Board Approval: August 21, 2007
Curriculum Committee
Barbara Popp, Supervisor of Curriculum and Instruction Rebecca Fosbre Jennifer Griffiths Jillian Goldstein Carol McGinley
Rosemary Perrotti Jennifer Pisano Karen Sweeney
Members of the Board of Education: Louis Petzinger, President
Andrew Zangara, Vice President Herman Brunn
Gary Cortelyou Michael Impellizeri
George Jakelski Frank Jurewicz
Ken Lessing Ned Panfile
Dr. Donald Burkhardt, Superintendent
Richard D. Reilly, Board Secretary
Pre-Calculus 2007
Pre-Calculus Curriculum 2007 2
The mission of the Manville School District is to create for our community a progressive learning environment, which imparts knowledge and the love of learning, inspires respect for all people, instills pride, and embraces change. All students of the Manville School District will achieve excellence in mathematics as measured by regular formative and summative assessment, by engaging in inquiry-centered learning, which is based on the New Jersey Core Curriculum Content Standards. Each student will experience success in basic mathematics and higher level thinking through active hands-on learning, problem solving strategies, and appropriate tools and technology. All students leaving the Manville School District will pursue a post-secondary education with a desire for life-long learning.
Pre-Calculus Curriculum 2007 4
MANVILLE SCHOOL DISTRICT K-12 MATHEMATICS COURSE SEQUENCES
K-3 4-5 6-8 9 10 11 12
Geometry
Honors
Algebra 2 Honors Pre-Calculus Calculus
Grade 6 Pre-Algebra
Part 1 Geometry Algebra 2 Algebra 2 Pre-Calculus
Grade 7 Pre-Algebra
Part 2
Pre-Algebra Part 2 Honors
Geometry Probability and Statistics
Probability and Statistics
Comprehensive Algebra
Probability and Statistics
Math Applications
Math Applications
Math K, 1, 2, 3 Math 4, 5
Grade 8 Algebra 1
Algebra Honors Foundations of
Math 1 Foundations of
Math 2 Foundations of
Math 3 Foundations of
Math 4
Pre-Calculus Curriculum 2007 6
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 1 – Prerequisites for Precalculus
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• sets of numbers can be arranged in a hierarchical fashion
• a rigorous structure for representing numbers and sets of numbers exists
• two sets of numbers interact with each other
• you can visually represent the interaction between two sets of numbers
Essential Questions: • In what ways can all of the mathematics you
have learned thus far in your academic career be used in pre-calculus?
• What other types of linear relationships exist?
• What methods and tools are available to solve equations and inequalities?
• What constitutes a linear relationship?
Students will know… • how the various subsets of the real
number system relate to each other • how to deal with linear equations
and inequalities in various forms and representations
• how to solve various equations and inequalities in a variety of ways
• how to deal with complex numbers and the unique situation they present
Students will be able to… • work with the real numbers and its various
subsets • work with the Cartesian coordinate system
to represent various sets of numbers • use increments to calculate slopes; write an
equation and sketch a graph given specific information
• solve equations and inequalities by various methods
• work with the complex number system and its various representations
Stage 2- Assessment Evidence
Performance Tasks: • Lesson P.5 – Effective Reach of a Ladder • Lesson P.7 – Projectile Motion
Key Criteria • Use specific/general rubric
Pre-Calculus Curriculum 2007 7
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter P, Lessons P.1 through P.7
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 8
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 2 – Functions and Graphs
Stage 1- Desired Results
Established Goals: 4.3.B&C; 4.5.A-F Understandings: Students will understand that…
• what a function is • what makes a function special • a function can be defined • how a function can be used • there is a specific “language” used
for specifying functions
Essential Questions: • How can functions be used to model many
things that happen in the real world? • How can functions be changed just as things
in the real world change?
Students will know… • that there are a variety of ways to
specify and define functions • that the two key concepts of “limit”
and “continuity” are tightly coupled • there are twelve basic functional
models that cover virtually any situation
• functions can be combined • functions can be modified • functions can be used to build
models of real world situations
Students will be able to… • build numerical, algebraic, and graphical
models for functions • define a function using the proper notation • understand and explain the concepts of limit
and continuity • recognize and work with the “twelve basic
functions” • combine functions to produce other
functions • define functions using parametric methods • transform functions using graphical
methods • build functional models from a variety of
information provided
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 1.4 – The Shrinking Snowball • Lesson 1.7 – Investment Returns
Key Criteria • Use specific/general rubric
Pre-Calculus Curriculum 2007 9
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lesson from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 1, Lessons 1.1 through 1.7 o Chapter 10, Lessons 10.1 through 10.3
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 10
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 3 – Polynomial, Power and Rational Functions
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• some models have real solutions, while others will not
• some models may have multiple solutions, but some of these may not be appropriate
• the graph of a function can provide significant insights into the nature of solutions for the function
• what it means to “model” a situation
Essential Questions • What is a “solution” of a model? • How many solutions can exist? Explain. • Do we care about all of the solutions? Why
or why not? • When is a general picture worth more than a
lot of specific computation? • How can more than one model be possible
for a given real world situation?
Students will know… • that various types of functions can
be used to model different types of situations
• what the Fundamental Theorem of Algebra states about a given polynomial function
• that some functions have no real solutions, but all functions have complex solutions
Students will be able to… • work with and solve linear, quadratic, and
higher degree functions • determine how many solutions will exist for
a given function • apply both polynomial division and
synthetic division to find solutions for a function
• locate the real zeros (if any) of a function of varying degree
• locate the complex zeros of a function of varying degrees
Pre-Calculus Curriculum 2007 11
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 2.2 – Windmill Power Output • Lesson 2.4 – Product Demand Estimation • Lesson 2.7 – Bike and Car Trip Analysis
Key Criteria • Use specific/general rubric
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 2, Lessons 2.1 through 2.8
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 12
MANVILLE SCHOOL DISTRICT
Precalculus
UNIT 4 – Exponential, Logistic, and Logarithmic Functions
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• the algebraic functions (those with rational exponents) are expanded and enhanced by the transcendental functions (those with variable exponents)
• inverse functions provide a key problem-solving tool since they “undo” transformations
• the definitions will frequently provide the best starting point for understanding key mathematical concepts
Essential Questions: • What happens when a population grows or
decays in an unrestricted fashion? • What happens when a population grows or
decays in a restricted fashion? • How do you solve a problem when the
variable appears in the exponent? • What is meant when someone says “Time is
money”?
Students will know… • that exponential and logarithmic
functions are inverses of each other • that growth and decay, both with
and without restraint, can be modeled using exponential functions
• that logarithms provide an essential problem solving tool
• that financial models can demonstrate the effect of time on various investments
Students will be able to… • understand and work with the Natural Base
e to solve a variety of problems • apply exponential and logistic functions,
and interpret their graphs • build growth and decay models • understand and utilize logarithms as inverse
functions to solve problems • build models to simulate varied financial
transactions over time
Pre-Calculus Curriculum 2007 13
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 3.2 – Deer Population • Lesson 3.4 – Earthquake Intensity • Lesson 3.5 – Newton’s Law of Cooling • Lesson 3.6 – IRA Account Deposits
Key Criteria • Use specific/general rubric
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 3, Lessons 3.1 through 3.6
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 14
MANVILLE SCHOOL DISTRICT
Precalculus
UNIT 5 – Trigonometry
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• all trigonometry is based upon right triangles
• multiple approaches may exist to solve a given problem, but all paths should lead to the same answer
• many natural phenomena can be modeled using trigonometric functions
Essential Questions: • What is trigonometry all about, and why is
it important? • What trigonometric relationships exist? • How do you apply trigonometric
relationships? • Can you work backwards? Do inverse
relationships exist?
Students will know… • that angles can be measures in
terms of both degrees and radians • that trigonometric functions can be
either even or odd • that trigonometric functions repeat
over time • that various methods can be used to
find the values of trigonometric functions
• that, with appropriate restrictions on the domain, the inverse of a trigonometric function can be found
Students will be able to… • convert between radians and degrees, and
find arc length • identify the periodicity and even-odd
properties of trigonometry functions • find values of trigonometric functions • generate the graphs of the trigonometric
functions and explore various transformations upon these graphs
• use the inverse trigonometric functions to solve problems
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 4.4 – Temperature Modeling • Lesson 4.8 – Building Height Determination
Key Criteria • Use specific/general rubric
Pre-Calculus Curriculum 2007 15
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 4, Lessons 4.1 through 4.8 o Chapter 5, Lessons 5.1 through 5.6 o Chapter 6, Lessons 6.1 through 6.6
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 16
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 6 – Systems and Matrices
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• some systems of equations have solutions and some do not
• frequently, the real world concern is not “what is the solution?” but rather “does the solution exist?”
• real world systems are often modeled by multiple and multi-variate equations
• choosing the best solution from a list of possibilities is a science
• the definitions will frequently provide the best starting point for understanding key mathematical concepts
Essential Questions: • How do you deal with two (or more)
“things” that happen at the same time? • How can matrices make my life better? • How do you identify the “best” solution
from a set of options?
Students will know… • that some systems of linear
equations have no solutions, some have one solution, and some have many solutions
• that matrices provide a powerful tool to capture and manipulate coefficients from equations
• that inverse matrices can greatly simplify some problem solving situations
• that linear programming is a problem solving tool used with decision making in management science
Students will be able to… • solve systems of equations using both
graphical and algebraic methods • perform matrix operations such as addition,
subtraction, and multiplication • utilize inverse matrices as problem solving
tools • apply the technique of partial fraction
decomposition to solve certain rational functions
• apply the techniques used with systems of equations to solve systems of inequalities
• find the “optimal” solution to a system of inequalities
Pre-Calculus Curriculum 2007 17
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 7.2 – Construction Cost Estimation • Lesson 7.3 – Investment Diversification • Lesson 7.5 – Diet Planning
Key Criteria • Use specific/general rubric
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 7, Lessons 7.1 through 7.5
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 18
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 7 – Discrete Mathematics
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• their first experiences with mathematics – counting – is an example of discrete mathematics
• mathematical induction provides the basis for an accepted form of valid proof
• it is important to know the differences between a “population” and a “sample” when dealing with statistics
• the definitions will frequently provide the best starting point for understanding key mathematical concepts
Essential Questions: • What is “discrete” mathematics, and why is
it important? • How does discrete mathematics differ from
other forms of mathematics? • What is the difference between inductive
reasoning and deductive reasoning? • What is the difference between probability
and statistics? • What is a “normal” distribution?
Pre-Calculus Curriculum 2007 19
Students will know… • that some situations lend
themselves to discrete rather than continuous mathematics
• that permutations and combinations are related, but different, concepts
• how to determine the probabilities of simple, compound and conditional events
• that some sequences and series have limits, and some do not
• that only one type of reasoning, inductive or deductive, forms the basis of a valid mathematical proof
• the terminology and techniques of statistics
Students will be able to… • understand the differences between discrete
mathematics and continuous mathematics • understand and apply permutations and
combinations • understand and apply the Binomial
Theorem • determine and represent the probabilities of
different events • find limits, if they exist, of arithmetic and
geometric sequences • find the limit or convergence of a series • apply the processes of mathematical
induction to problem solving • understand and apply basic statistical
concepts • work with and understand the
characteristics of normal distributions
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 9.3 – Correct Answers for Exam Questions • Lesson 9.8 – Population Heights
Key Criteria • Use specific/general rubric
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Pre-Calculus Curriculum 2007 20
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 9, Lessons 9.1 through 9.8
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 21
MANVILLE SCHOOL DISTRICT
Precalculus UNIT 8 – Introduction to Calculus
Stage 1- Desired Results
Established Goals: 4.3.A-D; 4.5.A-F Understandings: Students will understand that…
• position and velocity are inextricably linked
• the concept of the derivative allows you to work from position to determine velocity
• not all functions have derivatives • functions that have derivatives may
not have them at every point • the definitions will frequently
provide the best starting point for understanding key mathematical concepts
• the concept of definite integral • the concept of an indefinite integral
Essential Questions: • What is the relationship between position
and velocity? Explain. • Explain why not all functions have
derivatives. • How does the concept of the integral allow
you to work from position to determine distanced traveled?
Students will know… • that average and instantaneous
velocity are two distinct concepts • that there is a continuum of ever
stronger concepts for a function at a given point: the limit exists, continuity exists, the derivative exists
• that the derivative of a function is defined as a limit of a quotient
• that the integral of a function over an interval is defined as the limit of the area of a set of rectangles
Students will be able to… • compute average and instantaneous velocity
for an object in motion • compute the derivative of a function • compute distance given a velocity • compute a definite integral
Pre-Calculus Curriculum 2007 22
Stage 2- Assessment Evidence
Performance Tasks: • Lesson 10.1 – Speed of a Falling Object • Lesson 10.2 – Rocket Launch
Key Criteria • Use specific/general rubric
Other Evidence • Open-ended assessments • Self and peer assessments • Communicators • ACTIVote quizzes • Teacher created materials • Formative assessments • Projects • Web-quests • Standardized-test scores
Stage 3- Learning Plan
Learning Activities: • Begin with an entry question to hook students (prior knowledge) • Introduce and discuss essential questions (revisit throughout the unit) • ‘Do Probs’ / ‘Do Nows’ / ‘Problem of the Day’ • Introduce Learning Expectation(s) • Complete applicable lessons from textbook, Precalculus: Graphical, Numerical, Algebraic
by Pearson Prentice Hall o Chapter 10, Lessons 10.1 through 10.2
• Use Promethean Board presentations to enhance learning • Utilization of varying questioning techniques to develop concept, explore concept, or
reinforce concept • Independent/Cooperative learning explorations • Evoke student participation both from their seat and at the board (use of
ACTIVotes/ACTIVslate) • Establish a set of general strategies for student independence and self-evaluation • Graphing calculator activities • United Streaming Math Video
Pre-Calculus Curriculum 2007 24
MANVILLE SCHOOL DISTRICT
RESOURCES AND TECHNOLOGY
Precalculus
Resources
Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Student Text (ISBN 0-321-35694-4) Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Annotated Teacher Edition (ISBN 0-321-37423-1) Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Resource Manual (ISBN 0-321-36995-5) Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Solutions Manual (ISBN 0-321-35693-9) Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Tests and Quizzes (ISBN 0-321-35692-0) Precalculus: Graphical, Numerical, Algebraic, by Demana, Waits, Foley and Kennedy (7th
edition): Pearson Prentice Hall ©2007 – Graphing Calculator Manual (ISBN 0-321-37000-7) Math Manipulatives Communicators
Technology
Pearson Prentice Hall Website – www.phschool.com Pearson Prentice Hall – Video Lectures on CD-ROM (ISBN 0-321-41058-0) Pearson Prentice Hall – Presentation Express CD-ROM (ISBN 0-321-36999-8) Pearson Prentice Hall – Teacher Express CD-ROM (ISBN 0-321-41293-1) Pearson Prentice Hall – Student Express CD-ROM (ISBN 0-321-40995-7) Pearson Prentice Hall – TestGen with QuizMaster CD-ROM (ISBN 0-321-36996-3) Pearson Prentice Hall – MathXL® www.mathxl.com Pearson Prentice Hall – InterAct Math Tutorial www.interactmath.com Promethean Board – www.prometheanplanet.com
• ACTIVstudio Primary • ACTIVstudio Professional • ACTIVslate • ACTIVote
Texas Instruments graphing calculators – TI-84 Plus United Streaming- www.unitedstreaming.com
Pre-Calculus Curriculum 2007 26
MANVILLE SCHOOL DISTRICT HOMEWORK POLICY
Mathematics is a very important component of the students learning experience. The Manville Board of Education has a Homework/Make-Up Work Policy, File Code 6154. A portion of the daily, allotted homework time MUST be in mathematics. Recommendations are as follows:
• Grades K-1: 5 minutes minimum • Grades 2-3: 10 minutes minimum • Grades 4-5: 20 minutes minimum • Grades 6-8: 30 minutes minimum • Grades 9-12: 40 minutes minimum
MANVILLE BOARD OF EDUCATION File Code: 6154 Manville, New Jersey 08835-1542 Policy
HOMEWORK/MAKEUP WORK
The board of education believes that homework relevant to material presented in
class provides an opportunity to broaden, deepen or reinforce the pupil’s knowledge and skills. Homework provides the time and space for pupils to reflect on what they have learned by thinking, reading, writing, and problem-solving skills essential for success in college and in life.
Teachers have the responsibility of using discretion in deciding the number and length of homework assignments and must also monitor pupil homework. The board encourages the use of interrelated major homework assignments such as term papers, themes, and creative art projects. Homework shall not be used for punitive reasons.
Pupils absent for any reason are responsible for making up assignments, class work and tests within a reasonable length of time. In most cases, a reasonable length of time shall be the same number of days as the days missed.
Parents are partners in the education of pupils and are responsible for homework completion by their children by providing space and time, and by monitoring the workload and communicating with the teachers. Manville board of education guidelines for the amount of time that students should spend doing homework each day are as follows:
• Grades K-1: 15 minutes • Grades 2-3: 30 minutes • Grade 4: 45 minutes • Grade 5: 1 Hour • Grade 6: 1.25 Hours • Grades 7-8: 1.5 Hours • Grades 9-10: 2.0-2.5 Hours • Grades 11-12: 2.5 - 3 Hours
Pre-Calculus Curriculum 2007 27
Date: November 17, 1992 Revised: December 14, 1993 HOMEWORK/MAKEUP WORK (continued) File Code: 6154 Legal References:
N.J.S.A. 18A:11-1 General mandatory powers and duties N.J.S.A. 18A:36-14 Religious holidays; absence of pupils on; effect N.S.A.C. 6:8-9 Approved public elementary and secondary school
summer sessions
Cross References: 1320 Participation in out-of-school community activities 1322 Contests for pupils 5020 Role of parents/guardians 5113 Absences and excuses 5124 Reporting to parents/guardians 6145 Co-curricular activities 6153 Field trips 6174 Summer school