Honors Math 3 Syllabus

Hello! Welcome to Honors Math 3. My name is Ms. Jones and I am a student teacher from North
Carolina State University. I am looking forward to learning from each other this semester. This
course covers a wide variety of topics, that can be challenging, but with the right amount of
effort and team work, I believe that you can succeed in this classroom.

Honors Math 3 is the next course for students who have shown mastery in Math 1 and Math 2.
We will continue to expand on the knowledge and skills you have gained from your previous
math courses. Our class will include topics such as: operating on polynomials, reasoning with
equations and inequalities, working with functions, looking at linear, quadratic, and exponential
models, introducing trigonometry, expanding geometrical knowledge through congruence
proofs, working with circles, and explaining formulas for shapes, such as volume. We will also
continue building on your statistic skills by working with different data sources, experiments,
and sample surveys. While this is curriculum can be challenging, it is very valuable and I hold
you to a high standard in my classroom to work your hardest to develop these concepts.

Classroom Norms:
1. Respect will be key in our classroom
In our classroom, we will respect one another in many ways. We will respect each
others ideas, opinions, learning space, and time. This means we will give each
other our full attention during class discussions and instruction. No cell phones
(or any technology) or other class work should be out during class unless you are
told otherwise.
2. Mistakes are welcome
Our class is a place for everyone to grow and learn. We will not scold each other
for making mathematical or conceptual mistakes. Instead we will use these
moments as opportunities to learn from one another.
3. Questions drive the learning experience
To enhance our learning experience, I expect questions to be asked frequently.
Questions are a good way of indicating your understanding of the content. Do not
be afraid to ask a question in our class. All questions are valid and odds are
someone else is wondering the same thing as you. The questioning process will go
both ways. I will ask you all questions, you can ask me, you can ask the class. We
will lead our learning through questions, allowing them to clarify concepts and
procedures for everyone.
4. Math is for everyone
There is no one who is not a math person in our class. If you feel less confident
in a math classroom, then we will spend our time together to build up your
confidence. Math is something that everyone can learn with time, practice, and
patience. I will do my best to provide you with platforms that are best for your
learning, and I expect you to work hard to understand the mathematics.
Consequences:
To ensure a safe and productive learning environment for everyone, we will have
consequences for when someone does not follow our classroom norms and rules. The norms will
be up in the classroom at all times, to ensure that everyone knows them and can refer to them.
After a first offense in the classroom, there will be a verbal warning to you and the entire class. If
problems continue, seating arrangements or classroom activities will be changed. After that,
consequences could involve contacting parent/guardian or referral to the office.

Grading Policy:
Grading Scale
Below is the percentage that each assignment has on your quarter grade.
Unit Test 50%
Quizzes 25%
Classwork & Projects 15%
Homework 10%
Below, is the how your final grade is calculated using your quarter grades and the North Carolina
State Test.
1st Quarter 40%
2nd Quarter 40%
NCFE 20%
According to the WCPSS board policy, school work will be made up for excused absences
under the following conditions:
1. If the absence is approved in advance and/or if the work is assigned by the teacher in
advance, all make-up work, including tests assigned the day of return, is due upon the
students return to school. Teachers should use discretion and may make exceptions in
the case of students whose excused absence is beyond the students control, and the
nature of which would not support make-up work the day of return (e.g., death in the
immediate family, serious illness).
2. If the make-up work has not been assigned in advance, for absences of one to three days,
the student will have one day for each day absent. For absences exceeding three days, the
student may have two days for each day absent to make up work. Special considerations
should be given in the case of extended absences due to injury or chronic illness.
3. The student is responsible for securing make-up work at the secondary level.
Homework Policy: Each student should consult the HW Calendar and complete all assignments,
so that homework can be stamped and discussed on a daily basis for the benefit of the student. At
the beginning of each class, your stamp page should be on your desk. Late classwork will be
accepted for a maximum of 50% credit.
Quiz Grade Recovery: The 50 Club = Any quiz 50 may be replaced with a higher Unit Test
grade within the same unit. At the end of each quarter, the lowest quiz grade will be dropped.
Test Grade Recovery: Students will be allowed up to one week after a test has been returned to
demonstrate mastery. Students will receive the average of the two test grades not to exceed a
70%.
Contact Information:
The best way to contact me is by email at kdjone10@ncsu.edu
You can also find course information on my website: mskimberlydjones.weebly.com
If you need tutoring/extra help, it is offered on Tuesday from 3:30 to 4:30 in room 306. **If your
overall course grade is below a 60% tutoring is mandatory.

I am looking forward to a wonderful semester!

Please sign below to state that you have read the entire syllabus and agree to the policies and
procedures introduced.

Students Name: ________________________________________________

Students Signature: _____________________________________________

Please sign below to state that you have read the entire syllabus with your students and that you
agree with the policies and procedures introduced.

Parent/Guardian Name: ____________________________________________

Parent/Guardian Signature: __________________________________________

Classroom Management Plan

I. Norms
1. Respect will be key in our classroom
a. In our classroom, we will respect one another in many ways. We will
respect each others ideas, opinions, learning space, and time. This
means we will give each other our full attention during class
discussions and instruction. No cell phones (or any technology) or
other class work should be out during class unless you are told
otherwise.
b. This will be implemented in my classroom because I think that respect
is vital in a productive classroom environment. For me to be able to
effectively teach and the students to be able to learn, there needs to be
mutual respect. Students need to be able to give their attention to the
teacher and to one another. Respect is also important for everyone in
so that students feel comfortable sharing their thoughts about the math
that they are learning.
c. When thinking about implementing this norm, I would start off by
addressing it on the first day of school. I would make sure students
understood why it is a norm that is beneficial to all parties in the room.
Then throughout the semester, I would be sure to show respect to my
students and hold them up to a high standard of respect by praising
students who demonstrate it well in class discussions or during
instruction. For example, if a student has their hand up and waits
patiently for me to get to them rather than causing a commotion, when
I call on them I would say thank you for waiting so patiently.
2. Mistakes are welcome
a. Our class is a place for everyone to grow and learn. We will not scold
each other for making mathematical or conceptual mistakes. Instead
we will use these moments as opportunities to learn from one another.
b. This norm is extremely important to have in the kind of classroom
environment that I am aiming for. I want students to be comfortable
with struggling and sometimes being wrong. This creates strong
learners and prepares students for the moments in life where they
arent always correct and things dont come easy. Being able to grow
past the mistakes you make and learn from them, whether its in an
academic setting like my classroom or a real-life one, is an important
ability for students to have. I also want to implement this because I
want students to understand that my classroom is a place for
imperfections and growth.
c. One way I would welcome mistakes is being using the Favorite No
technique. I would use this with warm-up or homework questions.
These items are low-stakes and I think students would be able to
realize that mistakes are okay and that are important to learning
without embarrassing them or having them feel like they are less of a
person for getting something wrong. Another way I would promote
 this norm in my classroom is by recognizing incorrect answers that are
said during class and creating a discussion around them that can lead
to a deeper understanding of the content.
3. Questions drive the learning experience
a. To enhance our learning experience, I expect questions to be asked
frequently. Questions are a good way of indicating your understanding
of the content. Do not be afraid to ask a question in our class. All
questions are valid and odds are someone else is wondering the same
thing as you. The questioning process will go both ways. I will ask you
all questions, you can ask me, you can ask the class. We will lead our
learning through questions, allowing them to clarify concepts and
procedures for everyone.
b. This norm follows with the previous one as to why it is important.
Students need to understand that questions are what helps guide the
learning and it is okay not to completely understand something the
first time you see it and you can question it. Questions can also further
the learning and deepen the understanding of a concept. This norm is
important for students to feel comfortable asking questions and
inquiring about mathematics.
c. In my classroom, I would encourage students to ask questions to each
other and to participate in conversations that promote mathematical
discourse. The question why? will be asked frequently and verbal
explanations of their solutions is something I will be constantly
looking for. Not only would I encourage students to ask questions, but
I would also always allow an answer to come from a peer, rather than
just always me. This lets them learn from one another and grow as
math students together.
4. Math is for everyone
a. There is no one who is not a math person in our class. If you feel
less confident in a math classroom, then we will spend our time
together to build up your confidence. Math is something that everyone
can learn with time, practice, and patience. I will do my best to provide
you with platforms that are best for your learning, and I expect you to
work hard to understand the mathematics.
b. This norm is important to my classroom because I want all students to
feel like the classroom is a place for them and it should not be
intimidating. It can be challenging, but they should not fear and feel
uncomfortable coming into my class because they do not see their self
as a math person.
c. I would begin implementing this on the first day. We would have a
discussion of growth and fixed mindset, discuss their anxieties about
mathematics and how to overcome them together. Then throughout the
semester I would be create lessons that appeal to a variety of learning
methods giving each student a chance to engage in mathematics in a
way to works for their style.
II. Rewards
a. Verbal Praise
i. When facilitating a class discussion, I will be sure to praise the pieces of
students answers that are correct.
ii. Repeat and use the language (that is correct) that students use to describe
certain aspects of math.
iii. Encourage students to work together in class discussions. When one
student says a partially correct idea, use the phrase Ok, lets build on
that to progress the idea.
iv. Verbally praise students efforts to them and to the class.
b. Non-Verbal Acknowledgment
i. Smiles and head nods when student is doing something correct or
promoting positive classroom behavior
c. Progress Incentives
i. Sticker System- When students participate in discussions and provide a
mathematical insight that is considered to be worthy of a sticker. This can
be making connections to previous concepts or understanding/explaining
something at a high level. These stickers are allowed to add 5 points to a
quiz or test. (1 point per sticker, max of 5 points)
III. Consequences
1. Verbal class reminder of the norm/rule that is being broken. (Norms are in a
place that students can see everyday)
2. Ask disrupting student a direct question relating to the content to bring them
back into the class.
3. Individual non-verbal addressing. (Tap on shoulder, sticky note on desk)
4. Verbal warning directly to student.
5. Change of environment, seat change or activity change.
6. Referral to office with contact to parent/guardian.
IV. Procedures
1. Missed late work assignments
a. Absent
There is a folder in the front of the room with a copy of
missed assignments for the student to make up
The student is responsible for copying notes from a classmate
Students get an additional day to turn in assignments/HW for
days missed
b. Late
Student will have 10 points deducted for each day an
assignment is late
If an assignment is more than 3 days late, it will not be
accepted for a grade
Students will turn their work into the late work folder at the
front of the room
c. This procedure is important to add because students will miss
class or forget to turn in an assignment frequently. I think it is
important to have a clear procedure in place that students
 know. I would accept late work with a deduction in grade,
because my classroom would be a place for them to grow and
make mistakes (like missing an assignment), but there must
also be consequences for those mistakes so they learn not to do
it again in the future. Having this procedure in place will help
the classroom run smoothly because students will know what is
expected of them in advance and the system would be
consistent. Absent work in a bin at the back of the room means
that students should be able to go back there and pick up the
work that they have missed without disrupting the class.
2. Classroom Entry Procedure
a. Students walk in, turn in any assignments to the back of the
room, put homework on desks to be stamped. Begin warm
up problems. Once the bell rings, all phones, headphones,
and earbuds should be put away.
b. Having a routine for the when students enter the room is
important. It sets the mood for the classroom and you must
redirect their attention to your subject area. Giving the
students a constant routine creates a space where they know
what is expected of them. I also am allowing them to use
their phones until the bell rings, this way they get to use it
for a few minutes, but they would know once that bell
rings, all devices go away until I allow them to use it again.
3. Bathroom Procedure
a. There will be only one hall pass, so only one student may
go at a time. I would not require them to raise their hand
and ask me, however there are certain time periods when
they cannot go. By school policy, students may not use the
bathroom in the first 15 or last 15 minutes of class.
Otherwise, they may go when the pass is available. They
must sign out and sign in when they leave the classroom.
The students are responsible for any information they
missed while they were in the restroom.
b. For this procedure, I went back and forth on limiting the
times a quarter that a student could go to the restroom.
However, I decided that this may be the area of my
classroom procedures where I allow students to work on
being responsible. Allowing them to have the freedom of
going to the restroom without asking permission hands over
some responsibility to them, but only allowing one person
at a time still keeps me in control. Also, them not asking
me would help minimize some classroom disruptions.
4. Cell Phone Procedure
a. (Assuming I am at a one-to-one school that allows cell
phones) Students are allowed to use their cell phones until
the bell rings for class. Then, cell phones must be put away.
 Students have 2 options to begin with, they can have it
sitting on their desk or they can have it put away in their
bag. Even though the phone is sitting on their desk, they
cannot constantly be using the device. If they are not
paying attention to the class and to their phone instead, I
would use the bag system. I would first put the bag on
their desk as a warning that they are using it too much.
Next, if usage continues, the phone goes in the bag and gets
stapled shut until the end of the class. This system would be
the same for students who put their phones away in their
bag but then try to use it.
b. I chose this procedure because cell phones are going to be
in my classroom no matter what. I would try to incorporate
activities where the students are able to use their phone or
they are so engaged that they do not want to use them.
However, the system above is for a general day. I wanted to
create something where students have options to use them,
because even I have issues getting away from my phone, so
I know that they do. However, I did not want them using
them constantly. This system would help the class run
smoother because I can put the bag down on a students
desk without stopping my instruction and calling them out,
but they still get notified that they are not using the device
in the correct way at the time.
5. Raising your hand/Asking Questions Procedure
a. Students must raise their hand to ask questions during
instruction. As the teacher, I will try to get to the questions
in an effective manner. I will also go to the student who
had their hand raised first, then second, then third, and so
on.
b. This would help my classroom run smoothly so that
students are not just yelling out during instruction and
disrupting the class. I am calling on them in the order that
they raise their hands so that everyone gets a chance to ask
their questions.
Classroom Situation Plans
Low Grades
Zach started the year making mostly As and Bs, but he made a C- on his last test and failed his
last quiz. He has never turned in homework consistently, but in the past it is not affected his
grade. While he is not failing, his grade has fallen from a B to D. He does most of his classwork
but you have to stay on him to make sure it is done.

I would begin by talking to other teachers that Zach has and see if this is a trend in his other
courses. Then I would continue by having a one-on-one discussion with Zach, either before or
after class. I would do this to show Zach that I care and that there is something that we need to
address.

Talking points:

Mention his previous success in the course.

Discuss that the new grades do not seem to be a proper reflection of his abilities.
Ask if there is anything going on that you may need more support for (content, outside
of school issues)
Let him know that I have notified is parents of his change in grade, but I also will tell
them that we have had a discussion about it and if things continue in this pattern we will
have a discussion all together.

Email to parents:

Good evening parents/guardians of Zach,

This is Ms. Jones here, your students math 3 teacher. Previously, Zach has been an A and B
student. The content is progressing, and his grades are beginning to slip. I am having a
discussion with your student today to see if there is anything that I can do for him, whether
that be tutoring or extra examples to bring home. I just wanted to notify of this change in
performance. If this pattern continues, I would like to hold a meeting with all of us together
to see what we can do to help Zach.

Best wishes,

Ms. Jones
Classroom Behavior
Your 4th period class can be very energetic. Here are some of the interactions you had with
different students concerning their behavior during the beginning of one class period. Three
students, Mark, John, and Zed walk in 3 minutes late to class talking loudly and disrupt the
rest of the class that is working on their warm up. After they finally settle in, Marci walks in
late with a note from a teacher; however, you recall that she has been late twice this week
with a note from the same teacher, Ms. Jones. As you are welcoming her to class, Mark and
John have gotten up to sharpen their pencils and are talking loudly about what they did on
Friday night. The conversation is inappropriate and included inappropriate language. You
ask them to take their seats and go back to checking homework. As Mark goes back to his
seat, he stops to talk to Adela. You ask him again to go to his seat and he finally does but
mumbles under his breath as he does. You come by to check Marks homework and he does
not have it. You ask him why he did not complete it and he tells you, Its a waste of time.
Mark does not do anything for the rest of the period but does not cause any other issues.

Before Mark leaves for the day I would ask to talk to him really quick about his behavior
today. I would let him know that I understand that you want to talk to your friends
sometimes, but you need to realize the appropriate time and place for it and that my
classroom, when I am trying to teach is not. I would also mention that I expect more form
him and that I think his conduct could have been better in class. Then I would ask him about
his homework and if he needs any help with the content or if he just did not complete it for
some other reason.

For Marci, I would want to have a talk with Ms. Jones as to why Marci is always coming in
late from her room. If there is something that we need to discuss together, or if Marci is
actually coming from Ms. Jones. Depending on the response from Ms. Jones, I would
address Marci in different ways.

Email to Ms. Jones

Hi Ms. Jones,

I hope your week is going well. Ive noticed that a few instances this week where Marci has
been late to my class. Each time she has come in this week, she has had a note from you. I
was wondering what was causing her to be late this week. If you could let me know so
hopefully we can work something out to prevent this from happening.

Thank you,

Ms. Jones
Reflection:

What are your views about growth mindset and how does it show in the above work? Give
specific examples that help demonstrate your views. Make sure you give credit from readings
when appropriate.

I think that growth mindset is an important term for students to know and try to aim for. I
think that students may not realize that they have a fixed mindset or that there is another way to
perceive learning. Students who have a growth mindset learn more effectively and the display a
desire for challenge (Boaler). I would want to present the idea of growth mindset to my students
and have discussions about why it is beneficial to have this mindset in our learning environment.
Them just being aware of this concept and me, as a teacher, understanding that their abilities are
fluid is an important first step in creating a productive learning environment.
My classroom norms touch on this idea frequently, reminding students that the classroom
is a place to learn, grow, and challenge yourself. I would hope that the students in my classroom
know that it is okay to struggle and be presented with a challenge and that I am there to help
them. This idea of growth mindset is also shown through the verbal and nonverbal praise that I
give to students. Encouragement and using students language during class discussions shows
them that even if what they say isnt exactly right, there is room to grow. Throughout the year, I
think that the idea of growth mindset would be visible in my classroom and that students would
be able to see the benefits from it.
What are your views about equity and how does it show in the above work? Give specific
examples that help demonstrate your views. Make sure you give credit from readings when
appropriate.

I believe that equity is important for a productive classroom setting. The students in a
classroom need to be provided with the correct resources that enhances their learning experience.
I think that the classroom should be a reflection of the world, and that the way we treat each
other, the content we learn, and the activities we do need to reflect the students lives. While
math is sometimes seen as more abstract, it can contribute to the promotion of cultural
responsibilities or social awareness (Boaler). The classroom should have students think about
real world problems that apply to mathematics, but they should also represent some type of
social justice in various moments.

The first step in promoting equity in the classroom is establishing respect for one another.
This is addressed in my first norm. For my classroom to be the safe learning environment I
desire, I need to establish respect with my students and they need to do it with one another. Also,
through the idea that math is for everyone, I will be creating lessons and ideas that focus on
various aspects of culture, society, and other things that relate to my students lives inside and
outside of my classroom.
 Works Cited
Boaler, J. (2014). Ability Grouping in Mathematics Classrooms. Encyclopedia of Mathematics

Education, 1-5. doi:10.1007/978-94-007-4978-8_145

Boaler, J. (2008). Promoting relational equity and high mathematics achievement through an

innovative mixedability approach. British Educational Research Journal, 34(2), 167-194.

doi:10.1080/01411920701532145