PRECALCULUS COURSE SYLLABUS: 2016 - 2017 Mr. Collins Room: 209







Email: [email protected]

Office: 208





Voice Mail: (520) 209-8404

Extra Assistance: Monday, 8:30 – 9:00 & Friday, 8:30 – 9:30

Course Website: https://sites.google.com/a/cfsd16.org/mr-collins-precalculus Additional Assistance is also available 1st hour with Mr. Rodriguez (room 204) and 7th hour with Mr. Swain (room 210) Overview: Precalculus (#2351) Precalculus will extend and refine algebraic and trigonometric concepts introduced and developed in Algebra 2. This course emphasizes critical and creative thinking in its design for students who wish to further advance their algebra skills. Precalculus is taught at a level and pace to prepare students for AP Calculus AB or college coursework in statistics or calculus. Grades: 10-12
 Prerequisite: Successful completion of Algebra 2 Post Coursework: AP Calculus AB or Statistics
 Credit: 1 credit, 2 semesters



Course Materials 1. Text: Precalculus: Graphical, Numerical, Algebraic Demana, Waits, Foley, Kennedy, 7th edition, 2007, Pearson/Addison Wesley 
 2. TI-83+ or TI-84+ Graphing Calculator (very highly recommended) 
 3. Dry erase markers 
 4. Two composition books 
 5. Pencils (no pens) 


Grade Calculation and Assessment Explanation Assessments will be both formative and summative. Formative assessments may occur daily and give students multiple opportunities to show knowledge prior to a summative assessment. Formative assessments may/will be scored to inform students of what they know and what they need to study/practice in preparation of mastering the concepts and skills and for future summative assessment. Summative assessments afford students an opportunity to show their knowledge during and at the end of a unit and cumulatively over the course of the semester and year. Any missed assessments will be entered as a score of 0 until the assessment is made-up. The opportunity for making up missed unit assessments will be on Mondays/Wednesdays, from 3:40 – 4:40 in room 209. Revision of missed items on all assessments is expected as a part of a student’s work toward mastery of the course concepts and skills. Replacement opportunities are given both within a unit and cumulatively throughout the semester as follows: •

Within a unit students will take a mid-summative assessment and a summative assessment. If the summative assessment score is higher than the mid-summative assessment score, then the summative assessment score will replace the mid-summative assessment score.

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A cumulative midterm will be given mid-way through each semester. Students may select a summative unit assessment from a prior unit from the semester and if the midterm score is higher than that score, the midterm will replace the unit summative score.

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A cumulative final will be given at the end of each semester. Students may select a summative unit assessment from the semester and if the final score is higher than that score, the final will replace the unit summative score. If the final score is higher than the midterm score, the final will replace the midterm score, as well.

These grade replacement opportunities are only available if students complete and turn in their unit journals, which help students summarize, retain, and refine their knowledge and the learning goals of the unit/semester. Due to the need for timely feedback from mid-summative assessments, if a student is not present for the midsummative assessment, the Unit Summative Assessment will be used to fill-in the mid-summative score in the gradebook. Students will be given a copy of the mid-summative assessment to use as a formative assessment. Grades are weighted in the following manner: Formative Assessments (Assessments for learning) Students are expected to check their understanding of unit learning goals daily. The most common type of formative assessment is practice work (home or in-class). Practice work is reviewed (debriefed) daily, giving students immediate feedback about their knowledge and an opportunity to improve their understanding by asking clarifying questions before a summative assessment. Formative assessments will be given to allow students to practice test-taking skills and to formalize their understanding of unit concepts and skills. These formative assessments may/may not be scored but will always provide students with immediate feedback about what they know and can do at that moment in time. Students will use the information/data provided through formative assessments to guide future studies and practice as they work toward mastery of the concepts and skills of this class. Formative assessments are not a component of the student’s averaged grade.

80% Summative Assessments (Assessments of learning) Summative assessments such as a quiz, test, or project may be given during the study of a unit’s concepts and skills and will be used to shape instruction during the unit. A Unit Summative Assessment will be given at the end of each unit of study and will represent all of the learning goals within that unit. Summative assessments may include multiple-choice, free response, essay or a combination of any of the three types of formats. Research and writing assignments may be given to assess students learning and as such will be scored as a summative assessment. Summative Assessments may be weighted differently to reflect students’ knowledge development through a unit. Summative assessments are a component of the student’s averaged grade. Within each semester, students will be assessed cumulatively over all material studied to that point. These assessments will be summative in nature and will be represented as a portion of the student’s grade in the Cumulative Assignment Type. Each unit, including the Cumulative Assignment Type, will make up 16% of a student’s semester grade. 20% Final Exam A cumulative final is given each semester that will assess all learning goals of the semester. The second semester final will assess the entire year of study. The Work of Learning Your time in class will be spent actively engaged in the study of Precalculus. . . . . .

You will read, preview, and write. 
 You will practice and present. 
 You will assess and critique. 
 You will review, refine, and extend your understanding of mathematics. 
 You will make connections between multiple concepts in mathematics and apply old ideas to new contexts.


My time in class will be spent guiding and supporting your study of Precalculus. 
 . . . . . .

I will clarify your understanding of math concepts. I will directly teach any new concepts and skills for you to practice. 
 I will provide you multiple opportunities to demonstrate your knowledge. 
 I will scaffold your learning of precalculus with independent work on review material and group collaborative work on refinement and extensions. 
 I will scaffold your learning, providing multiple opportunities for you to refine, extend, and connect your prior knowledge about algebra and trigonometry to new precalculus concepts. I will provide multiple opportunities with a growth mindset framework for you to practice applying your knowledge to new contexts and will provide you time for feedback on the connections that you have made among the concepts. 


You will be asked to work in a variety of ways to further you understanding of the concepts and skills of algebra and trigonometry. You will preview material, debrief your work in a group, present your work to the class, critique peers’ work to analyze errors and to provide feedback, and of course you will practice. 
 Please visit my website https://sites.google.com/a/cfsd16.org/mr-collins-precalculus/ for further information and explanations.

Practice Work The primary purpose of practice-work in mathematics is to enhance classroom learning. Assigned practicework will be completed either in the classroom or at home in a timely manner. Both the student and the teacher use practice-work to evaluate the learning process. Practice-work also provides students the opportunities to: • • • • •

Refine their skills through practice; Check for understanding; Develop independent learning skills, including the use of resources such as the textbook and class notes; Apply and investigate learned concepts in new contexts; and Preview new content.

Please keep in mind that practice-work goes beyond the solving of assigned problems. For practice-work to be an effective part of the learning process, it consists not only of written work but also of reflection by the student on his or her level of understanding. While each classroom provides a unique learning experience, the following practice-work standards exists for all mathematics courses: • • • • •

Practice-work is routinely assigned. In many courses, it is assigned on a daily basis. Students should typically expect to invest 30-60 focused minutes per assignment. The required time will vary by student and course. The quality of work should provide sufficient detail to convey the problem-solving process to other students and to the teacher. Students are expected to check for accuracy. Students are expected to follow up on practice-work difficulties with available resources, including the textbook, class notes, the teacher, the NEST, and classmates.

Course Outline: Precalculus 
 Each unit of study will routinely include the following assessments: . . . .

Practice work/Formative assessment(s) 
 Summative assessment(s) 
 Unit Summative assessment(s) 
 Unit Journals

Semester 1:

Semester 2:

Unit 1: Functions
 Unit 2: Polynomial Functions
 Unit 3: Rational Functions Unit 4: Exponential and Logarithmic Functions


Unit 5: Basic Trigonometry Unit 6: Trigonometric Equations and Identities Unit 7: Sequences and Series Unit 8: Polars