ADLAI E.

STEVENSON HIGH SCHOOL

COURSE DESCRIPTION

MTH 391 / MTH 392 - PRECALCULUS HN

COURSE DESCRIPTION
This course is a continuation of the mathematics studied in Algebra 2 Accelerated and Geometry Honors. The content includes that
of Precalculus Accelerated as well as topics related to limits, vector theory, matrix algebra, discrete mathematics, polar coordinates,
proof by induction, and conic sections. Successful completion of this sequence prepares the student for entry into AP Calculus BC.

STANDARDS & LEARNING TARGETS

The learning in this course is organized around four standards that each have one learning target. Feedback on how well students
are meeting proficiency in each learning target is provided using the proficiency levels and the scaled learning targets (see pp 3-4).

1. Create 2. Simplify, Solve and 3. Analyze and 4. Notation, Language

STANDARDS Mathematical Evaluate Interpret and Math
Representations Conventions

A. I can create A. I can rewrite and/or A. I can reason A. I can use notation,
LEARNING mathematical evaluate expressions mathematically and language and math
TARGETS representations. and solve equations use this information conventions.
and inequalities. to make decisions.

SPECIFIC COURSE TOPICS OF STUDY

Arbitrary Functions
Applications of Functions
Polynomial Functions and Rational Functions
MTH 391
Exponential and Logarithmic Functions
Unit Circle Trigonometry
Trigonometric Functions

Trigonometric Identities and Equations

Polar Relations
Vectors and Matrices
MTH 392
Parametric Relations
Conic Sections
Sequences and Series

REQUIRED RESOURCES

Textbook / E-Book Precalculus, Mathematics for Calculus by Stewart, Redlin, Watson; Brooks/Cole ©2016; Seventh Edition

A graphing calculator is required for all mathematics courses. The TI-84 Plus CE calculator is strongly
Calculator recommended. (The TI-84 Plus and TI-Nspire CX are acceptable.) The TI-NSpire CX CAS nor a TI-89 will be
allowed on assessments.

Students will use SHS issued iPad to access notes, feedback, engage in learning activities, and to
iPad
collaborate.

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OTHER RESOURCES

Check Progress Interactive Report Card (IRC)

Canvas https://d125.instructure.com/

Tutoring Support https://www.d125.org/academics/tutoring

Khan Academy Videos and Practice

IXL Math www.ixl.com/signin/aeshs

SPECIFIC COURSE ACTIVITIES

In order to make satisfactory progress towards course standards, students will need to:
1. Participate in class activities (take notes, contribute to group work, complete in class tasks, ask questions, etc.)
2. Complete assigned homework as needed in order to practice and improve learning.
3. Use formative assessments to track learning progress and identify strengths and weaknesses with the course content and
complete outside practice in activities when necessary.
4. Complete all assessments and/or additional evidence opportunities as directed.
5. Create and follow through on a plan of improvement, when demonstrating less than appropriate growth towards learning
targets.

INTERACTIVE REPORT CARD

The Interactive Report Card (IRC) will be used to communicate students’ performance on assessments/assignments, teacher
comments, and concerns with students’ social-emotional learning (SEL).

WEEKLY GROWTH
The codes AG, MG, and FG will be used to communicate students’ weekly growth in the IRC. A pattern of “MG” or “FG” reporting
suggests a student’s need for additional practice or remediation. Students may receive free group tutoring through the ILC/ELC staff.

APPROPRIATE GROWTH (AG) MINIMAL GROWTH (MG) FAILING to GROW (FG)

The student’s weekly performance scores The student’s weekly performance scores The student's weekly performance scores
indicate that they are developing indicate that they are developing indicate that they are NOT developing
proficiency and growing as expected. proficiency at less than expected rate. proficiency and NOT growing.

PERFORMANCE ASSESSMENTS
Feedback on learning can be given through informal and formal assessments. This can occur through independent practice, in-class
work, formative events, mid-unit, end of unit, multi-unit, and/or end of course assessments.

MAKEUP POLICY
Missing assessments will be marked as “M” (still able to submit) or “N” (time has passed to submit) in the gradebook. Students have
five school attendance days to complete a missed assessment. Incomplete assessments result in a lack of evidence of student’s
understanding and may cause a student to fail.

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PROFICIENCY LEVEL
The codes 4, 3, 2, 1, M, and N below will be used to communicate students’ performance on assessments in each learning target.

4 3 2 1 M N

Developing Missing Evidence

Exceeds Meets Approaching Missing Evidence
Foundational (time has passed to
Proficiency Proficiency Proficiency (still able to submit)
Skills submit)

SCALED LEARNING TARGETS & SUCCESS CRITERIA

The scaled targets below describe students’ performance towards mastery per target. The success criteria helps to communicate the
specific actions that will help students meet the expectations of the learning target. The success criteria will be provided to students
in class at the start of each unit of study.

STANDARD 1 - CREATE MATHEMATICAL REPRESENTATION (CCSS-M MATHEMATICAL PRACTICE 2 & 7)

TARGET 1 - I can create mathematical representations.

EXCEEDS MEETS APPROACHING DEVELOPING FOUNDATIONAL

PROFICIENCY (4) PROFICIENCY (3) PROFICIENCY (2) SKILLS (1)

I can create an accurate I can create an accurate graph I can create an appropriate I can create a graph or
graph or equation in or equation using key features. graph or equation. equation.
unfamiliar situations.

STANDARD 2 - SIMPLIFY, SOLVE and EVALUATE (CCSS-M MATHEMATICAL PRACTICE 2 & 7)

TARGET 2 -I can rewrite and/or evaluate expressions and solve equations and inequalities.

EXCEEDS MEETS APPROACHING DEVELOPING FOUNDATIONAL

PROFICIENCY (4) PROFICIENCY (3) PROFICIENCY (2) SKILLS (1)

I can accurately simplify
and/or evaluate expressions
in equivalent form(s) and/or
solve equations, using
relevant mathematical
properties in unfamiliar
situations.
I can accurately simplify and/or
evaluate expressions in
equivalent form(s) and/or
solve equations, using relevant
mathematical properties.
I can simplify and/or evaluate
expressions in equivalent
form(s) and/or solve
equations, using relevant
mathematical properties.
I attempt to simplify and/or
evaluate expressions and/or
solve equations.

STANDARD 3 - ANALYZE and INTERPRET (CCSS-M MATHEMATICAL PRACTICE 3 & 4)

TARGET 3 - I can reason mathematically and use this information to make decisions.

EXCEEDS MEETS APPROACHING DEVELOPING FOUNDATIONAL

PROFICIENCY (4) PROFICIENCY (3) PROFICIENCY (2) SKILLS (1)

I can accurately interpret and
make inferences about the
behavior of the situation,
graph, or function and
correctly implement the
information in the solution in
unfamiliar situations.
I can accurately interpret and
make inferences about the
behavior of the situation,
graph, or function and
correctly implement the
information in the solution.
I can accurately interpret and I can attempt to interpret and
make inferences about the make inferences about the
behavior of the situation, behavior of the situation,
graph, or function. graph, or function.

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STANDARD 4 - NOTATION, LANGUAGE, and MATH CONVENTIONS (CCSS-M MATHEMATICAL PRACTICE 6)
Target 4 - I can use notation, language and math conventions

EXCEEDS MEETS APPROACHING DEVELOPING FOUNDATIONAL

PROFICIENCY (4) PROFICIENCY (3) PROFICIENCY (2) SKILLS (1)

I can accurately use math
notation, language, and
conventions to communicate
results or solutions in
unfamiliar situations.
I can accurately use math I can use math notation, I can attempt to use math
notation, language, and language, and conventions to notation, language, and
conventions to communicate communicate results or conventions to communicate
results or solutions. solutions. results or solutions.

GRADE DETERMINATION
Once a pattern of proficiency is developed through assessments/tasks, the IRC will display the projected semester grade to date.
Teachers determine final semester grades by reviewing the body of evidence for each standard and the pattern of growth over time.
In order to earn an “A” a student must meet or exceed expectations in each standard.

Semester Letter Trends in Proficiency Levels on Course Standards

Grade Exceeds Proficiency (4) Meets Proficiency (3) Approaching Proficiency (2) Developing Foundational Skills (1)

A All standards achieved at “3” or “4” levels

B All standards achieved at “2”, “3” or “4” levels with at most one standard at “2” level
C All standards achieved at “2”, “3” or “4” levels with two or more standards at “2” level
D All standards achieved at “1”, “2”, “3” or “4” levels with at most one standard at “1” level
F All standards achieved at “1”, “2”, “3” or “4” levels with two or more standards at “1” level

Important Note: If a student has missing evidence in the form of M (still able to submit) or N (time has passed to submit) in any amount, then
the student runs the risk of failing the course. In these cases, there may not be enough evidence to determine proficiency nor a course grade.

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