretch their minds and increase their math knowledge.  We will do many problems with real world applications so as to see where the practical use for the concept can be found.  We will use a variety of ways to solve these problems including pencil and paper, calculators, graphing calculators and a few math based computer programs.  Some group work will occur, but the student is still required to do all the individual work too. 

 

Course Standards

 

1. Students will communicate number sense concepts using multiple representations to reason, solve

problems, and make connections within mathematics and across disciplines.

 

2.  Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

 

3.  Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

 

4.  Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines

 

 

Major Course Assignments

 

Daily Class work, Homework, and Portfolio of Work

Students should expect assignments every night so they can PRACTICE their math skills. 

Students will be expected to begin their assignment during the class period when time is provided. It then becomes homework and needs to be finished by the start of the next day.  Copying is not allowed and will result in a zero on the assignment.  Late work will be accepted (until the unit test is taken) but points will be taken off.  The homework is what will help them do well on the weekly quizzes and on the section tests which account for most of the grade.  All work will be collected in a student portfolio on which students will regularly be asked to reflect on the quality of their work.

 

Tests and Quizzes

Quizzes are given weekly over the course content.  Unit tests are given four times per grading period and will be a large part of the trend score that the final grade is based upon. Test/quiz results can be maximized if students:

1.         Review material far enough in advance so they can do an unhurried, thorough job on the test to reflect their true ability.

2.         Follow the directions and read instructions carefully.

3.         Show all work clearly.

4.         Make an all-out effort to prepare well for every exam.

5.         Do their homework regularly.

A semester exam and a final exam are also given and are comprehensive.

 

OPS Secondary Grading Practices*

All coursework and assessments are judged based on the level of student learning from “below basic” to “advanced.”  This course will provide multiple opportunities to achieve at the “proficient” to “advanced” levels.  Students are evaluated based on a proficiency scale or project rubric.  Proficiency scales for this course are available upon request (teacher will identify location such as portal, teacher website, attached, etc.)

 

There are three types of coursework*

·         Practiceassignments are brief and done at the beginning of learning to gain initial content (e.g., student responses on white boards, a valid sampling of math problems, keyboarding exercises, and diagramming sentences, checking and recording resting heart rate).  Practice assignments are not generally graded for accuracy (descriptive feedback will be provided in class) and are not a part of the grade. Teachers may keep track of practice work to check for completion and students could also track their practice work. Practice work is at the student’s instructional level and may only include Basic (2) level questions.

 

·         Formative (35% of the final grade) – assessments/assignments occur during learning to inform and improve instruction.  They are minor assignments (e.g., a three paragraph essay, written responses to guiding questions over an assigned reading, completion of a comparison contrast matrix).   Formative assignments are graded for accuracy and descriptive feedback is provided.  Formative work may be at the student’s instructional level or at the level of the content standard.  Formative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment, students will be able to earn an Advanced (4). Teachers will require students to redo work that is not of high quality to ensure rigor and high expectations. The students score on a formative assessment that was redone will be their final score.

 

·         Summative (65% of the final grade) – assessments/assignments are major end of learning unit tests or projects used to determine mastery of content or skill (e.g., a research paper, an oral report with a power point, major unit test, and science fair project).  Summative assignments are graded for accuracy.  Summative assignments assess the student’s progress on grade level standards and may not be written at the student’s instructional level.  Summative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment students, will be able to earn an advanced (4).

 

 

 

To maintain alignment of coursework to content standards, which is a key best practice for standards-based grading, teachers will utilize a standardized naming convention for each of the standards within a course.  The content standard will be marked on each assignment entered into Infinite Campus (District Grading Program) using all capital letters followed by a colon.  After the colon will be the title of the coursework.

 

At the end of the grading period, scores are converted to a letter grade using this grading scale.

 

 

Assessment and Grading Plan

 

Grading Scale for 2013-2014

A = 3.51 – 4.00

A-= 3.01 – 3.50

B = 2.51 – 3.00

B-=2.01 – 2.50

C = 1.51 – 2.00

D = 0.76 - 1.50

F = 0.00 – 0.75

 

 

Redoing/Revising Student Coursework*

  1. Students are responsible for completing all coursework and assessments as assigned.
  2. Students will be allowed redos and revisions of coursework for full credit as long as they are turned in during that unit of study while a student still has an opportunity to benefit from the learning. When time permits, teachers should allow the redoing or revising of summative assessments.
  3. Students are expected to complete assessments when given to the class, or if a student was justifiably absent, at a time designated by the teacher.
  4. Redoing, retaking or revising will be done at teacher discretion in consultation with the student and parent(s). Teachers may schedule students before, during, or after school to address needed areas of improvement if not convenient during class. The time and location for redoing, retaking or revising will be done at the teacher’s discretion in consultation with the student and parent(s).
  5. Scores for student work after retaking, revising or redoing will not be averaged with the first attempt at coursework but will replace the original score.

 

Opportunities for Extra Help

Extra help is available before and after school in room 111 Tuesday – Friday.  Students are encouraged to seek help on regular basis.

HONORS ALGEBRA 3-4

Northwest High Magnet School                                     

COURSE: HONORS Algebra 3-4     

 

COURSE SYLLABUS

 

                                                INSTRUCTOR: Mr. Kimminau

 

                                                E-MAIL:tom.kimminau@ops.org  

 

                                                PHONE: (402) 557-3542

 

                                                MY WEBPAGE 

 

https://northwest.ops.org/FACULTYSTAFF/FacultyAM/KimminauTom/tabid/206/Default.aspx

 

Teach in Room 111

               

Plan times are periods 6 and 7 (check the plan center upstairs for me)

 

Best times to get extra help would  be before school or after in my room 111.

                                               

 

                                                                                               

Course Description

 

 This course is a year-long course for students who completed first year Algebra  and Geometry. The course content develops students’ understanding of numbers, ways of representing numbers, relationships among numbers and number systems, meanings of operations and how they relate to one another. It enables students to understand patterns, relationships, and functions, to represent and analyze mathematical situations and structures using algebraic symbols, and to use mathematical models to represent and understand quantitative relationships as well as apply basic concepts of probability.

 

 

Instructional Philosophy

 

Students will be exposed to a variety of algebraic concepts.  Some of these will be review, but will go into more depth while others are new and will stretch their minds and increase their math knowledge.  We will do many problems with real world applications so as to see where the practical use for the concept can be found.  We will use a variety of ways to solve these problems including pencil and paper, calculators, graphing calculators and a few math based computer programs.  Some group work will occur, but the student is still required to do all the individual work too. 

 

Course Standards

 

1. Students will communicate number sense concepts using multiple representations to reason, solve

problems, and make connections within mathematics and across disciplines.

 

2.  Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

 

3.  Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.

 

4.  Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines

 

 

Major Course Assignments

 

Daily Class work, Homework, and Portfolio of Work

Students should expect assignments every night so they can PRACTICE their math skills. 

Students will be expected to begin their assignment during the class period when time is provided. It then becomes homework and needs to be finished by the start of the next day.  Copying is not allowed and will result in a zero on the assignment.  Late work will be accepted (until the unit test is taken) but points will be taken off.  The homework is what will help them do well on the weekly quizzes and on the section tests which account for most of the grade.  All work will be collected in a student portfolio on which students will regularly be asked to reflect on the quality of their work.

 

Tests and Quizzes

Quizzes are given weekly over the course content.  Unit tests are given four times per grading period and will be a large part of the trend score that the final grade is based upon. Test/quiz results can be maximized if students:

1.         Review material far enough in advance so they can do an unhurried, thorough job on the test to reflect their true ability.

2.         Follow the directions and read instructions carefully.

3.         Show all work clearly.

4.         Make an all-out effort to prepare well for every exam.

5.         Do their homework regularly.

A semester exam and a final exam are also given and are comprehensive.

 

OPS Secondary Grading Practices*

All coursework and assessments are judged based on the level of student learning from “below basic” to “advanced.”  This course will provide multiple opportunities to achieve at the “proficient” to “advanced” levels.  Students are evaluated based on a proficiency scale or project rubric.  Proficiency scales for this course are available upon request (teacher will identify location such as portal, teacher website, attached, etc.)

 

There are three types of coursework*

·         Practiceassignments are brief and done at the beginning of learning to gain initial content (e.g., student responses on white boards, a valid sampling of math problems, keyboarding exercises, and diagramming sentences, checking and recording resting heart rate).  Practice assignments are not generally graded for accuracy (descriptive feedback will be provided in class) and are not a part of the grade. Teachers may keep track of practice work to check for completion and students could also track their practice work. Practice work is at the student’s instructional level and may only include Basic (2) level questions.

 

·         Formative (35% of the final grade) – assessments/assignments occur during learning to inform and improve instruction.  They are minor assignments (e.g., a three paragraph essay, written responses to guiding questions over an assigned reading, completion of a comparison contrast matrix).   Formative assignments are graded for accuracy and descriptive feedback is provided.  Formative work may be at the student’s instructional level or at the level of the content standard.  Formative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment, students will be able to earn an Advanced (4). Teachers will require students to redo work that is not of high quality to ensure rigor and high expectations. The students score on a formative assessment that was redone will be their final score.

 

·         Summative (65% of the final grade) – assessments/assignments are major end of learning unit tests or projects used to determine mastery of content or skill (e.g., a research paper, an oral report with a power point, major unit test, and science fair project).  Summative assignments are graded for accuracy.  Summative assignments assess the student’s progress on grade level standards and may not be written at the student’s instructional level.  Summative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment students, will be able to earn an advanced (4).

 

 

 

To maintain alignment of coursework to content standards, which is a key best practice for standards-based grading, teachers will utilize a standardized naming convention for each of the standards within a course.  The content standard will be marked on each assignment entered into Infinite Campus (District Grading Program) using all capital letters followed by a colon.  After the colon will be the title of the coursework.

 

At the end of the grading period, scores are converted to a letter grade using this grading scale.

 

 

Assessment and Grading Plan

 

Grading Scale for 2013-2014

A = 3.51 – 4.00

A-= 3.01 – 3.50

B = 2.51 – 3.00

B-=2.01 – 2.50

C = 1.51 – 2.00

D = 0.76 - 1.50

F = 0.00 – 0.75

 

 

Redoing/Revising Student Coursework*

  1. Students are responsible for completing all coursework and assessments as assigned.
  2. Students will be allowed redos and revisions of coursework for full credit as long as they are turned in during that unit of study while a student still has an opportunity to benefit from the learning. When time permits, teachers should allow the redoing or revising of summative assessments.
  3. Students are expected to complete assessments when given to the class, or if a student was justifiably absent, at a time designated by the teacher.
  4. Redoing, retaking or revising will be done at teacher discretion in consultation with the student and parent(s). Teachers may schedule students before, during, or after school to address needed areas of improvement if not convenient during class. The time and location for redoing, retaking or revising will be done at the teacher’s discretion in consultation with the student and parent(s).
  5. Scores for student work after retaking, revising or redoing will not be averaged with the first attempt at coursework but will replace the original score.

 

Opportunities for Extra Help

Extra help is available before and after school in room 111 Tuesday – Friday.  Students are encouraged to seek help on regular basis.