CIC Mathematics Curriculum Documentation

Honors/Integrated Math 3

COURSE OVERVIEW

Integrated Math 3:

For tenth grade students this course represents the final year of preparation of the IGCSE extended syllabus. These students will fulfill the IB group five requirements with the two year sequence of IB math methods (standard level) I and II.

For eleventh grade students this course represents the first year of preparation of the IB mathematical studies (standard level) syllabus. The students will complete this study and the required project in their final year of schooling. Non-IB diploma candidates may consider this a final math class, fulfilling the third of three high school math credits, although the department discourages this approach.

The focus of this course is the use of mathematics to model real life situations. This will be done using polynomial, exponential, logarithmic, radical and periodic functions as well as probability, sequences and series. Also included is the study of the properties of circles and polygons, trigonometry and geometry of vectors. In the area of statistics, the binomial and normal distributions will be introduced.

Honors Integrated Math 3:

This course is designed for tenth grade students who have a high level of ability and who are motivated to excel in the subject. The course represents the second year of preparation for the IGCSE examination (extended syllabus). It is anticipated that the students will their IB group 5 requirement with IB math higher level, or, in some cases, IB math methods (standard level).

While the philosophy and teaching methods are similar to Integrated Mathematics 3, students will be exposed to more sophisticated mathematical argument. Topics in the regular syllabus will be extended and further topics introduced. Emphasis will be placed on higher level thinking skills and on connections between topics and between mathematics and its applications. The appropriate use of technology is integral to almost all topics in the course.

COURSE SKILLS

Students will be able to

1. MODEL real-life and theoretical situations using the collection of mathematical functions and structures listed under the course content.
2. DRAW CONCLUSIONS from and MODEL data using algorithms, data organization/reduction, and algebraic solving techniques.
3. CRITICISE models and conclusions using concepts of deductive and inductive proof, generality, accuracy and applicability.
4. WRITE coherent and convincing reports on investigations and projects to a standard required by international bodies such as IB and IGCSE.

COURSE CONTENT

ASSESSMENT TECHNIQUES AND TEACHING METHODOLOGIES

1. Assessment Techniques
   1. Coursework (up to 20% per quarter) consists of projects and investigations to comply with IGCSE requirements. Also, short extensions of classwork such as generalized Fibonacci etc.
   2. Quizzes and tests (70%) consisting of at least four tests per quarter and quizzes as appropriate to the group and topic. The controlled element of IGCSE coursework is implemented by a quiz.
   3. Homework/classwork(10%) Homework grades may be used to improve on the results of test grades.
2. Teaching Methodologies
   1. Direct instruction: used in a discussion format interspersed with student demonstrations and activities
   2. Student presentations: pairs of students prepare and demonstrate a sub-topic.
   3. Investigations: whole group introductory discussion, followed by small group or individual work
   4. Homework: Discussion of homework, including searches of the Internet for group or individual instruction.
   5. Linking with other subjects: close liaison with science dept. for review of math techniques being used in science lessons.

KEY RESOURCES

1. Texts
   1. Integrated Mathematics 3, Rubenstien, Craine, Butts;(McDougal Littel/Houghton Mifflin Inc, Boston Ma 1995)
   2. Additional text resources
      1. Unified Mathematics, Books 2 and 3, Rising(Houghton Mifflin , Boston Ma, 1982)
      2. Algebra 2, Dilley, Meiring, Tarr, Taylor; (Heath, Lexington, MA, 1987)
      3. GCSE Mathematics., Robert Powell (Letts Educational, London, England 1995)
2. Technology
   1. Internet sites
   2. Graphics calculators
   3. Lotus 1-2-3
   4. Geometer’s Sketchpad; (Key Curriculum Press, Berkeley, CA, 1994).

ESL STRATEGIES/CONSIDERATIONS

FUTURE CHANGES/NEEDS

1. If the IGCSE program and its coursework are abandoned, care should be taken not to disregard those assessment components. Mathematical investigations and projects are educationally sound practices and prepare students for the required IB coursework. However, if the coursework is not submitted to the IGCSE, it may be completed in small groups and graded using a teacher designed rubric.
2. If the IGCSE program is retained, the department must consider the impact of sections which contain students from both 11^th and 10^th grades, some of whom are in their first IB year and others of whom are in their second and final IGCSE year. While it lends flexibility to the master schedule, it does require extra organization on the part of both the teachers and the students.
3. More communication between the mathematics department and the ESL department would benefit the few ESL students who remain at this level.
4. All students would benefit from greater communication and uniform pacing and assignments among the teachers and sections.