• Honors Math 3 Course Guide

Course Description

Math 3 students will expand their understanding of functions to include polynomial, exponential, logarithmic, and trigonometric functions. They will use trigonometric functions for general triangle solving, sinusoidal modeling, and other algebraic uses. They will extend their use of number systems to include the complex numbers, and make use of sequences and series. Students will apply methods from probability and statistics to draw inferences and conclusions from data.

Math 3 students will engage in mathematical practices such as making sense of problems, reasoning and constructing arguments, and using structure and regularity. They will use functions and geometry to create and critique mathematical models and solve contextual problems. They may use tools including graphing calculators, spreadsheets, and geometry software.

 Unit 1: Polynomial functions Ch. 1 plus supplemental materials Unit 2: Sequences and series Ch. 2 Unit 3: Inferential statistics Ch. 3 Unit 4: Trigonometric functions and geometry Ch. 4 Unit 5: Sinusoidal functions and modeling Ch. 5 Unit 6: Complex number system section 6.01-6.02; plus supplemental materials Unit 7: Exponential and logarithmic functions Ch. 8 Unit 8: Modeling and optimization Ch. 9A, 9B plus supplemental materials

Chapter references are to our textbook Integrated CME Project Mathematics III

Materials

You will need these school supplies: three-ring binder, notebook or loose paper, and a graphing calculator (other helpful supplies: graph paper and ruler). A graphing calculator is an important everyday tool in this course. LHS strongly recommends that all students have a TI-83 or TI-84 graphing calculator.

You will also soon have a hardcopy textbook. You will need to use your textbook during class most days. If you wish, you may leave your textbook in the classroom. However, remember that you are still responsible for the book you were assigned. If you choose to leave your book in the classroom you must have it covered.

Homework

Students will be assigned homework almost every night.  The homework will be due the next class meeting unless another due date is explicitly stated by the teacher. Doing the homework on the night it is assigned is vital to your learning because the homework will often be the starting point for the next class. The choices you make around homework completion will either facilitate or undermine your success. Because this is an honors-level class, students are expected to self‑monitor their daily homework completion. Homework will be checked occasionally by a variety of methods, which may include: viewing or collecting any recent homework to check it for either completion or correctness (either on the whole or of selected problems), or giving a short, unannounced homework-based quiz.

Make-up Work

When you are absent, it is your responsibility to find out what you missed (check my website for homework and ask a classmate what happened during class), and then I will provide reasonable support to help you catch up. Following the usual practice at LHS, the time allowed for completing missed work is usually one day for each day missed. However, if there is a test or an assignment due on the first day of your absence, you are responsible for it on the day you return.

Getting Help

If you feel confused about a topic, need some extra explanation, or just have a quick question, make the time to get extra help as soon as possible. Ms. Lifrieri is available every day after school and sometimes during the day (B, D, or E block by appointment). It is helpful if students make an appointment ahead of time but do not hesitate to stop by whenever needed. Students (and parents) should feel free to contact Ms. Lifrieri with any questions or concerns.  The best method is to email mlifrieri@sch.ci.lexington.ma.us

There will be a test at the end of each unit, and most units will also have intermediate tests/quizzes. Each quarter grade will be based on a weighted average of tests, quizzes, homework/problem sets, and any other graded work during the quarter. All full-period tests will have the same weight. All other graded work will have a designated weight as a certain fraction of a test.

Many problems in this course will be graded on a 0-to-5 scale measuring the correctness of your responses and the quality of your explanations. Here is a general description of the typical meaning of each score value. These criteria may be refined or adjusted on any particular problem at the teacher’s discretion.

5:  an exemplary correct solution. The work is correct in every detail, and presented in a clear and fully-justified manner.

4:  a correct solution. The work is generally correct, but may have weaknesses in presentation or justification, or be slightly lacking in detail.

3:  solution with minor error. The work has at least one significant mistake or omission. Any deficiencies are relatively minor, typically things that a student would be able to fix independently once pointed out.

2:  solution with major error. The work has at least one major error or missing step, or an accumulation of many minor errors. The deficiencies are significant enough to show a lack of mastery and perhaps a need for re-teaching and re-learning.

 5-point scale letter grade traditional scale 4.2 and above A+ 97 and above 3.8–4.1 A 93–96 3.5–3.7 A– 90–92 3.2–3.4 B+ 87–89 2.8–3.1 B 83–86 2.5–2.7 B– 80–82 2.2–2.4 C+ 77–79 1.8–2.1 C 73–76 1.5–1.7 C– 70–72 1.2–1.4 D+ 67–69 0.8–1.1 D 63–66 0.5–0.7 D– 60–62 below 0.5 F below 60

1:  slight progress toward a solution.  There is some correct progress in the direction of a solution, but most of the work needed for a correct solution is not present.

0:  little or no progress toward a solution. The work contains hardly any of what would be needed in a correct solution.

Sometimes questions that require only a short response may be graded using only selected point values. For example, an assignment that’s just marked complete/partial/missing might be scored 4/2/0.

Letter grades for assignments and assessments are formed from an average or weighted average of scores on individual problems, using the scale shown.