Integrated Math 2 - HONORS

ACCESSING THE TEXTBOOK ONLINE

An access code for our class will be posted here once the Spring semester begins and I have added updated rosters to the McGraw Hill Publishers site

Aspen

the Student Learning Worksheet

Go to the Online Text site

Google Classroom Site

Period 1 use code: v3ta1iq

Period 4 use code: h3p6kyy

What it means to be "integrated"

Welcome to Integrated Math. This approach to structuring high school math courses is now in it's fourth year at Northampton, but it is an old idea with a lot of support both anecdotally and from research on how math is applied in the world beyond secondary school.

The basic idea is that rather than teach the various fields of mathematics separately, the fields are presented together, often through the very connections that exist between them. One obvious advantage of this is that we no longer have to wait for a student to complete 2, 3, or even 4 courses before we can discuss the rich connections between these varied fields. The other is that there is more flexibility in the content actually worked on, which makes our curriculum more dynamic and able to adjust not only to supported trends in pedagogy, but to changing expectations from the state and nation in terms of required standardized testing.

In the classroom, what students will experience is an environment focused on them. The content and ideas are developed from the work rather than presented by the teacher, whose role is to facilitate and guide as opposed to lecturing and disseminating. Collaboration between students is a core value as well as improving communication of ideas - both defending your own and challenging (respectfully) those of others. 

What we will study this semester.

This is the second course of the Core Plus Mathematics Project. The exploration of linear, quadratic, and exponential patterns begun in the first course continues here. We begin by expanding our list of familiar patterns, adding direct and inverse relations and later power models to what we already know about linear, quadratic, and exponential models. We move on to examining more than one linear model at a time (systems of equations) and take a deeper dive into nonlinear models. We also begin working with more traditional mathematical language and notation. Earlier work studying patterns in shape will be extended to examining shapes in the context of equations, coordinates and graphs, as well as a beginning look at triangle geometry, introducing the ubiquitous trigonometry functions of sine, cosine, and tangent. There is also an introduction to formal probability theory and statistical regression. Mapping this course onto the older more traditional courses, there is content here from Algebra 1, Geometry, Algebra 2, and some from an introductory course in statistics. For more information directly from the publishers site, go here.

Grading will be aligned with a list of specific Learning Standards. Creating and utilizing this list of standards is an active and ongoing process. Students will be guided in tracking their progress mastering these standards in their Learning Worksheet (sample), a living online spreadsheet that also computes overall grades from the rubric-focused feedback aligned with each standard. More on this is discussed at Open House and once we have completed the first assessments in class.

Where to go for help.

In class, I will often first direct you to consult with your classmates - I will be a last resort for answers. However, should you need more help with the material, do come after school and that is when I can be more direct with the instructional style. I am usually available for at least 30 minutes every day, but I am hosting "office hours" on Tuesdays and Thursdays. The best policy is to let me know you're planning on coming and I can not only be prepared for you, we can immediately clear up any conflicts in each of our schedules.

If any issues come up for you at all - be they confusion on an assignment or just to let me know of some other difficultly, please send me an email. I am often able to respond and that alone is often helpful. If you know ahead of time you are going to have trouble completing an assignment, let me know that by email too.