Seattle University / PSESD

Chapter 1 – 18 Days

Monday	Tuesday	Wednesday	Thursday	Friday
September		Day 1	2	3
4	5	6	7	8
9	10	11	12	13
14	15	16	17	18

Chapter 7 – 22 Days

Monday	Tuesday	Wednesday	Thursday	Friday
Day 19	20	21	22	23
24	25	26	27	28
29	30	31	32	33
34	35	36	37	38
39	40

Chapter 15 – 16 Days

Monday	Tuesday	Wednesday	Thursday	Friday
		Day 41	42	42
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49	50	51	52	53
54	55	56

Chapter 2 – 15 Days

Monday	Tuesday	Wednesday	Thursday	Friday
Day 57	58	59	60	61
62	63	64	65	66
67	68	59	70	71

Christmas Break

Monday	Tuesday	Wednesday	Thursday	Friday
December 24	25	26	27	28
31	January 1	2	3	4

Chapter 3 – 19 Days

Monday	Tuesday	Wednesday	Thursday	Friday
Day 72	73	74	75	76
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Chapter 4 – 25 Days

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Day 92	93	94	95	96
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107	108	109	110	111
112	113	114	115	116

Chapter 5 – 20 Days

Monday	Tuesday	Wednesday	Thursday	Friday
Day 117	118	119	120	121
122	123	124	125	126
127	128	129	130	131
EASTER BREAK
132	133	134	135	136

Chapter 6 – 14 Days

Monday	Tuesday	Wednesday	Thursday	Friday
137	138	139	140	141
142	143	144	145	146
147	148	149	150	151

Chapter 11 – 10 days

Monday	Tuesday	Wednesday	Thursday	Friday
152	153	154	155	156
157	158	159	160	161

Chapter 12 – 15 days

Monday	Tuesday	Wednesday	Thursday	Friday
162	163	164	165	166
167	168	169	170	171
172	173	174	175	176

Course Agenda

Unit I (Functions): Chapter 1 - Functions and Mathematical Models
Suggested Timeframe: 21 Days (approximate unit completion date: October 5)
Unit Rationale: Reviewing functions studied in algebra and generalizing the concepts of transformations and compositions of these functions will allow us to apply them to more complicated function families.		Essential Questions: How do families of functions relate to the types of transformations that are used and how does each transformation affect an equation, graph, table, or data set? How can a function composition and/or an inverse function be used in applications?
STANDARDS	Vocabulary		Reasoning, Problem Solving, & Communication	Planning
				Chapter Sequence	Explorations
Focus Standards: PC.F.3 Identify parent functions of polynomials, power, exponential, inverse variation and rational from a table, graph, equation or situation. (1.1, 1.2)	· Domain/range · Argument of the function · Asymptote · Discontinuity · Boolean variable · Restricted domain · Dilation, reflection, translations, · Displacement vs. distance · Even and odd functions · Domain and range of composite functions · Invertible, one-to-one function · Strictly increasing and strictly decreasing · f^-1(f(x)) = f(f^-1(x)) = x		PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics PC.8.B Select and apply strategies to solve problems.	1-1 1-2 1-3 Quiz 1-1 to 1-3 1-4 1-5 Quiz 1-4 to 1-5 1-6 1-7 Optional 1-8 Review Unit Assessment	1-3a, 1-3c 1-4a 1-5a 1-6a
PC.F.4 Perform algebraic operations on functions (polynomial, power, exponential, rational, absolute value, etc.) and apply transformations. (1.3, 1.6)
PC.F.5 Write an expression for the composition of one function with another and find the domain, range and graph the composite function. (1.4)
PC.F.6 Determine whether a function (equation or graph) has an inverse. Express the inverse as an equation or graph if it exists. Use function notation for inverses. (1.5)
Supporting Standards:
As a result of this unit, students will be able to: · Use multiple representations of polynomial, quadratic, linear, direct variation, power, exponential, inverse variation, and rational functions. · Use transformations to identify functions from the parent in a function family. · Compose functions. · Understand and apply inverse and absolute value functions.

Unit I (Functions): Chapter 7 - Properties of Elementary Functions
Suggested Timeframe: 18 Days (approximate unit completion date: November 1)
Unit Rationale: In order to apply mathematics, students must understand the differences between different types of functions in order to be able to model real-world situations.		Essential Questions: How can determine different types of functions be determined from data? How can I find a missing exponent?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.F.3 Identify parent functions of polynomials, power, exponential, inverse variation and rational from a table, graph, equation or situation. (7.1, 7.2)	· Proportionality constant · Second and third difference · Common logarithm · Natural logarithm · Base, exponent	PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics. PC.8.B Select and apply strategies to solve problems. PC.8.A Analyze a problem situation and represent it mathematically. PC.8.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.	7-1 7-2 7-3 Quiz 7-1 to 7-3 7-4 7-5 7-6 Quiz 7-4 to 7-6 *7-7 (Optional) 7-8 (Review) Unit Assessment	7-2a 7-3a, 7-3b 7-4a 7-8a
PC.F.4 Perform algebraic operations on functions (polynomial, power, exponential, rational, absolute value, etc.) and apply transformations.
PC.F.12 Compare the rates of change of functions in different families (linear, quadratic, exponential, and power). (7.3)
PC.E.1 Use the inverse relationship between exponential and logarithmic functions to solve equations and problems. (7.4, 7.5)
PC.E.2 Solve exponential and logarithmic equations algebraically and graphically. (7.4, 7.5, 7.6)
PC.E.3 Find an exponential and logarithmic function to model a given data set or situation. Solve problems involving exponential growth or decay. (7.6, 7.7)			Notes: 1. Avoid Q-problems from chapters 2 – 6. 2. Review properties of exponents.
Supporting Standards:
As a result of this unit, students will be able to: · Recognize various functions from patterns, graphs, equations, and/or tables of values. · Use the properties of exponents and logarithms to simplify expressions and solve equations. · Use exponential and logarithmic functions to solve real-world problems involving growth and decay.

Unit I (Functions): Chapter 15 - Polynomial and Rational Functions
Suggested Timeframe: 15 Days (approximate unit completion date: November 23)
Unit Rationale: Analyzing polynomial functions will facilitate graphing and will allow us to also work with rational functions that are the quotient of two polynomials. This study will lead to the concept of limits and rates of change at any point on a graph.		Essential Questions: How does knowledge and analysis of the characteristics of polynomial and rational functions help us easily graph and apply them?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.F.13 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). (15.2)	· Critical point · End behavior · Remainder Theorem · Discontinuous · Removable discontinuity · Indeterminate form · Infinite form · Limit · Synthetic division	PC.8.A Analyze a problem situation and represent it mathematically. PC.8.B Select and apply strategies to solve problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem. PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics.	15-1 15-2 Quiz 15-3 (optional) 15-4 15-5 (optional) 15-6 Review Unit AssessmenT	15-1a 15-2a, 2b
PC.F.14 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. (15.1)
PC.F.15 Graph linear, quadratic, polynomial, rational, exponential, and logarithmic functions expressed symbolically and show key features of the graph, including zeros, intercepts, critical points, and asymptotic and end behavior. (15.1, 15.2)
PC.F.8 Identify and describe discontinuities (removable, step, asymptotes) of a function and how these relate to the graph. (15.4)			Notes: *Omit concepts typically taught in a calculus course, including limits and derivatives.
Supporting Standards: PC.F.2 Find the domains and ranges of functions.
As a result of this unit, students will be able to: · Determine the degree of a polynomial from its graph. · Find the zeros of a polynomial from graph or equation. · Use the Remainder Theorem to find the zeros of a polynomial function. · Determine whether and how many zeros a polynomial function may have. · Know how complex solutions to a polynomial equation translate to the graphic representation of that equation. · Determine if a polynomial model fits a set of data. · Simplify rational expressions, solve rational equations, and analyze the graphs of rational functions. · Use partial fractions to solve or graph rational equations or functions.

Unit II (Trigonometry): Chapter 2 - Periodic Functions and Right Triangle Problems
Suggested Timeframe: 15 days (approximate unit completion date: December 16)
Unit Rationale: Understanding the trigonometric ratios and their relationship to right triangles will allow us to solve many real-world applications involving measures of triangles and will lead to an understanding of trigonometric functions.		Essential Questions: What situations can be modeled with periodic equations? Why are there six trigonometric functions? Where do they come from? How do you find an unknown angle in a right triangle?
STANDARDS	Vocabulary		Reasoning, Problem Solving, & Communication	Planning
				Chapter Sequence	Explorations
Focus Standards: PC.T.1 Define (using the unit circle), graph, and use all six trigonometric functions of any angle. Convert between radians and degrees. (2.2, 2.3, 2.4)	· Periodic, sinusoid, · Standard position · Co-terminal · Reference angle · Cycle · Period · Sine, cosine, tangent, cotangent, secant, and cosecant · Inverse trigonometric function · Principal branch		PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics PC.8.B Select and apply strategies to solve problems. PC.8.A Analyze a problem situation and represent it mathematically. PC.8.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.	2-1 2-2 2-3 2-4 Quiz 2-1 to 2.4 2-5 Quiz 2-5 2-6 Unit Assessment	2-1a 2-2a 2-3a,b,c 2-4a, b 2-5a, b
PC.T.2 Students know the definition of sine and cosine as y- and x-coordinates of points on the unit circle. (2.4)
PC.T.3 Students can compute (by hand) the values of six trigonometric functions at any standard point on the unit circle. (2.4)
PC.T.4 Know the definitions of the sine and cosine functions (amplitude, period, sinusoidal axis, frequency and phase shift), and explain the relationship between constants in the formula, and transformed graph. (2.3,
PC.T.8 Solve trigonometric equations using basic identities and inverse trigonometric functions. (2.5)				NOTE: Radian measures will be primarily used in calculus. Students should be fluent with graphs of all six trig functions using radian measures as well as degrees.
PC.T.9 Use trigonometry to determine unknown sides or angles in right triangles. (2.5)
Supporting Standards:
As a result of this unit, students will be able to: · Use the unit circle values to define trigonometric functions. · Extend definitions for sine and cosine to tangent, cotangent, secant, and cosecant. · Use inverse trigonometric functions to solve equations and problems. · Graph sine and cosine functions. · Solve for missing parts of right triangles.

Unit II (Trigonometry): Chapter 3 - Applications of Trigonometric and Circular Functions
Suggested Timeframe: 17 Days (approximate unit completion date: January 26)
Unit Rationale: Extending our understanding of periodic functions by using our knowledge of transformations learned (Unit 1 - Chapter 1) will allow us to model real-world sinusoidal relationships.		Essential Questions: How can you write periodic equation from a situation or graph? What is a radian? Why do we need to use radians?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.T.5 Find and use a sinusoidal function to model a given data set or situation. (3.1,3.7)	· Amplitude · Phase displacement · Sinusoidal Axis · Cycle · Frequency · Convex/Concave · Point of inflection · Upper bound/Lower bound · Asymptotes · Radian · Arc length · Circular functions · Arc functions · Inverse functions	PC.8.A Analyze a problem situation and represent it mathematically. PC.8.B Select and apply strategies to solve problems. PC.8.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems. PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics.	3-1 3-2 3-3 (optional) 3-4 3-5 3-6 3-7 3-8 (optional) 3-9 Review Unit Assessment	3-1b 3-2a, b 3-3a 3-4a,b 3-5a 3-6
PC.T.1 Define (using the unit circle), graph, and use all six trigonometric functions of any angle. Convert between radians and degrees. (3.1, 3.4 - radians, 3.5 – unit circle)
PC.T.4 Graph transformations of the sine and cosine functions (amplitude, period, sinusoidal axis, frequency and phase shift), and explain the relationship between constants in the formula and transformed graph. (3.2)
Supporting Standards: PC.T.6 Know the definitions of the inverse trigonometric functions, including their domains and ranges; recognize their graphs. (3.6)			NOTE:
As a result of this unit, students will be able to: · Write a particular equation for a sinusoid that fits any given conditions. · Graph any trigonometric function from its equation or given amplitude, period or frequency, phase displacement, and sinusoidal axis. · Find a trigonometric equation from its graph or given amplitude, period, phase displacement, and sinusoidal axis. · Find the amplitude, period, phase displacement, and sinusoidal axis from an equation or graph.

Unit II (Trigonometry): Chapter 4 - Trigonometric Function Properties: Identities
Suggested Timeframe: 20 Days (approximate unit completion date: March 2)
Unit Rationale: Learning the Pythagorean properties will allow us to transform one trigonometric expression into an equivalent form, prove identities, and derive other properties, such as the double- and half-angle properties.	Essential Questions: When we solve a trigonometric equation, how can we know that we have found all possible solutions? How can we use what we know about proof to show that two trigonometric expressions are equivalent?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.T.7 Use the basic trigonometric identities for sine, cosine and tangent to prove additional trigonometric identities and derive some of the basic ones (e.g. Use cos²x + sin²x = 1 to prove that sec²x = tan²x + 1). (4.1 – 4.3)	· Pythagorean property · Reciprocal property · Quotient property · Identity · Conjugate · Closed interval · Open interval (Notation) · Principal branch	PC.8.B Select and apply strategies to solve problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem	4-1 4-2 4-3 Quiz 1 4-4 4-6 Quiz 2 4-7 Test Ch 4/5	4-2a 4-3a 4-4a 4-6a, b
PC.T.8 Solve trigonometric equations using basic identities and inverse trigonometric functions. (4.4)
PC.T.6 Know the definitions of the inverse trigonometric functions, including their domains and ranges; recognize their graphs. (4.6)
Supporting Standards: PC.5 Write an expression for the composition of one function with another and find the domain, range and graph of the composite function. Recognize components when a function is composed of two or more elementary functions.			NOTE: Check the recommended explorations for more practice problems.
As a result of this unit, students will be able to: · Transform a trigonometric expression to an equivalent expression. · Use inverse trigonometric functions to solve equations. · Find the graphs and characteristics of inverse trigonometric functions. · Recognize that some triangles have two possible solutions (ambiguous case).

Unit II (Trigonometry): Chapter 5 - Properties of Combined Sinusoids
Suggested Timeframe: 6 days (approximate unit completion date: March 12)
Unit Rationale: Learning how to work with trigonometric arguments that are sums, differences, composites, double-, and half-angles allows us to simplify and solve more complicated trigonometric expressions and equations.		Essential Questions: How can we use identities to simplify and solve more quickly trigonometric expressions and equations involving double and half angles?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.T.7 Use the basic trigonometric identities for sine, cosine and tangent to prove trigonometric identities and derive some of the basic ones (e.g., double-angle formula from sum and difference formula, half-angle formula from double angle formula) (5.2, 5.3, 5.6)	· Cofunctions · Odd and even functions · Double and half angle argument	PC.8.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems.	5.1 (optional) 5-2 5-3 5-4 (optional) *5-5 (optional) 5-6 5-7 Review Quiz	5-2b, c 5-6a
PC.T.8 Solve trigonometric equations using basic identities and inverse trigonometric functions. (5.2, 5.3, 5.6)
Supporting Standards:			NOTE: Review problems from 5.7 should include only those sections covered in this unit.
As a result of this unit, students will be able to: · Derive and use properties for trigonometric functions of sums and differences of angles. · Derive and use properties of products of arguments, including double- and half-arguments. · Use algebraic techniques to solve trigonometric equations.

Unit II (Trigonometry): Chapter 6 - Triangle Trigonometry
Suggested Timeframe: 14 Days (approximate unit completion date: March 30
Unit Rationale: Learning how to find unknown measurements in oblique triangles (sides, angles, and areas) will allow us to solve any triangle given enough information.	Essential Questions: How can the formulas and techniques that we have learned to solve a right triangle help us solve any oblique triangle?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.T.10 Use law of sines and law of cosines to solve problems. (6-2, 6-4, 6-5, 6-7)	· Oblique triangle · Law of Sines · Law of Cosines · Semi-perimeter · Hero’s Formula · Ambiguous	PC.8.B Select and apply strategies to solve problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.	6-1 6-2 6-3 Quiz 1 6-4 6-5 Quiz 2 *6-6 (optional) 6-7 6-8 Review Unit Assessment	6-2a,b 6-3a 6-5a,b
Supporting Standards:
As a result of this unit, students will be able to: · Solve an oblique triangle, given enough information. · Apply the Laws of Sines and Cosines to solve triangles. · Find the area of triangles using trigonometry, including Hero’s formula.

Unit III (Advanced Topics): Chapter 11 - Matrices – Operations
Suggested Timeframe: 10 days (approximate unit completion date: April 13)
Unit Rationale: Learning to work with matrices can simplify work with transformations, data display, and system solutions.	Essential Questions: How can we use matrices to transform geometric figures, display data, and/or solve a system?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.M.1 Add, subtract, and multiply matrices of appropriate dimensions. (11-2)	· Matrix · Scalar · Determinant · Adjoint · Transformation matrix · Image matrix · Iterate	PC.8.A Analyze a problem situation and represent it mathematically. PC.8.D Generalize a solution strategy for a single problem to a class of related problems and apply a strategy for a class of related problems to solve specific problems.	11-2 11-3 (optional) 11-4 (optional) 11-5 (optional) 11-6 (optional) 11-7 Review Unit Assessment
PC.M.2 Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. (11-2)
PC.M.4 Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area. (in skipped chapter 10)
Supporting Standards: PC.M.3 Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
PC.M.5 Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
As a result of this unit, students will be able to: · Perform operations with matrices. · Use matrices to rotate and dilate figures on the coordinate plane.

Unit III (Advanced Topics): Chapter 12 - Analytic Geometry of Conic Sections and Quadric Surfaces
Suggested Timeframe: 15 Days (approximate unit completion date: May 11)
Unit Rationale: Defining and understanding conic sections, algebraically and geometrically, will allow us to apply them to real-world problems, including design, orbital paths, marketing, and three-dimensional rotations of conic sections.	Essential Questions: How are the equations and graphs of different conic sections related to each other and how are they applied?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.C.1 Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant. (12-4)	· Conic sections · Ellipse, hyperbola · x-radius, y-radius · Major axis, minor axis · Asymptotes · Quadric · Paraboloid · Transverse axis · Conjugate axis · Focus - foci · Directrix · Eccentricity	PC.8.A Analyze a problem situation and represent it mathematically. PC.8.B Select and apply strategies to solve problems. PC.8.E Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics.	12-1 12-2 Quiz *12-3 (optional) 12-4 Review Unit Assessment	12-2a,b 12-4a, b, c
PC.C.2 Given a Cartesian or parametric equation of a conic section, sketch or plot the graph, and given the graph, find an equation. (12-1, 12-2)
Supporting Standards:			Set aside an Exploration day for 12-4, using the explorations listed above.
As a result of this unit, students will be able to: · Graph a conic section from an equation. · Given a graph of a conic section find the equation. · Recognize conic sections from equations. · Translate between Cartesian and parametric forms of equations for conic sections. · Analyze conic sections to find foci, directrix, and eccentricity.

Unit III (Advanced Topics): Chapter 14 - Sequences and Series
Suggested Timeframe: 14 days (approximate unit completion date: June 1)
Unit Rationale: Geometric and arithmetic sequences and series are logical mathematical models for functions, including those involving compound interest, general growth and decay, and movement.		Essential Questions: How can sequences of numbers and their sums be applied to real-life problems?
STANDARDS	Vocabulary	Reasoning, Problem Solving, & Communication	Planning
			Chapter Sequence	Explorations
Focus Standards: PC.S.1 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (14-1)	· Sequence, series · Common difference · Common ratios · Arithmetic sequence · Geometric sequence · Partial sum · Convergent, divergent · Binomial series	PC.8.A Analyze a problem situation and represent it mathematically. PC.8.B Select and apply strategies to solve problems. PC.8.C Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem.	14-1 14-2 14-3 14-4 Review Unit Assessment	14-1a 14-2a 14-3b,c
PC.S.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. (14-2)
PC.S.3 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (14-2)
PC.S. 4 Understand, explain and use formulas for the sums of finite arithmetic and geometric sequences. (14-3)
PC.S.5 Know and apply the Binomial Theorem for the expansion of (x + y)ⁿ in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle. (14-3)
PC. S. 6 Compute the sums of infinite geometric series; understand and apply the convergence criteria for geometric series. (14-3)
Supporting Standards:
As a result of this unit, students will be able to: · Expand a sequence. · Find a partial sum of a series. · Express a sequence or series recursively and explicitly. · Find a specific term or specific partial sum of a sequence or series. · Find the sum of an infinite geometric series, and recognize when an infinite sum is possible. · Use sigma notation to express sums. · Expand a power of a binomial as a binomial series, using the Binomial Formula. · Recognize and understand what it means to be a converging or diverging series.

Learning Resources Required and/or Suggested Texts

Text

PRE-CALCULUS WITH TRIGONOMETRY: Concepts and Applications, Paul A. Foerster, 2^nd Edition, 2007

Other resources

TI Graphing Calculator – TI- nSpire or TI-84

Course Requirements

Mastery

Students are expected to reach mastery level of all concepts explored in this class. Our goal is to work at a speed so that the students meet that goal. We get to where we get in preparation for Calculus.

Attendance

Participants must attend all course sessions. If a participant must miss any portion of a session, the instructor should be notified prior to the absence in order to make appropriate arrangements. All sessions are archived on WIZIQ and students can re-watch any sessions – use the same url as the class session.

Grades

This course is for letter grade only: A or Inc. Successful completion includes mastering (100%) all quizzes & exams. Students will have ample opportunity to retake every exam t reach mastery level.

SYNCHRONIS SESSIONS	Start Time	End Time
MONDAY	11:00AM	12:00PM
WEDNESDAY	11:00AM	12:00PM
FRIDAY	11:00AM	12:00PM