INTERACTIVE MATHEMATICS PROGRAM-YEAR 3

TEACHERS: Jessica Quindel

RESTRICTIONS: Open to students who have completed IMP 2 or Geometry.

GENERAL COURSE DESCRIPTION:

The third year of the Interactive Mathematics Program (IMP) continues to re-define mathematics for students, illustrating how math can be used to understand our world. Students will explore ideas including algebra, geometry, probability, statistics, graphing, and trigonometry in an integrated curriculum that connects mathematics to society. Students will develop mathematical literacy while working collaboratively in groups to solve challenging yet accessible problems, and the teacher will serve as the students' coach, encouraging students to use each other as resources. Students begin the year by studying linear programming to help a city decide how much of its land to use for recreation and how much to use for development. They continue by studying the geometry of circles to help a couple find out how to make an "orchard hideout". We then move on to build on our understanding of exponential functions from the Alice unit in Year 2 in the context of population growth. Next students connect algebra and statistics to find the probability of a baseball team winning the pennant. Finally, we end the year using trigonometry to figure out how to do a circus act effectively. California content standards in Algebra I, Geometry, Algebra II, Trigonometry, Linear Algebra, Mathematical Analysis, and Probability & Statistics are covered in the first year of the IMP curriculum. In addition, National Council of Teachers of Mathematics Standards including Number & Operations, Algebra, Geometry, Data Analysis & Probability, Problem-Solving, Measurement, Connections, Representation, Communication and Reasoning & Proof are addressed in Year 3 of IMP. Throughout their year in IMP 3, students will build on the ideas from IMP 2 and come to their own understanding of how to use math in their complex and evolving lives.

GOALS/OBJECTIVES:

In an IMP classroom, students are active learners. Students will experiment, investigate, ask questions, make and test conjectures, and reflect on their learning and mathematical understanding. Students will learn how to participate actively and effectively in groups and build their confidence as mathematical learners. They will develop literacy skills by communicating their mathematical ideas and reflections through group discussions, oral presentations and written work. They will have access to the mathematics they will need in the changing world of the 21st century and will be prepared to use math in college and in the world of work. Ultimately, students will begin to use math as a tool to read their world.
UNITS OF STUDY:

Meadows or Malls? (September-November)
. How much of River City's land should go to development and how much should go to recreation?
. Linear programming, solving systems of linear equations, graphing equations in three variables, matrices
Orchard Hideout (November-December)
. How long will it take before trees in an orchard grow large enough to hide the center of the orchard from the outside world?
. Circles, coordinate geometry, circumference and area of a circle, distance and midpoint formulas, geometric proof, similar triangles, trigonometry, Pythagorean Theorem.
Small World, Isn't It? (January-February)
. If population growth continues to follow the current trends, how long will it be until people are squashed up against each other?
. Slope, derivative, exponential functions, natural logarithms
Pennant Fever (March-May)
. What is the probability that the team that is leading will win the pennant?
. Probability, combinatorial coefficients, tree diagrams, permutations and combinations, binomial theorem, Pascal's triangle, statistical reasoning
High Dive (May/June)
. When should the diver in a circus act be released to land in a moving tub of water?
. Trigonometry, circular functions, graphs of sine and cosine, physics of falling objects

GRADES/CREDITS:

All students can achieve excellence in the IMP 2 course. Students will be evaluated based on their mathematical understanding, assignment completion and active learning in class. Active learning includes participating in groups, whole class discussions and on individual assignments, presenting to the class, asking questions, learning from mistakes, attendance, and respectful behavior. Unit portfolios, presentations, Problems of the Week (POWs), individual and group quizzes, and tests will be used to assess each student's mathematical understanding.

LATE/MAKE-UP WORK POLICY:

Students who have excused absences can turn in assignments from the time of the absence(s) within three days after returning to school, unless otherwise arranged with the teacher. If a student has late homework for any other reason, s/he can turn in one old assignment on each day s/he turns in a new assignment for partial credit. Late homework will be checked at the teacher's discretion and may not be checked during class time, so students may have to come in before school, after school, or during lunch to get credit for late assignments.

ATTENDANCE & TARDY POLICY:

In order to actively participate in class, students need to be in class, on time, and focused. As a result, we will be following the school attendance policy that states that for every 5 unexcused absences, a student's grade will be dropped one letter grade. Further, every 3 tardies equals one unexcused absences, so 15 tardies lower a student's grade as well. Attendance is taken at the beginning of each class, so unless a late student signs the "Tardy Book", the student will be marked absent for the period.

INSTRUCTIONAL MATERIALS:

We will be using the Interactive Mathematics Program Year 3 curriculum, as well as one unit (High Dive) from Year 4, which will be distributed when needed. Students need a composition notebook for all in-class and homework assignments, pencils, colored pencils, graph paper (if not in the composition book), and a scientific calculator that has trigonometric functions (sin, cos, tan). Additional materials will be distributed for supplemental projects and activities.

SUGGESTIONS FOR INDEPENDENT WORK:

. There will be an Honors option for the course. Students are encouraged to sign up if they are interested in an added challenge to the course. Meetings are held on Fridays during lunch.
. Solve supplemental problems provided at the end of each unit.
. Read a book related to math and present findings to the class (books are provided to students if desired).
. Explore media such as newspapers, magazines, and journals to find articles about math or that use math to justify the author's claims; compile your findings and write a report.
. Research a mathematician and write a report on what you found interesting about the person's life and interests.