Department Mission Statement
We live in a world where engineering makes possible the conviences of life. Comprehensive knowledge in mathmatics is extremely important to ensure that we are able to maintain the infrastructure on which we have become dependent, and to develop the infrastructure of tomorrow. Our primary goal is to share our love for mathmatics with our students. When students see our excitement for mathmatics they will appreciate the opportunity they have to learn. We strive to create critical thinkers who are able to take the lessons we teach in the classroom and apply them to our daily lives to solve real-world problems. We understand that there is enough formality in mathmatics to allow for freedom of thought and opportunity to try new apporaches, and understand that we need to allow students the opportunity to make mistakes. Our department promotes metacognitive skills that will create more complex thinkers who are capable of success in mathmatics beyond high school.
Grading Scale
Grading Scale
100 - 90=A
89 - 80=B
79 - 70=C
69 - 60=D
59 - 0 =F
| Algebra 1, Geometry 1, Math 2 (Geometry), Geometry A, Math 3 (Algebra 2), Algebra 2/Trigonometry, Pre-Calculus | ||
| Area of Evaluation | Descriptions of Area | Percentage of Final Course Mark |
| Assignments/Homework | Purpose · Practice for mastery Frequency · 4 to 5 days per week Feedback · Solutions reviewed and discussed Learning domains emphasized · Knowledge, understanding, application, analysis | 20 – 30% |
| Unit Tests/Quizzes/Final | Purpose · Assessment of mastery Frequency · Quiz or test at least every 2 weeks · Final: one per semester, not to exceed 15% Feedback · Solutions reviewed and discussed Learning domains emphasized · Understanding, application, analysis, synthesis | 70 – 80% |
