I. PHILOSOPHY
A. Individual Program
In the constantly expanding and changing curriculum of our schools, we believe that it is the responsibility of the mathematics department to provide a flexible, individualized program within the classroom conducive to all levels of ability, achievement, and evaluation. Students will be identified as to their achievement level and will be provided a program consistent with their background and ability. Their program will provide a thorough understanding of consumer economics and the role of mathematics as it affects everyday living. Mathematics is to be presented so basic concepts of our numeration system can be applied regardless of a student's course of study. Specific techniques of analysis are to be identified, developed, generalized, and utilized. Students shall realize that mathematics is a language by which man expresses himself scientifically and formulates patterns for transfer into his culture. We want to develop desirable attitudes and appreciation's for mathematics, understanding and appreciation for its nature, structure, concepts, technical terms, symbols, and the discovery method.
B. Course Purposes and Objectives
1. Provide courses to meet the
mathematical needs of each student.
2. Stimulate interest in mathematics.
3. Give insight into the nature
and basic structure of mathematics.
4. Encourage logical thinking.
5. Instill desire to explore and
to extend learning beyond course content.
6. Develop favorable attitudes and
habits of work and thought.
7. Develop and expand problem solving
ability.
C. Course Content
1. FUNCTION MATH 9 Enlargement
of the four basic operations of mathematics, including interest
and percentage, credit buying, other consumer problems, areas
and volumes o geometric figures, and an introduction to Algebra.
(Full year course)
2. GENERAL MATH, BASIC 9 Individualized
instruction in areas of weakness for students who have not mastered
the basic operations of math. (Full year course)
3. FUNDAMENTALS OF MATHEMATICS 10
General mathematics for those not planning to attend college,
but who need more arithmetic. Includes a review of the four basic
processes in whole numbers, fractions, and decimals, followed
by percentage, interest, and geometric formulas. Recommended for
10th graders. (May be taken for one or two semesters.)
4. MATH (REMEDIAL) 10 For
students who have extremely low proficiency in the basic principles
of arithmetic. Student will gain an understanding of base ten
number system. Skill will be developed in applying the basic processes
of mathematics. Experiences of how mathematics is used in everyday
life will be provided. (Full year course)
5. SENIOR MATHEMATICS General
mathematics consisting of additional drill in the basic fundamentals,
simple and compound interest, taxes, and similar useful material.
For seniors only, or students with senior standing who have not
passed Algebra II and Geometry and who are not planning to attend
college. (Full year course, but may be taken for one semester
with the approval of the math department.)
6. BUSINESS MATHEMATICDS See
description under Business Education courses.
7. ALGEBRA I A study of signed
numbers, linear equations, graphing, and other topics through
quadratics. Student must have above average grades in general
mathematics before undertaking first year algebra. Students who
plan to take advanced mathematics courses must have algebra. (Full
year course)
8. ALGEBRA IBS Basic skills
from Algebra I and the first part of Algebra II for students who
have passed Algebra I, but do not feel sufficiently prepared for
success in Algebra II or Geometry. (Full year course)
9. ALGEBRA II Short review
of algebra through quadratics, complex numbers, progressions,
and higher degree equations. Students must have an average grade
or better in Algebra I before attempting Algebra II. (Full year
course)
10. HONORS ALGEBRA II An Algebra
course for advanced sophomore students. (Full year course)
11. GEOMETRY Study for plane
and geometric figures, constructions, deductive reasoning, congruent
and similar polygons, and areas of volume of figures. Student
must have average or better grades in Algebra I before attempting
Geometry. (Full year course)
12. HONORS GEOMETRY Geometry
for advanced students. (Full year course)
13. ANALYTICAL GEOMETRY Basic
concepts of coordinate systems, conic sections, and related materials.
Average or better grades in Algebra I, II, and Geometry are necessary
for this course; this course with Trigonometry makes up a one-unit
college preparatory sequence. (Semester course)
14. TRIGONOMETRY Indirect
measurement and related problems concerning triangles and other
figures. This course with Analytical Geometry makes up one unit
college preparatory sequence. (Semester course)
15. INTRODUTORY ANALYSIS Advanced
Algebra, including study of functions, vectors matrices, sequences
and series, complex numbers, and probability. For students preparing
for college who made above average grades in Algebra II and geometry.
(Full year course, to be taken alone or in conjunction with Trigonometry
and Analytical Geometry.)
16. MATH ANALYSIS Honors senior
mathematics; preparation for advanced college mathematics. Keen
interest in mathematics and superior ability in understanding
mathematical formulas and equations are a must. (Full year course
to be taken alone or in conjunction with Trigonometry and Analytical
Geometry.)
17. COMPUTER LANGUAGE Study
of several technical languages used in the field of computer technology.
For students that have average grades or better in Algebra I.
(Semester course)
18. PHYSICS MATH See description
under Science courses. (Full year course)
II. INSTRUCTIONAL PROGRAMS
A. Course Title and/or Room Use
1. Functional Math 9
2. General Math, Basic 9
3. Fundamentals of Mathematics 10
4. Math (Remedial) 10
5. Senior Mathematics
6. Business Mathematics
7. Algebra I
8. Algebra IBS
9. Algebra II
10. Honors Algebra II
11. Geometry
12. Honors Geometry
13. Analytical Geometry
14. Trigonometry
15. Introductory Analysis
16. Math Analysis
17. Computer Language
18. Physics Math
B. Activities
1. Teacher
a. Lecture
b. Illustrate
(1)
Chalkboards
(2)
Overhead projector
(3)
Films and filmstrips
c. Supervise (large
and small groups)
d. Review
e. Report
Conferences (parent and student)
f. Evaluate pupil
progress
g. Perform clerical
duties
h. Teach in teams
2. Student
a. Observe and
listen to teacher instruction
b. Write and study
at desks individually and/or in groups
c. Participate
in individual recitation or group discussion
d. Survey individually
e. Research individually
f. Prepare individual
projects
g. Participate
in field trips
h. Operate calculating
machines
i. Participate
in individualized testing and conferences
C. Grouping
1. Size of Groups
a. Desired: 25
students
b. Maximum: 35
students
c. Small groups:
5-7 students
d. Large groups:
75-100 students
e. Individual
students
2. Arrangement or Grouping of Students
a. 25-35 students
per instructional area
(1)
Various size groups in room for project work
(2)
Individual search and research
b. Partitions
between adjacent rooms for large group instruction and team teaching
III. SPACE NEEDS
A. Estimate of Space Needs
1. Projected Enrollment in Subjects
a. Functional
math 9 200
b. General Math,
Basic 9 100
c. Fundamentals
of Mathematics 10 200
d. Math (Remedial)
10 60
e. Senior Mathematics
150
f. Business Mathematics
(Business Department)
g. Algebra I 460
h. Algebra IBS
125
i. Algebra II
300
j. Honors Algebra
ii 35
k. Geometry 305
l. Honors geometry
55
m. Analytical
Geometry 150
n. Trigonometry
150
o. Introductory
Analysis 25
p. Math Analysis
25
q. Computer Language
50
r. Physics Math
(Science Department0
TOTAL 2440
2. Policy of Group Sizes
a. Maximum: 35
b. Desired: 25
c. Small groups:
5-7
d. Large groups:
75-100
3. Number of Sections of Each
Size Group
a. Functional
Math 9 7
b. General Math,
Basic 9 3
c. Fundamentals
of Mathematics 10 7
d. Math (Remedial)
10 2
e. Senior Mathematics
5
f. Business Mathematics
(Business Department)
g. Algebra I 15
h. Algebra IBS
4
i. Algebra II
10
j. Honors Algebra
ii 1
k. Analytical
Geometry 5
l. Trigonometry
5
m. Introductory
Analysis 1
n. Math Analysis
1
o. Computer Language
2
p. Physics Math
(Science Department)
TOTAL
80
4. Number of Periods in Schedule
The schedule should
be flexible enough to permit time as needed for large group instruction,
field trips, special demonstrations, small group instruction and
individualized study.
5. Number of Teacher Stations Required
a. 14 mathematics
classrooms
b. 2 mathematics
labs. One of these labs may be for the advanced student and the
other for the basic student or both may be used for the advanced
student.
6. Estimated Amount of Square Footage
Needed as a " Guide Only"
a. 14 classrooms
11,200 sq. ft.
b. 2 laboratories
1,600 sq. ft.
c. Teacher work
area 600 sq. ft.
d. Storage
100 sq. ft.
e. 2 conference
rooms 120 sq. ft.
f. Office for
department head 100 sq. ft.
TOTAL 13,720 sq. ft.
B. Furniture and Equipment
1. Furniture
a. 2 math-master
labs
b. 8 math-u-matic
classrooms
c. 120 desks,
trapezoidal
d. 16 bookcases,
movable, enclosed with locks
e. 16 desks, teacher
f. 16 chairs,
teacher desk type
g. 16 desks, demonstration
h. 16 lecterns
i. 1 table, circular
j. 1 table, multi-purpose
k. 6 carrels
l. 16 cabinets,
file, 4-drawer legal-size, metal with locks
2. Equipment
a. 16 projectors,
overhead
b. 16 projection
screens, wall mounted
c. 16 carts, A-V
equipment
d. 1 projector,
16mm
e. 1 projector,
filmstrip
f. 1 duplicator machine
g. 1 mimeograph
machine
h. 1 typewriter,
electric
i. 2 typewriters,
mathematical, 1 manual, 1 electric
j. 2 calculators
IV. STORAGE
A. Number, Types, and Sizes of Items to be Stored
1. Each classroom
a. Instructional
materials
b. Overhead, film,
and filmstrip projectors
c. A-V carts
2. Department Workroom
a. Textbooks
b. Duplicator
machine
c. Typewriters
(3)
d. Calculators
(2)
e. Flat instructional
materials
B. Size of Cabinets or Shelving
1. Each classroom
a. Cabinet, built-in,
2' x 6' x 6', adjustable shelving, with locks
2. Departmental Workroom
a. 50 linear feet
of shelves, 10" deep, adjustable, above counter space
b. Cabinets below
counter space should be adequate to store bulk items such as paper,
machine fluid, etc., and should have sliding doors with locks.
c. Counter top
should be laminated plastic or equivalent.
C. Size of Storage Area
1. Classroom, 12 square feet
2. Departmental Workroom, 100 square
feet
V. SPECIAL CONSIDERAIONS
A. Environmental
1. Visual
a. Rheostat-controlled
lighting
b. Transom type
windows
c. Indirect lighting
d. Provision for
using A-V aids
2. Hearing
a. Acoustically
treated floors, ceiling and walls
b. Inter-communication
between classroom and department office, main office, and guidance
3. Climate Control Heating,
ventilating, Temperature
a. Climatically
controlled
b. Individual
control for each room
B. Utilities
1. 2 110V double convenience outlets
on each wall
2. 2 110V double convenience outlets
for each conference room, in departmental workroom, and department
head's office
3. 2 220V convenience outlets in
storage area
4. 4 110V double convenience outlets
in storage area
5. 110V double convenience outlets
on 6 foot centers in teacher work area
6. 4 110V double convenience outlets
in floor of teacher work area
7. Inter-school communication system
8. Provision for computer console
9. Educational television capacity
10. Telephone in department office
and math lab to utilize computer console
11. Telephone in department head
office
12. Sink in workroom
13. Separate teacher restroom facilities
C. Service School and Community
Consistent with administration policies
D. Storage
Does not apply
E. Floor materials, Room Finishes (Performance Qualities Only)
1. Consistent with remainder
of school
2. Acoustically treated portable
partitions between adjacent rooms for large group instruction
and team teaching
VI. RELATIONSHIPS (BUBBLE DIAGRAM)
A. Within Program
1. Math labs shall be adjacent to
departmental work area
2. The math office and work area
shall be convenient to maximum number of classrooms
B. To closely Related Programs
1. Shall b e adjacent too media
center
2. Shall be relatively near science
department
