Algebra 1 Syllabus CHS Mathematics Department

Size: px

Start display at page:

Download "Algebra 1 Syllabus CHS Mathematics Department"

Herbert Holland
6 years ago
Views:

1 Algebra 1 Syllabus CHS Mathematics Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Ms. Megan Clark Email Address: megan.clark @ccsd.

us/schools/chs/ CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence.

1 1 Algebra 1 Syllabus CHS Mathematics Department Contact Information: Parents may contact me by phone, or visiting the school. Teacher: Ms. Megan Clark Address: Phone Number: (740) ext Online: CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning. Course Description and Prerequisite(s) from Course Handbook: Algebra I State Course # Prerequisite: Teacher Recommendation Required Option Grade: 9 Graded Conventionally Credit: 1 In-depth study of algebraic concepts and processes to represent and solve problems that involve variable quantities. Includes using and relating graphical and symbolic representations and techniques. The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Big Ideas/Purpose per Unit and Essential Questions/Concepts per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns

2 2 and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 Essential Questions per Big Idea. Each Unit will vary.) 1 st or 3 rd 9 Weeks o Unit I Title: Expressions and Equations Big Idea #1: Interpretting the structure of expressions. Essential Question #1: How is the structure of an expression used to identify different ways to rewrite it? Essential Question #2: How do the properties of real numbers apply to expressions? Big Idea #2: Understand solving equations and as a process of reasoning and explain the reasoning. Essential Question #1: How are the properties of real numbers used to solve equations? Essential Question #2: What determines when equations have no real solutions or all real number solutions? Big Idea #3: Solve and apply equations in one variable. Essential Question #1: How are verbal or written sentences translated into an algebraic equation? Essential Question #2: How are properties of equality used to solve equations? Essential Question #3: Why are there one, two, or no solutions for absolute value equations? Essential Question #4: Why is it helpful to be able to represent a literal equation in different ways? o Unit II Title: Linear Functions Big Idea #1: Understand the concept of a function and use function notation. Essential Question #1: When do relations represent functions? Essential Question #2: What is function notation? Essential Question #3: What are the key features of a function and how are they identified? Big Idea #2: Interpret the meaning of the graph linear functions, and inequalities. Essential Question #1: How are linear functions graphed? Essential Question #2: Why are linear equations represented in more than one form?

3 3 Essential Question#3: What information does the equation of a line give? Essential Question #4: How can you make predictions based on a scatter plot? Big Idea #3: Solve and graph inequalities. Essential Question #1: How are the properties of real numbers used to solve inequalities? Essential Question #2: How do solving linear inequalities and linear equations compare? o Unit III: Systems of Linear Equations and Inequalities Big Idea #1: Solve and apply systems of equations and inequalities. Essential Question #1: What are three methods that systems can be solved? Essential Question #2: How are systems used to model real-world situations? Big Idea #2: Solve and apply systems of equations and inequalities. Essential Question #1: How are solving systems of inequalities similar and different to solving systems of equations? Essential Question #2: When is it most beneficial to use each of the three methods? Essential Question #3: What does each region of the graph of inequalities represent? 2 nd or 4 th 9 Weeks o Unit IV Title: Polynomials and Quadratic Equations Big Idea #1: Apply properties to polynomials. Essential Question #1: What determines the classification of a polynomial? Essential Question #2: How are polynomials added, subtracted, and multiplied? Essential Question #3: How are properties of real numbers related to polynomials? Big Idea #2: Graph and identify key aspects of a quadratic equations. Essential Question #1: How is a quadratic function graphed? Essential Question #2: How are the vertex, axis of symmetry, y-intercept, and zeros of a quadratic function found? Big Idea #3: Solve quadratic equations. Essential Question #1: When is it most appropriate to use each method for solving quadratic equations?

4 4 Essential Question #2: What do the solutions of quadratic functions reveal about the graph? o Unit V Title: Exponents and Exponential Functions Big Idea #1: Use properties of exponents and exponential functions. Essential Question #1: How can you simplify expressions involving exponents using the properties of exponents? Essential Question #2: How can you represent very large and very small numbers? Essential Question #3: What are the characteristics of exponential functions? Essential Question #4: What determines if a given set of data is modeled by a linear function, quadratic function, or an exponential function? o Unit VI Title: Radical and Rational Expressions and Functions Big Idea #1: Understanding the concepts of radical expressions. Essential Question #1: What are the key features of the graphs of radical functions? Essential Question #2: How are operations used to simplify radical expressions? Essential Question #3: How can you solve a radical equation? Big Idea #2: Understanding the concepts of rational expressions. Essential Question #1: What are the key features of the graphs of rational functions? Essential Question #2: How are operations used to simplify rational expressions? Essential Question #3: How can you solve a rational equation? END OF COURSE EXAM Textbook: Carter, J. A., & Cuevas, G. J. (2014). Glencoe Algebra 1 (Common Core Ed.). Columbus, OH: McGraw-Hill Companies. Course Expectations Class Rules 1.) Be punctual 2.) Be prepared for class 3.) Be respectful towards teachers/staff, class members, school property, etc. 4.) Be honest

5 5 5.) Be observant of all class, school, and district rules and policies 6.) Be positive Procedure 1.) Students will write and perform Bell ringer, write the essential question(s), and get materials ready the first 5 minutes of class 2.) Students will request permission from the teacher, get their agenda signed, and sign out on the back of the door to leave the classroom for any reason 3.) Students will turn in work at the appropriate time and place 4.) Students will clean up after themselves as well as their group members 5.) Students will remain seated in their assigned seat unless otherwise given permission 6.) Students are responsible for getting their make-up work after an absence 7.) Students are responsible for scheduling make-up tests and quizzes with the teacher 8.) Students are responsible for all resources provided to them, until collected. Course Material 3-ring Binder with Dividers Loose Leaf College Ruled Paper Pencils Colored Pencils Graph Paper Graphing Calculator is suggested (TI-84+is recommended) Grading Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Homework 10% Class work 10% End of Course Exam is 20% of a student s final grade. Grading Scale The grading scale for Chillicothe High School can be found in the student handbook.

6 6 Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this year s tentative schedule is subject to change (at the teacher s discretion). 1st or 3rd 9 Weeks Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Expressions and Equations Week 1: Chapter 1: Expressions, Equations, and Functions Week 2: Chapter 1: Expressions, Equations, and Functions Chapter 2: Linear Equations Week 3: Chapter 2: Linear Equations Unit I Summative Assessment Unit II Title: Linear Functions Week 4: Chapter 3: Linear Functions Week 5: Chapter 3: Linear Functions Chapter 4: Equations of Linear Functions Weeks 6: Chapter 4: Equations of Linear Functions Chapter 5: Linear Inequalities Unit II Summative Assessment Week 7: Chapter 5: Linear Inequalities Unit III Title: Systems of Linear Equations and Inequalities Weeks 8: Chapter 6: Systems of Linear Equations and Inequalities Weeks 9: Chapter 6: Systems of Linear Equations and Inequalities Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Polynomials and Quadratic Equations Week 1: Chapter 8: Quadratic Expressions and Equations ( ) Week 2: Chapter 9: Quadratic Functions and Equations ( ) Week 3: Chapter 8: Quadratic Expressions and Equations ( ) Week 4: Chapter 9: Quadratic Functions and Equations Unit IV Summative Assessment Unit V Title: Exponents and Exponential Functions Week 5: Chapter 7: Exponents and Exponential Functions

7 7 Week 6: Chapter 7: Exponents and Exponential Functions Unit V Summative Assessment Unit VI Title: Radical and Rational Expressions and Functions Week 7: Chapter 10: Radical Functions Week 8: Chapter 11: Rational Functions and Equations Unit VI Summative Assessment Week 9: Review for End of Course Exam Chapter 11: Rational Functions and Equations END OF COURSE EXAM Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.

8 8 CHS Algebra I Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date:

Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics. Introduction and Definition of Honors Mathematics Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students