{"id":22,"date":"2015-08-25T12:50:48","date_gmt":"2015-08-25T16:50:48","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/defaulttemplate1\/?page_id=22"},"modified":"2015-08-25T21:05:42","modified_gmt":"2015-08-26T01:05:42","slug":"class-info","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/farageb2\/class-info\/","title":{"rendered":"Syllabus-S1"},"content":{"rendered":"

Dearborn High School
\nPreCalculus\u2013S1
\nClassroom Rules & Syllabus<\/strong><\/p>\n

TEACHER:\tBashayer Farage<\/p>\n

CONTACT INFORMATION:<\/strong>
\n\t\tphone #: (313) 827-1600
\n\t\temail:\tfarageb@dearbornschools.org
\n\t\tiblog:\thttps:\/\/iblog.dearbornschools.org\/farageb\/<\/p>\n

COURSE DESCRIPTION:<\/strong>
\nThis course prepares students for success in calculus. It focuses on the development of the student\u2019s ability to understand, interpret, apply, analyze and solve problems requiring higher level of algebraic thinking skills. It develops familiarity with some mathematical and physical applications of algebra and analytic geometry. It also incorporates graphing calculators whenever appropriate to illustrate concepts and solve problems. <\/p>\n

MAJOR CORE COURSE OBJECTIVES:<\/strong>
\nUpon successful completion of this course students should be able to:
\n \tGraph lines and find the equation of a line in slope-intercept, point-slope, and standard forms; use parallel or perpendicular characteristics to find an equation of a line; and apply transformations to linear graphs.
\n \tGraph & differentiate between the properties of the 12 basic functions: identity, square, cube, reciprocal, square root, exponential, natural logarithmic, sine, cosine, absolute, greatest integer and logistic functions.
\n \tIdentify and describe discontinuities of a function (e.g., greatest integer, and reciprocal functions) and how these relate to the graph.
\n \tPerform algebraic operations (including composition) on functions and apply transformations (translations, reflections, and rescalings).
\n \tDetermine whether a function (given symbolically or graphically) has an inverse and express the inverse (symbolically, if the function is given symbolically, or graphically, if given graphically) if it exists. Know and interpret the function notation for inverses.
\n \tDetermine whether two given functions are inverses of each other, using composition.
\n \tWrite an expression for the composition of one given function with another and find the domain, range, and graph of the composite function. Recognize components when a function is composed of two or more elementary functions.
\n \tExpress quadratic functions in vertex, factored, and standard forms. Convert standard form to vertex form by completing the square method, and solve quadratic equations using the quadratic formula.
\n \tGiven a polynomial function whose roots are known or can be calculated, find the intervals on which the function\u2019s values are positive and those where they are negative.
\n \tSolve polynomial equations and inequalities of degree greater than or equal to three. Graph polynomial functions given in factored form using zeros and their multiplicities, testing the sign-on intervals and analyzing the function\u2019s large-scale behavior.
\n \tKnow and apply fundamental facts about polynomials: the Remainder Theorem, the Factor Theorem, and the Fundamental Theorem of Algebra.
\n \tSolve equations and inequalities involving rational functions. Graph rational functions given in factored form using zeros, identifying asymptotes, analyzing their behavior for large x values, and testing intervals.
\n \tGiven vertical and horizontal asymptotes, find an expression for a rational function with these features.
\n \tUse the inverse relationship between exponential and logarithmic functions to solve equations and problems.
\n \tGraph logarithmic functions. Graph translations and reflections of these functions.
\n \tCompare the large-scale behavior of exponential and logarithmic functions with different bases and recognize that different growth rates are visible in the graphs of the functions
\n \tSolve exponential and logarithmic equations when possible, (e.g. 5x = 3(x+1)). For those that cannot be solved analytically, use graphical methods to find approximate solutions.
\n \tExplain how the parameters of an exponential or logarithmic model relate to the data set or situation being modeled. Find an exponential or logarithmic function to model a given data set or situation. Solve problems involving exponential growth and decay.
\n \tSolve quadratic-type equations (e.g. e2x – 4 ex+4 = 0) by substitution.
\n \tExplain how the parameters of an exponential or logarithmic model relate to the data set or situation being modeled. Find a quadratic function to model a given data set or situation.
\n \tUse matrices to represent and manipulate data.
\n \tAdd, subtract and multiply matrices by scalars to produce new matrices.
\n \tMultiply two matrices of appropriate dimensions.
\n \tUnderstand that matrix multiplication for a square matrix satisfies the associative and distributive properties, but not the commutative property.
\n \tUnderstand the role of the zero and identity matrix in matrix addition and multiplication.
\n \tUnderstand that the determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
\n \tRepresent a system of linear equations as a single matrix equation in a vector variable and find the inverse of a matrix if it exists
\n \tUse inverse matrices to solve 2×2 systems of linear equations (graphing calculators for 3×3 or more).<\/p>\n

TEXTBOK AND MATERIALS: <\/strong>
\nPrecalculus, Graphical, Numerical, Algebraic, – by F. Demana, B. Waits, G. Foley & D. Kennedy.
\nA graph-notebook and a folder are required for each student.<\/p>\n

SCOPE & SEQUENCE:<\/strong>
\nChapter P Prerequisites
\nChapter 1 Functions & Graphs
\nChapter 2 Polynomial, Power & Rational Functions
\nChapter 3 Exponential, Logistic & Logarithmic Functions
\nChapter 7 Matrices<\/p>\n

INSTRUCTIONAL & BEHAVIORAL POLICIES: <\/strong><\/p>\n

A Typical Day in the Classroom:
\nThe class will begin with a few problems to reinforce state standards. Then we will review homework completed the day before. The class will learn the new material for the day. The end of class will be a review of what was learned.<\/p>\n

Student Participation:
\nYou will be expected to take part in the class by doing your work, paying attention, asking and answering questions. You can expect to have assignments every class period. Use your time wisely in class so that if you do have time to get started in class, you can acquire help. <\/p>\n

Assessment and Grading Plan:<\/strong><\/p>\n

Homework\/Classwork:<\/strong>
\nStudents will compile a portfolio containing class notes, classroom activities and completed homework for each of the units. The purpose of the portfolio is to help the student prepare for the unit test.<\/p>\n

Quizzes: <\/strong>
\nQuizzes will cover activities, explorations and lecture material from the unit being covered. Quizzes will be counted as formative.<\/p>\n

Tests: <\/strong>
\nTypically occur after each chapter, but all will include cumulative questions. This means that just because we are studying chapter 3, you cannot forget the materials in the previously discussed chapters. Formats will vary, including multiple choice, and\/or short answer. Test grades will be counted as summative.<\/p>\n

Final Exam: <\/strong>
\nThe final exam is accumulative for the semester. It is about 20% of the summative grade.<\/p>\n

Grading Scale:<\/strong>
\nThe 80\/20 rule is in effect. Grades are calculated on cumulative percentage and are rounded up whenever possible as:
\n93 – 100%\tA
\n90-92%\t\tA-
\n88-89%\t\tB+
\n83-87%\t\tB
\n80-82%\t\tB-
\n78-79%\t\tC+
\n73-77%\t\tC
\n70-72%\t\tC-
\n68-69%\t\tD+
\n63-67%\t\tD
\n60-62%\t\tD-
\nBelow 60%\tE<\/p>\n

Attendance:<\/strong>
\nAttendance is critical for success and will be taken on a daily basis. Therefore a parent or a guardian is required to call the school to verify their kid\u2019s absence within 24 hours or the absence is unexcused.<\/p>\n

4 Tardies = 1 absence\t\t(less than 5 min.)
\n2 Lates = 1 absence\t\t(5-15 min.)
\n1 absence\t\t\t(over 15 min.) <\/p>\n

When a student has 10 or more absences, excused or unexcused in one semester, he\/she will receive a reduced credit. Documentation for extenuating circumstances, such as hospitalization, surgery, or death in the family must be submitted as soon as the student returns to school from each and every absence, but no later than 10 school days following the absence. ISS and OSS will not be considered an absence. <\/p>\n

Teacher will meet with the student at 5 absences and provide him\/her with a memo indicating that he\/she has reached 5 absences. The student and the teacher will sign the form acknowledging the conference. Parents will be notified in writing by the office. A letter will be mailed to the parent or guardian when the student reaches 10 absences.
\nA student who receives reduced credit (for 10 or more absences) will receive their full credit if he\/she earns 78% or higher on the end of term common\/comprehensive assessment or test out exam. <\/p>\n","protected":false},"excerpt":{"rendered":"

Dearborn High School PreCalculus\u2013S1 Classroom Rules & Syllabus TEACHER: Bashayer Farage CONTACT INFORMATION: phone #: (313) 827-1600 email: farageb@dearbornschools.org iblog: https:\/\/iblog.dearbornschools.org\/farageb\/ COURSE DESCRIPTION: This course prepares students for success in calculus. It focuses on the development of the student\u2019s ability to understand, interpret, apply, analyze and solve problems requiring higher level of algebraic thinking skills. … Continue reading »<\/span><\/a><\/p>\n","protected":false},"author":1111,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-22","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/pages\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/users\/1111"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/farageb2\/wp-json\/wp\/v2\/media?parent=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}