11th DP Math Analysis and Approaches SL 2022-2023

Ms. Kristina Danahy (she/her) Google Voice: (617) 863-7738

Josiah Quincy Upper School - Room 415 kdanahy@bostonpublicschools.org

“There are two versions of math in the lives of many Americans: the strange and
boring subject that they encountered in classrooms and an interesting set of ideas
that is the math of the world, and is curiously different and surprisingly engaging.
Our task is to introduce this second version to today's students, get them excited
about math, and prepare them for the future.” - Jo Boaler

​My goal is to bring the "math of the world" to our classroom, so all students
build their capacity to use inquiry, learn independently, and solve problems. Our
class is a Modern Classroom: Learn more: modernclassrooms.org.

Units: Term 1 Units: Term 2 Units: Term 3 Units: Term 4

Linear Functions Functions Statistics Probability
Functions and their Inverses - Quadratic Linear Regression Probability Distributions
Modeling with Functions - Reciprocal and Rational
- Exponential and Logarithmic

Within each unit, our classroom will follow this process:

How to Succeed in Our Class

Step Up
● Bring your best, most focused self.
● Come to class consistently.
● Ask questions and ask for help
(e.g., if you will be absent, need
more time on work, or have
concerns).
● Use your unit calendar and
Google Classroom to stay on pace.
Make Space
● Bring your charged Chromebook (or
loaner from the office), pens, pencils,
and binder.
● Use your technology (cell phone,
TI-84, Chromebook, other devices) so
it helps you succeed instead of
distracting you. JQUS Policy: “All
student cell phones should be quiet
and out of sight unless a staff member
gives explicit permission otherwise.”
Listen to Learn
● Listen actively and respect others’
ideas. There isn’t just one right way
to solve a problem--we celebrate
creativity and making sense.
● We learn as a community: connect
and communicate with each other.
● Use feedback to revise and improve
your work; we learn from mistakes!
Assessment and Grading
● Unlike MYP (grades 6-10), DP math (grades 11-12) does not have Criteria A-D (scored from 1-8) for assessments.
● I will use your grades from mastery checks and IB assessments to give a final achievement level (1-7, see below for
DP grade descriptors) for Terms 1-4, considering growth over the term and where most of the scores fall.
● Grades are not an accurate representation of what you know, what you can do, and who you are. Nevertheless, I
understand how important they can be to your future. I am happy to meet at any time to discuss your grade and
how to grow as a mathematician.

7 (Exemplary): Demonstrates a thorough knowledge and comprehensive understanding of the syllabus; successfully
constructs and applies mathematical arguments at a sophisticated level in a wide variety of contexts; successfully
uses problem-solving techniques in challenging situations; recognizes patterns and structures, makes generalizations
and justifies conclusions; understands and explains the significance and validity of results and draws full and relevant
conclusions; communicates mathematics in a clear, effective and concise manner, using correct techniques, notation and
terminology; demonstrates the ability to integrate knowledge, understanding and skills from different areas of the course;
uses technology correctly in challenging situations--makes efficient use of calculator’s functionality when required.

6 (Accomplished): Demonstrates a broad knowledge and comprehensive understanding of the syllabus; successfully
constructs and applies mathematical arguments in a variety of contexts; uses problem-solving techniques in
challenging situations; recognizes patterns and structures, and makes some generalizations; understands and
explains the significance and validity of results, and draws relevant conclusions; communicates mathematics in a clear
and effective manner, using correct techniques, notation and terminology; demonstrates some ability to integrate
knowledge, understanding and skills from different areas of the course; uses technology correctly in routine
situations--makes efficient use of calculator’s functionality when required.

5 (Proficient): Demonstrates a broad knowledge and good understanding of the syllabus; applies mathematical
arguments in performing routine tasks; successfully uses problem solving techniques in routine situations; successfully
carries out mathematical processes in a variety of contexts, and recognizes patterns and structures; understands the
significance of results and draws some conclusions; communicates mathematics effectively using appropriate techniques,
notation and terminology; demonstrates an awareness of the links between different areas of the course; makes use of
calculator’s functionality when required (this use may occasionally be inefficient).

4 (Demonstrating): Demonstrates a satisfactory knowledge of the syllabus; applies mathematical arguments in

performing some routine tasks; uses problem-solving techniques in routine situations; successfully carries out
mathematical processes in straightforward contexts; shows some ability to recognize patterns and structures; has
limited understanding of the significance of results and attempts to draw some conclusions; communicates mathematics
adequately, using some appropriate techniques, notation and terminology; makes some use of calculator’s functionality,
but perhaps not always when required (this use may occasionally be inefficient).

3 (Developing): Demonstrates partial knowledge of the syllabus and limited understanding of mathematical arguments
in performing some routine tasks; attempts to carry out mathematical processes in straightforward contexts; makes an
attempt to use problem solving techniques in routine situations; communicates some mathematics, using appropriate
techniques, notation or terminology; occasionally uses calculator functionality, but often inefficiently--does not always
use it when required and may use an inefficient analytic approach.

2 (Emerging): Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a
basic level; communicates some mathematics but often uses inappropriate techniques, notation or terminology; unable
to use calculator correctly when required--questions exclusively requiring the use of the GDC are generally not
attempted.

1 (Novice): Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use mathematical
processes, even when attempting routine tasks; communicates only minimal mathematics and consistently uses
inappropriate techniques, notation, or terminology; is unable to make effective use of technology.