AP® Calculus-AB Syllabus Summary Sheet 2011-12
Instructor: Mr. Albert G. Caballero, M.B.A.
Department of Mathematics, Chairman Emeritus
Santee Education Complex
Version 08/13/11
Mobile Phone/ Text: 310-345-9255
email: [email protected]
classroom: C-116
Santee Education Complex Website: www.santeefalcons.org
Mr. Caballero’s School Webpage: www.santeefalcons.org→teachers/staff→Mr. Albert G. Caballero
[ ’→’ indicates to select this option on the site page]
US Mail: The Humanitas Small Learning Community (SLC),
Santee Education Complex 1921 South Maple Avenue, Los Angeles, CA 90011 213-763-1000
The syllabus consists of 3 documents:
1. This Syllabus Summary Sheet
2. The AP Calculus AB ~ Caballero 2011-12 Pacing Plan
3. Class Policies and Expectations 2011-12
Primary Textbook
Anton, Howard, Calculus - Single Variable, 9th Edition
New York: John Wiley and Sons, 2009 ISBN 978-0470-18347-2
Course Philosophy
“Philosophy is the rational investigation of the truths and principles of being, knowledge, or conduct.”
The World English Dictionary
As explained to the students, my classes are philosophy courses focused through the lens of mathematics. That is, I teach to
think, observe, reflect, to polish all forms of communication skills and instill a work ethic with the conscience of self
responsibility; then, using these aptitudes, encourage my pupils to positively impact their world while bettering their own
lives and perhaps even to pursue the “impossible.” The underpinnings of mathematics and logic serve as the primary tools
in achieving these ends.
The goal of this AP Calculus-AB course is to continue in this spirit while sharpening the students’ acumen of learning:
memory, recall, writing, listening, speaking, note/ test taking expertise, presentation, and team cooperation capacity. The
core of mathematics which lies in problem solving abilities and critical thinking processes, will serve as the focus for our lens.
Most importantly, to instill the one attribute truly indicative of an educated person: the ability to teach oneself unknown
concepts, unfamiliar material and to generate original thought. Finally, to score well on the AP Examination in May of 2012.
Course Overview
This course will cover basic topics in Differential and Integral Calculus. The student will pursue these topics in a variety of
ways including presentation to the class by groups of students, projects and self-study. At the end of the course, students will
be able to compute and/or analyze mathematical problems in the following subject areas: analysis of graphs, limits of
functions (including one-sided limits), asymptotes, continuity, derivatives, concept of a derivative, derivative at a point,
derivative as a function, second derivatives, applications of derivatives, computation of derivatives, power functions,
exponential functions, logarithmic functions, trigonometric functions, inverse trigonometric functions, sum rule, product
rule, quotient rule, chain rule, implicit and explicit differentiation, techniques of anti-differentiation / indefinite integrals,
definite integrals, understand the Fundamental Theorem of Calculus, application of anti-differentiation, numerical
approximation such as Riemann Sums, the Trapezoid Method and Simpson’s Rule.
Teaching Strategies
2011-12 AP Calculus AB Summary ~ Caballero
page 2 of 3
v08/13/11
Information is presented in a lecture and discussion format with 3 whiteboards, various colored markers, and a permanent
classroom LCD projector with an attached computer. The computer has high speed internet access and various software,
including 3D graphing programs (Maya and 3D Studio Max) and applications demonstrating specific concepts (ie.
instantaneous versus average slope).
Students are required to have colored pens which are to be used appropriately for notes and assignments. Also, they are
required to keep a well organized notebook, please see Class Policies and Expectations 2011-12, p. 4 Required Class
Materials and p. 5 The Class Portfolio (Notebook). I believe that in organizing material with color using diagrams/ pictures
and well formatted notes, the subject matter becomes understandable: done properly, it’s as if the material has been dissected
and put on display for academic discussion.
A seating chart is used and students are called on (at anytime) in order to check for understanding. Quick formative
assessments are done frequently: for example, hand polling of the class is done to get a feel of how a concept is being
understood (1-finger [the index, not middle, of course], means little understanding, 4-fingers means the matter is well
understood). My students also know that they had best interrupt me and ask questions if they are unclear about anythingit’s their responsibility to learn!
Supporting these methods are physical models and realia to show the concepts in a 3-D physically context. Activities
involving the students themselves in a kinesthetic manner are also used to convey a concept.
Concepts are taught in at least 2 or 3 paradigms, sometimes more, using various modalities (visual, spatial, aural, and
kinesthetic). This is central to the “culture” of the class.
Problem solving is taught by me modeling the process (the exact steps and appearance of work) along with speaking aloud
my thinking process: the appropriate use of color and well drawn diagrams/ charts with clear pronunciation of words and
directions. Moreover, providing heuristics by which to solve a given type of problem; for instance, pointing out methods to
employee when encountering certain “sign posts” which lead to an easier solution. Using a graphing-calculator and other
technologies as a problem solving tools is also emphasized during instruction. Specifically practiced are the skills necessary
for success on the AP Exam.
When necessary, a step by step guided practice can be done with the class: there is a readied, quickly deployable class set of
student mini white boards with markers and erasers available. Class work and homework is assigned and students are
encouraged to work together and create study groups. I want the students figuring things out together, not coming to me
every time they have a question.
At the following class session (or due date), all of the work assigned to the students is gone over (if necessary); students are
thrown whiteboard markers, which indicates that they are to write their solution on the classroom whiteboard with whatever
solution they have. Once at the board, they are to access additional colored markers, rulers or whatever is required, so as to
create a neat/ concise solution (exactly as I have modeled for them). The one thing the work does not need to be is correct…
that is why we are “here,” as explained to them… to make mistakes and learn. But the work must show effort in attempting
to solve the problem. I then gallery walk the work and ask many questions of the person who had the board assignment. I
re-teach, as necessary, and check for understanding of other class members as well.
In preparation for the spring AP Exam, released test questions from previous years, as well as test taking strategies will be
part of the year long curriculum.
Assessments
Weekly or bi-weekly quizzes are used to check for studying, understanding and the memorizing of material. (2) midterms
and a final are also given. This is in addition to the formative assessments done in class by checking for understanding
through questioning and examining the board work of the students.
In the spirit of preparing for the AP Exam in the spring, midterm and final exam questions, will be in a similar free response
and multiple choice format. There will also be the types of questions that I am known for in my advance classes, which are
more essay-like in nature and demonstrate a true understanding of a concept.
Please also see Class Policies and Expectations 2011-12, p. 3 Grading and Work Habits.
Technology
2011-12 AP Calculus AB Summary ~ Caballero
page 3 of 3
v08/13/11
We have the luxury of being able to provide TI-84 Graphing Calculators to each of our students for use while enrolled in the
course. Specifically emphasized is using the device as a problem solving tool where required on the Spring AP Exam.
A permanent class projector attached to a computer with 3D graphics programs/ math applications and with access to the
internet is part of the instruction plan.
As part of class presentations, students will be required to use software and technologies, such as: Power-Point, Word, Excel,
Equation Editor, and live internet resources (Math World), various graphics programs and the graphing calculators.
Content
Please see attached, The AP Calculus AB ~ Caballero 2011-12 Pacing Plan.
SANTEE EDUCATION COMPLEX
Department of Mathematics
(topic number)
Pacing Plan:
1
2
3
4
Fall Semester
Duration
(Days)
2
Section
0
2
0.1
2
Page
-
Used for policies, expectations, syllabus/ rules,
study skills & textbook assignements.
Before Calculus
0.2
Functions
15
&&
New Functions from Old
Families of Functions
Inverse Functions
Graphing Functions Using Calculators and Computer Algebra Systems
Limits and Continuity
Limits (An Intuitive Approach)
Computing Limits
Limits at Infinity; End Behavior of a Function
3
0.3
27
2
1
12**
2
3
2
0.4
A
1
1.1
1.2
1.3
38
A1
&&
49
62
71
1
1
1
1
2
2
30**
3
3
4
1
1.4
1.5
1.6
2
2.1
2.2
2.3
-
81
90
101
1
1
1
110
122
134
-
4
4
4, 17
-
Total Days on Page
35
Introductions
&&
6
7
14
15
16
17
1 of 5
Notes
1
5
11
12
13
page
Objective
Standards
&&
8
9
10
(v042611.2agc)
[Howard Anton- Calculus Book]
-
10**
AP®Calculus AB ~ Caballero 2011-12
21
#
Limits (Discussed More Rigorously)
Continuity
Continuity of Trigonometric Functions
The Derivative
Tangent Lines and Rates of Change
The Derivative Function
Introduction to Techniques of Differentiation
-
Calculus BC Topic- touched on lightly in AB section.
MIDTERM Calculus AB Fall Semester
Legend
→ Horizontal lines in the pacing roughly indicate 10 days (+/- 1) of the schedule.
→ 175 instructional days (180 minus 5 furloughs) in school year => 80% of year = 70 days per semester [avg used for Santee Math Pacing].
Actually, there are 88 days 1st Semester & 92 days 2nd Semester; Calculus requires 77 days 1st semester [87.5%] & 60 days 2nd semester [65%].
→ Duration is meant as a guide… formative assesment/ checking for understanding and
re-teaching must be considered in pacing for a particular class!
→ Standards are those for the California State High School Calculus Curriculum, except where noted.
&&
indicates that the standards are all of Pre-Calculus ( Analysis [#'s 1-8] & Trigonometry [#'s 1-19]).
** indicates that this is the TOTAL number of Days allowed for in the section/ topic.
This number is not mistakenly double counted in the TOTALs on the bottom of page.
%
#
indicates that there is a jump in sequencing of the text book section ordering.
indicates that the material is a Calculus BC Topic.
Calculus Single Variable, 9th Edition ©2009
Howard Anton, Wiley Publishing
SANTEE EDUCATION COMPLEX
Department of Mathematics
(topic number)
Pacing Plan:
Fall Semester
Duration
(Days)
Section
Page
Standards
142
148
153
161
168
175
4
4
5
4, 5
12
4
24
25
26
27
28
29
2
2.4
2.5
2.6
2.7
2.8
2.9
3
3.1
3.2
3.3
3.4
3.5
3.6
187
197
207
216
224
238
9
9
9
11
11
4
30
31
32
0
3
1
3.7
3.8
-
246
252
-
10
8
-
Total Days on Page
42
Fall Semester
Total Days
77
(v042611.2agc)
[Howard Anton- Calculus Book]
30**
3
3
3
4
4
3
22**
3
3
3
3
3
3
18
19
20
21
22
23
AP®Calculus AB ~ Caballero 2011-12
page
Objective
The Derivative [continued]
The Product and Quotient Rules
Derivatives of Trigonometric Functions
The Chain Rule
Implicit Differentiation
Related Rates
Local Linear Approximation; Differentials
The Derivative in Graphing and Applications
Analysis of Functions I: Increase, Decrease, and Concavity
Analysis of Functions II: Relative Extrema; Graphing Polynomials
Analysis of Functions III: Rational Functions, Cusps, and Vertical Tangents
Absolute Maxima and Minima
Applied Maximum and Minimum Problems
Rectilinear Motion
Newton's Method#
Rolle's Theorem; Mean-Value Theorem
-
2 of 5
Notes
60 Days (88% of 69 instructional days) into the
Fall Semester occurs here, which is the last day of
school before Holiday Break into 2012.
Approximate Return from the Holiday Break
Calculus BC Topic- Covered in AB, if time allows.
FINAL Calculus AB Fall Semester
Legend
→ Horizontal lines in the pacing roughly indicate 10 days (+/- 1) of the schedule.
→ 175 instructional days (180 minus 5 furloughs) in school year => 80% of year = 70 days per semester [avg used for Santee Math Pacing].
Actually, there are 88 days 1st Semester & 92 days 2nd Semester; Calculus requires 77 days 1st semester [87.5%] & 60 days 2nd semester [65%].
→ Duration is meant as a guide… formative assesment/ checking for understanding and
re-teaching must be considered in pacing for a particular class!
→ Standards are those for the California State High School Calculus Curriculum, except where noted.
&&
indicates that the standards are all of Pre-Calculus (Analysis [#'s 1-8] & Trigonometry [#'s 1-19]).
** indicates that this is the TOTAL number of Days allowed for in the section/ topic.
This number is not mistakenly double counted in the TOTALs on the bottom of page.
%
#
indicates that there is a jump in sequencing of the text book section ordering.
indicates that the material is a Calculus BC Topic.
SANTEE EDUCATION COMPLEX
Department of Mathematics
(topic number)
Pacing Plan:
Spring Semester
Duration
(Days)
(v042611.2agc)
[Howard Anton- Calculus Book]
Section
Page
Standards
33
34
35
36
37
38
39
40
41
20**
2
2
2
2
2
2
2
2
2
14**
4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
5
265
271
281
287
300
309
322
332
337
15, 16
15
17
15
15
15
14
14
17
42
43
44
45
46
47
2
2
2
2
2
2
5.1
5.2
5.3
5.4
5.5
5.6
347
355
365
371
377
382
16
16
16
16
16
16
48
49
1
1
5.8%
-
400
-
16
-
Total Days on Page
32
AP®Calculus AB ~ Caballero 2011-12
page
Objective
3 of 5
Notes
Integration
An Overview of the Area Problem
The Indefinite Integral
Integration by Substitution
The Definition of Area as a Limit; Sigma Notation
The Definite Integral
The Fundamental Theorem of Calculus
Rectilinear Motion Revised: Using Integration
Average Value of a Function and its Applications
Evaluating Definite Integrals by Substitution
Applications of the Definite Integral in Geometry, Science
and Engineering
Area Between Two Curves
Volumes by Slicing; Disks and Washers
Volumes by Cylindrical Shells
Length of a Plane Curve
Area of a Surface of Revolution
Work
Project Based Learning : "Coke Bottle" Activity
(disk method);"Bundt Cake" Activity (washer &
cylindrical shell method).
Chapter 5.7 material on Moments, Centers of Gravity
and Centroids will not be covered.
Fluid Pressure and Force
-
MIDTERM Calculus AB Spring Semester
Legend
→ Horizontal lines in the pacing roughly indicate 10 days (+/- 1) of the schedule.
→ 175 instructional days (180 minus 5 furloughs) in school year => 80% of year = 70 days per semester [avg used for Santee Math Pacing].
Actually, there are 88 days 1st Semester & 92 days 2nd Semester; Calculus requires 77 days 1st semester [87.5%] & 60 days 2nd semester [65%].
→ Duration is meant as a guide… formative assesment/ checking for understanding and
re-teaching must be considered in pacing for a particular class!
→ Standards are those for the California State High School Calculus Curriculum, except where noted.
&&
indicates that the standards are all of Pre-Calculus (Analysis [#'s 1-8] & Trigonometry [#'s 1-19]).
** indicates that this is the TOTAL number of Days allowed for in the section/ topic.
This number is not mistakenly double counted in the TOTALs on the bottom of page.
%
#
indicates that there is a jump in sequencing of the text book section ordering.
indicates that the material is a Calculus BC Topic.
SANTEE EDUCATION COMPLEX
Department of Mathematics
(topic number)
Pacing Plan:
50
51
52
53
54
Spring Semester
Duration
(Days)
13**
2
2
3
2
(v042611.2agc)
[Howard Anton- Calculus Book]
Section
Page
Standards
6
6.1
6.2
6.3
6.4
409
420
427
433
4
4
4
4
55
56
57
0
2
2
6**
6.5
6.6
6.7
7
441
450
462
8
4, 17
18
58
1
7.1
488
59
60
1
1
7.3%
7.4
61
62
1
2
7.6%
7.7
Total Days on Page
19
AP®Calculus AB ~ Caballero 2011-12
page
Objective
4 of 5
Notes
Exponential, Logarithmic and Inverse Trigonometric Functions
Exponential and Logarithmic Functions
Derivatives and Integrals Involving Logarithmic Functions
Derivatives of Inverse Functions &
Derivatives and Integrals Involving Exponential Functions
instead of 65% due to 10 days of instruction after AP Exam.
Graphs and Applications Involving Logarithmic and Exponential Functions
Approximate Return from Spring Break
#
#
33 Days (88% of 38 instructional days) into the
Spring Semester occurs here, which is the last day of
school before Spring Break 2012. {88% was used here
L'Hˆopital's Rule ; Indeterminate Forms
Logarithmic and Other Functions Defined by Integrals
Derivatives and Integrals Involving Inverse Trigonometric Functions
Principles of Integral Evaluation
Calculus BC Topic- Covered in AB, if time allows.
17
An Overview of Integration Methods
Chapters on Integration by Parts #, Integration by
500
508
20
20
Integrating Trigonometric Functions
Trigonometric Substitutions
Partial Fractions # and Improper Integrals # are
omitted; these topics are difficult, consume time
523
533
21
21
Using Computer Algebra Systems and Tables of Integrals
Numerical Integration; Simpson's Rule
and are NOT of the material tested on the
AP Calculus AB Exam.
Legend
→ Horizontal lines in the pacing roughly indicate 10 days (+/- 1) of the schedule.
→ 175 instructional days (180 minus 5 furloughs) in school year => 80% of year = 70 days per semester [avg used for Santee Math Pacing].
Actually, there are 88 days 1st Semester & 92 days 2nd Semester; Calculus requires 77 days 1st semester [87.5%] & 60 days 2nd semester [65%].
→ Duration is meant as a guide… formative assesment/ checking for understanding and
re-teaching must be considered in pacing for a particular class!
→ Standards are those for the California State High School Calculus Curriculum, except where noted.
&&
indicates that the standards are all of Pre-Calculus (Analysis [#'s 1-8] & Trigonometry [#'s 1-19]).
** indicates that this is the TOTAL number of Days allowed for in the section/ topic.
This number is not mistakenly double counted in the TOTALs on the bottom of page.
%
#
indicates that there is a jump in sequencing of the text book section ordering.
indicates that the material is a Calculus BC Topic.
SANTEE EDUCATION COMPLEX
Department of Mathematics
(topic number)
Pacing Plan:
Spring Semester
Duration
[Howard Anton- Calculus Book]
Section
Page
Standards
9**
2
2
8
8.1
8.2
561
568
27
27
65
66
67
2
3
-
8.3
8.4
-
579
586
-
27
27
-
69
>>>
>>>
>>>
>>>
70
9
1
various
-
various
-
various
-
63
64
71
(Days)
Total Days on Page
19
Spring Semester
Days prior
to AP EXAM
60
Spring Semester
Total Days
70
AP®Calculus AB ~ Caballero 2011-12
Objective
(v042611.2agc)
page
5 of 5
Notes
Mathematical Modeling with Differential Equations
Modeling with Diffential Equations
Separation of Variables
Slope Fields; Euler's Method#
Euler's Method # will be omitted, as it is not
First-Order Differential Equations and Applications
material tested on the AP Calculus AB Exam.
Final (fine tuning) AP Exam Preparation & Review Session(s)
Additional classes/ time (afterschool, lunch and/ or
weekend session(s)) will be used for this purpose.
>> AP Calculus AB Examination, Wednesday May 9, 2012 8AM <<
<<<
<<<
<<<
various
-
Time after AP Exam will be used for
Project Based Learning and in depth exploration of
various Calculus topics, as well as introduction to
AP Calculus BC topics.
FINAL Calculus AB Spring Semester
Legend
→ Horizontal lines in the pacing roughly indicate 10 days (+/- 1) of the schedule.
→ 175 instructional days (180 minus 5 furloughs) in school year => 80% of year = 70 days per semester [avg used for Santee Math Pacing].
Actually, there are 88 days 1st Semester & 92 days 2nd Semester; Calculus requires 77 days 1st semester [87.5%] & 60 days 2nd semester [65%].
→ Duration is meant as a guide… formative assesment/ checking for understanding and
re-teaching must be considered in pacing for a particular class!
→ Standards are those for the California State High School Calculus Curriculum, except where noted.
&&
indicates that the standards are all of Pre-Calculus (Analysis [#'s 1-8] & Trigonometry [#'s 1-19]).
** indicates that this is the TOTAL number of Days allowed for in the section/ topic.
This number is not mistakenly double counted in the TOTALs on the bottom of page.
%
indicates that there is a jump in sequencing of the text book section ordering.
#
indicates that the material is a Calculus BC Topic.
Class Policies & Expectations 2011-12
Instructor: Mr. Albert G. Caballero, M.B.A.
Department of Mathematics, Chairman Emeritus
Version 08/13/11
The Humanitas Small Learning Community (SLC)
at Santee Education Complex
part of A Partnership for Los Angeles Schools (PLAS) – LAUSD
1921 South Maple Avenue, Los Angeles 90011
213-763-1019
SLC OFFICE PHONE:
[email protected]
EMAIL:
[a phone message can be left for Mr. Caballero]
[emails are received immediately by
Mr. Caballero’s mobile phone]
SANTEE EDUCATION COMPLEX WEBSITE:
www.santeefalcons.org
MR. CABALLERO’S SCHOOL WEBPAGE: www.santeefalcons.org→teachers/staff→Mr. Albert G. Caballero
[ ’→’ indicates to select this option on the site page]
Classroom Conduct
1. Adhere to all district, school and SLC rules.
2. Be Prompt & Prepared to Work.
• This means being in your assigned seat (or real close) when the tardy bell rings and starting work on the assignment
or warm up task. If complete or non-existent, review your notes and be ready to discuss the current subject matter
intelligently.
• Prepared means having all of your materials (notebook, textbook, pen/ pencil, class work, homework, etc.) out and
available to use. Most importantly, being prepared means having the right (positive-work) attitude… ready and
willing to learn!
3. Be Polite and show Respect.
• Practice and show respect for yourself, classmates, teacher and school property.
• Remain quiet while someone else is speaking, especially the instructor!
• Use proper and acceptable language.
• Remain seated unless given permission (by raising your hand and being recognized by the instructor).
• No littering (on the floor or in the desks!) or throwing objects! (paper, pens, scissors, books, etc.)
• No tagging or destroying any property! (a ticket can be issued by the school police for $250)
• Writing is not to be done in textbooks: work is shown on paper.
• Cheating or plagiarism is not tolerated and will result in an F grade for the assignment and possibly the class.
This is at the instructor’s discretion.
4. Grooming is NOT allowed. This includes using: mirrors, brushes, combs, rubber bands (for the hair), makeup, lip balm or
anything similar to these items used for this purpose.
5. Sunglasses, Hats, nets, scarfs or hoodys (with or without a clothing item attached) may NOT be worn. It is expected that
the student will be in both “school uniform” and “SLC appropriate colors.”
6. The audio or video recording (including taking photos) of any part of the class is not permitted without the instructor’s
permission.
*7. Mobile phones, Ipods, Gameboys (or any other electronic devices) are NOT allowed!
• Using these devices will result in them being kept until after school or until a parent teacher conference.
This will be at the discretion of the instructor.
*8. Food (especially gum) or Drinks are generally NOT allowed!
[* rules 7 & 8 maybe modified at the instructor’s discretion... Good and Bad behavior influences this decision]
2011-12 Class Policies v08/13/11
page 2 of 6
Consequences
Violations of school rules or class expectations will be handled according to the infraction.
Generally:
1.
2.
3.
4.
5.
6.
Student will receive a warning or two.
Student’s seat assignment is changed, he/ she maybe moved (temporarily) to another classroom, or may receive
after-school cleanup detention and/ or referred to the SLC Administrator. Parent maybe contacted via phone
at this point.
Parent will be contacted, again, and student maybe excluded from the class until a parent teacher conference
can be arranged.
Student will meet with the Dean of Students (suspension or expulsion from the SLC or school maybe
considered). Perhaps he/ she would learn better at another institute!
Some offences will result in the immediate removal of the student from the classroom (for instance, subversive
or dangerous behavior).
These and other consequences may be applied to remedy bad conduct; also, the consequence and the order
followed above (1-5) is at the discretion of the instructor.
Tests and Assignments
In general, class assignments and quizzes are not made up. If the student is gone, he/ she is the one missing out. Hence the
reason attendance is important. Education is something that is practiced, respected, valued and given priority: it is not
something done when it is convenient.
DAILY ASSIGNMENTS
For daily assignments, it is the responsibility of the student to find out what he or she has missed while absent.
Other students/ or the table captain (this will be explained in class) should be referenced first before asking the instructor.
This is one of the reasons every student keeps a Learning Goals Sheet and Assignment Log Sheet.
MIDTERMS AND FINALS
The dates of Midterms and the Final are announced at the beginning of the semester; and, plenty of reminders are given
throughout.
Do not miss Midterms and/ or the Final, as they CANNOT be Made Up!
Unless, prior arrangements have been made (ie. the student lets the instructor know that he/ she will not be at school that
day (for a very good reason)) or, the student calls the day of the test and leaves a message for the instructor at the
Humanitas SLC office: 213-763-1019. An email may also be sent, instead: [email protected]. (This information is also on
the front of this Policy Sheet and on the back tear off (to be left at home part). Or, instead, a message can be left at the main
Santee Education Complex Office. If necessary, this number can be found by calling information (411).
This requirement teaches the student responsibility; it is as if, the would be test taking student is calling in sick to a job or to
a responsibility for which he/ she is obligated.
2011-12 Class Policies v08/13/11
AP Calculus-AB
page 3 of 6
Grading and Work Habits
The student chooses to earn his or her grade. The instructor truly wants each and every student to succeed! And, every
opportunity within reason will be given so that the student will be able to pass.
As in all aspects of life, while we may not have control of the work we do, we all have control of the way in which we do the
work. Attitude and enthusiasm so many times makes the difference between a good and bad experience; and, the outcome of
most situations.
Beware, of a myth that because a student “does all of his work” he/ she is entitled to an “A.” This is completely wrong and
whoever began this mediocre practice or belief should be run out of town. School is not a factory and students are not
employed here to scribble on paper for the day while the teacher performs! Students are to be learning and this takes effort!
The work/ exercises students do is for the purpose of learning, not as a goal or an ends itself.
Moreover, doing an average job “at this learning,” NOT doing, earns the grade of a C. Going beyond this earns a B and truly
excellent work (at learning and demonstrating it) is an A. Most of the students performance and work with which they, their
parents and teachers are familiar is C work, at best… not B and especially not A.
GRADING
Grading Scale: A = 4, B = 3, C = 2, D = 1, F = 0 { Letter grades and the equivalent numeric grade/ rubric score }
A: Excels in the knowledge of the standards. [105% - 90% of points]
B: Proficient in most or all standards. [89% - 80% of points]
C: Basic or above in all standards. [79% - 70% of points]
D: Below basic understanding of standards. [69% - 60% of points]
F: Insufficient in basic skills and understanding of the standards. [59% - 0% of points]
The grade points will consist of the following:
40% Tests (Midterms and Final)
20% Quizzes
20% Class Participation
•
•
•
activities (board work, various tasks, giving answers when asked, etc.)
group projects and presentations
attitude and cooperation
10% Portfolio (Notebook)
10% Classwork & Homework
_____________
100% Total Grade
+5% Leadership Role or Extra Credit
(extra credit is available to all, see the instructor)
It is possible to earn more than 100 points.
WORK HABITS
Work Habits: E, S, U
This mark will be based on the student being prepared to work and the completion and thoroughness of the class
work/ homework assignments. Also, the attitude displayed while working is considered here. Grades of D & F
automatically receive a U for this section.
Citizen Habits: E, S, U
This score will be based on attendance, promptness and behavior in class. Grades of D & F most likely will receive a
U for this section. However there are exceptions to this, especially in advanced classes.
(E= Excellent, S=Satisfactory, U=Unsatisfactory)
2011-12 Class Policies v08/13/11
Required Class Materials
Page 4 of 6
2011-12 Class Policies v08/13/11
The Class Portfolio
all mathematics courses
Page 5 of 6
(notebook)
This a very important class requirement. It is to teach the organization of information, which is useful and necessary to be successful in all areas of life: high school/ college classes, test preparation for college
entrance exams (ie. the SAT or ACT), studying material to train and qualify for entry level professional positions (such as becoming a: police officer, firefighter, electrician, nurse, lawyer, accountant, etc.); also,
for use in tracking any self improvement program (exercise/ diet) and even preparing for a quinceañera or a wedding; moreover, for the management of personal documents (driver’s license, car registration,
legal matters, medical information, bank documents, tax forms, job/ apartment/ college applications, utility bills, etc.)
The portfolio/ notebook is to be a dedicated organizer for the materials of this class only! It will hold all of the students work and must be organized as described below. The portfolio maybe left in the classroom
storage area [at the students own risk] when it is not needed for homework, but the student may choose to carry it with him/ her at all times or to keep it in a locker. In any case, the student is responsible for it
and it must be in class daily. The student should see the instructor for any problems he/ she may have in meeting this requirement.
Materials List (for this requirement): Additional materials, such as tape for labeling the outside of the notebook will be provided by the instructor. Also, a 3-hole punch will always be available in the classroom.
1. 1½” [inch] 3 ring binder (do not get a ½” binder, it cannot hold all of the papers that will be used during the class)
2. 5 tab divider set
Exterior of Portfolio
The outside Front Cover and Binder Edge are to be as follows:
Binder Edge [information includes]: the class title, period and student’s name.
Front Cover [information includes]: the class title, period and student’s name.
Algebra I
period 8
Angel Duran
The inside Cover Sheet and 5 Sections are to be as follows:
Cover Sheet [information includes]: the class title, period, student’s name,
instructor (Mr. Caballero), class room and school year.
The underlined part of the bolded section titles below is the EXACT NAME
that is to be used on the tabs of the 5 sections. (use the full title if it fits!)
Moreover, the tabs are to be in the order given below & written/ typed on both
sides of the tab.
Section 1: Policies/ Goals Log (PGL) – [holds]
Interior of Portfolio
(front cover opened)
Algebra I
Period 8
Angel Duran
Instructor - Mr. Caballero C-116
Santee Education Complex
2011-12 School Year
a. the Class Organizer Sheet
b. the Assignment Log Sheet
c. the Learning Goal Sheet
d. the Portfolio Check Rubric & Student Notes Sheet
e. Class Policies & Expectations and/ or Syllabus
Section 2: Notes – [holds]
Instructor’s lectures, explanations, and directions.
Section 3: Class Warm Ups – [holds]
The beginning of class activity.
Section 4: Class Work and Homework – [holds]
Daily work done in class and for home, as well as the
“project based learning” activities.
Section 5: Tests & Quizzes – [holds]
Class tests and quizzes.
[the order in
which the items
should appear]
“A” letter grade work
“C” or “B” letter grade work
2011-12 Class Policies v08/13/11
page 6 of 6
Daily Classroom Operating Procedure
1.
2.
3.
When entering the classroom, the student should get his/ her Assigned Textbook which can be stored in the
classroom.
Also, the student should get his/ her Notebook which can be stored in the classroom.
Then the days Learning Goal is to be copied from the whiteboard into his/ her notebook onto the Learning Goals
Sheet.
4.
Also, the Warm up Assignment is to be copied from the whiteboard into the Warm up Section of his/ her notebook
and recorded onto the Assignment Log Sheet
5. The student then does the Warm up Assignment.
6. During this time the instructor takes role.
7. The Warm up Assignment, the previous day’s class work or homework is then reviewed as a class.
8. Following this, the Learning Goal is recited as a class.
9. The instructor then leads the day’s lesson.
10. A practice assignment is given which is to, again, be recorded onto the Assignment Log Sheet in his/her notebook.
11. Practice is done as class work and homework may be given.
Signature of Acknowledgement
I have read and understand what is expected in Mr. Caballero’s class. The expectations on this document are the rules in
place. Your signing is merely an acknowledgement that you have read them. Should you, your son or daughter (the student)
have any questions or problems, please feel free to contact me. There is a tear off (to be left at home) attached to this
document with my information.
___________________________________
__________________________
_____________
Class
Period
Student’s Name (print)
__________________________________________
__________________
Student’s Signature
Date
___________________________________________________________
Parent or Guardian’s Name (print)
________________________________________
Parent or Guardian’s Signature
I know that you are concerned
with your son/ daughter’s
progress in class. To keep you
informed, please let me know the
best means to contact you.
please provide at least one phone number
________________
Date
Home phone: ______________________________
Mobile phone:______________________________
Work phone: _______________________________
Instructor: Mr. Albert G. Caballero, M.B.A.
Department of Mathematics, Chairman Emeritus
The Humanitas Small Learning Community (SLC)
at
Santee Education Complex
Class:______________________________
Period:_______________
Classroom:
C-116
School Year:
2011-12
1921 South Maple Avenue, Los Angeles 90011
[email protected]
EMAIL:
[emails are received immediately by Mr. Caballero’s
mobile phone]
www.santeefalcons.org
SANTEE EDUCATION COMPLEX WEBSITE:
MR. CABALLERO’S SCHOOL WEBPAGE:
[a phone message can be left for Mr. Caballero]
213-763-1019
SLC OFFICE PHONE:
www.santeefalcons.org →teachers/staff→Mr. Albert G. Caballero
[ ’→’ indicates to select the option/ area on the site]
Instructor: Mr. Albert G. Caballero, M.B.A.
Department of Mathematics, Chairman Emeritus
The Humanitas Small Learning Community (SLC)
at
Santee Education Complex
Class:______________________________
Period:_______________
Classroom:
C-116
School Year:
2011-12
1921 South Maple Avenue, Los Angeles 90011
[email protected]
EMAIL:
[emails are received immediately by Mr. Caballero’s
mobile phone]
www.santeefalcons.org
SANTEE EDUCATION COMPLEX WEBSITE:
MR. CABALLERO’S SCHOOL WEBPAGE:
[a phone message can be left for Mr. Caballero]
213-763-1019
SLC OFFICE PHONE:
www.santeefalcons.org →teachers/staff→Mr. Albert G. Caballero
[ ’→’ indicates to select the option/ area on the site]
Instructor: Mr. Albert G. Caballero, M.B.A.
Department of Mathematics, Chairman Emeritus
The Humanitas Small Learning Community (SLC)
at
Santee Education Complex
Class:______________________________
Period:_______________
Classroom:
C-116
School Year:
2011-12
1921 South Maple Avenue, Los Angeles 90011
SLC OFFICE PHONE:
EMAIL:
SANTEE EDUCATION COMPLEX WEBSITE:
MR. CABALLERO’S SCHOOL WEBPAGE:
213-763-1019
[email protected]
[a phone message can be left for Mr. Caballero]
[emails are received immediately by Mr. Caballero’s
mobile phone]
www.santeefalcons.org
www.santeefalcons.org →teachers/staff→Mr. Albert G. Caballero
[ ’→’ indicates to select the option/ area on the site]