Mathematics Accelerated Algebra I/Geometry A - MYP Year 3

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Juniper Powers
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1 Mathematics Accelerated Algebra I/Geometry A - MYP Year 3 Tori Powers powersjv@fultonschools.org Room 840 Tutorial: Monday and Wednesday Morning 8:25 8:55 am I. Course Description Mathematics in Accelerated Algebra I/Geometry A is the equivalent to the High School 9 th grade Algebra I class and the first semester of the High School 10 th grade Geometry class. It consists of all the units from the Algebra I class and the first 3 units of the Geometry class. Ridgeview is an MYP school, therefore, all units support the three fundamental concepts of the International Baccalaureate Middle Years Program: Holistic learning students discover ways in which mathematics is related to all other subjects. They also learn that the strategies they develop to analyze and solve problems are those that will be used throughout their lives. Intercultural awareness through their study of math, students discover the rich history of the subject. They gain an understanding and appreciation for the many cultures that have contributed to the body of knowledge they study. Communication students will be encouraged to be active learners who can communicate their knowledge to others. They will practice both informal and formal ways to communicate mathematics. In addition, throughout this course we explore ways and examine topics that provide opportunities for our students to develop the traits contained in the Learner Profile. Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that their attention is focused on the processes and outcomes of their students learning. II. Instructional Units: The study of Mathematics in Accelerated Algebra I/Geometry A includes the following units: Unit 1- Relationships between Quantities and Expressions. Line of Inquiry: Interpreting the correct choices in connecting expressions with numerical content can be represented by knowing the identities and the relationships of a problem. In Unit 1, students will interpret the structure of expressions and solve problems related to unit analysis. The properties of rational and irrational numbers and operations with polynomials have been added as a preparation for working with quadratic functions later in the course. This content will provide a solid foundation for all subsequent units. Unit 2- Reasoning with Linear Equations and Inequalities Line of Inquiry: Using a formation to model a pattern using methods, systems and solutions illustrates the scientific way of the world. Students will analyze linear functions only. Students will: 2. Create, solve, and model graphically linear equations and inequalities in one and two variables; 3. Rearrange formulas to highlight a quantity of interest; 4. Recognize arithmetic sequences as linear functions. Some standards will be repeated in units 3, 4, and 5 as they apply to quadratics and exponentials. Unit 3 Modeling and Analyzing Quadratic Functions Line of Inquiry: Scientific logic can be investigated by modelling equations and finding the equivalence in communities and environments. Students will analyze quadratic functions only. Students will: 2. Solve quadratic equations by taking square roots, factoring (x 2 + bx + c AND ax 2 + bx + c), completing the square, and using the quadratic formula; 3. Compare and contrast graphs in standard, vertex, and intercept forms. Students will only work with real number solutions.

2 Unit 4 Modeling and Analyzing Exponential Functions Line of Inquiry: Decision-making can be improved by using a model to represent relationships. Students will analyze exponential functions only. Students will: 2. Create, solve, and model graphically exponential equations; 3. Recognize geometric sequences as exponential functions. Unit 5 Comparing and Contrasting Functions Line of Inquiry: Decision-making can be improved by using a model to represent relationships. Students will compare and contrast linear, quadratic, and exponential functions in this unit. Unit 6 Describing Data Line of Inquiry: Relationships between variables can be modeled in order to make generalizations and logical predictions about the impact of human activity on the environment. Students will summarize, represent, and interpret data on a single count or measurement variable. Students will summarize, represent, and interpret data on two categorical and quantitative variables. Students will interpret linear models. Unit 7 Transformations in the Coordinate Plane Line of Inquiry: Observing the connection between figures can be explored by knowing the scientific and technical innovation of a problem. In this unit, students will use the geometry software and other tools to explore reflections, transformations and rotation. They will also learn the vocabulary associated with transformations as they communicate their understandings of transformations to one another. Understand the connections between proportional relationships, lines, and linear equations. Unit 8 Similarity and Congruence, and Proofs Line of Inquiry: Determining relationships between geometric figures as they change using justification and relating it to globalization and sustainability. Students apply their earlier experience with transformations and proportional reasoning to build a formal understanding of similarity and congruence. They identify criteria for similarity and congruence of triangles and use them to solve problems. It is in this unit that students develop facility with geometric proof. They use what they know about congruence and similarity to prove theorems involving lines, angles, triangles, and other polygons. They explore a variety of formats for writing proofs. Analyze and solve pairs of simultaneous linear equations. Unit 9 Right Triangle Trigonometry Line of Inquiry: Engineering relies on the relationship between modelled discovery and mathematical explanations. Students apply similarity in right triangles to understand right triangle trigonometry, with particular attention to special right triangles and the Pythagorean Theorem. III. Texts and resources Carter, J., Cuevas, G., Day, R., Malloy, C., & Cummins, J. (2014). Glencoe Algebra: Common Core. McGraw-Hill Companies. ($97.00) Carter, J., Cuevas, G., Day, R., Malloy, C., & Cummins, J. (2014). Glencoe Geometry: Common Core. McGraw-Hill Companies. ($97.00) Students are responsible for the proper care of distributed textbooks and materials. If a student loses a textbook, the student forfeits the right to another free textbook until all fines have been paid.

IV. Methodology A number of methodologies are used in the Accelerated Algebra I/Geometry A class. Students will work individually or as a member of a team.

3 IV. Methodology A number of methodologies are used in the Accelerated Algebra I/Geometry A class. Students will work individually or as a member of a team. They will receive direct instruction or will have to research and report on their learning. They will read, conduct experiments, participate in projects, calculate answers, formulate creative solutions, write and reflect on their work depending on the unit. V. Methods of assessment A wide variety of assessments are used to gauge the success of Ridgeview students. These assessments can be formative or summative. At Ridgeview, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. These assessments occur often during each unit. Please note that because this is a high school class, students will earn one ½ credit per semester (Please reference the picture below). Students letter grade will be calculated using the following percentages: Tests (40%), Quizzes (15%), Semester Exam/EOCT (20%), Projects (15%), Classwork (5%), and Homework (5%). VI. Grading policy including the use of MYP criteria Ridgeview Charter School and Riverwood International Charter School are in a partnership as Middle Years Programme (MYP) schools. We are part of the International Baccalaureate (IB) Programme for grades six through ten. As part of the MYP, teachers additionally evaluate students according to MYP Assessment Criteria in all subject areas. This year, your student will earn an MYP level of achievement in each subject area. Each teacher will score the students based on the criteria specific to the subject, and then the teacher will score the student on their overall MYP level of achievement. You will see this level of achievement on the student s report card in the comments section twice a year on report cards. VII. RCS Re-assessment Policy a. Students will have the opportunity to re-assess on common unit assessments. All students are allowed to re-assess ONCE within two weeks from receiving the assessment grade. b. For common quizzes, students will complete quiz corrections. Please note that quiz grades will not be adjusted. a. This will act as a type of additional study guide for the students guiding them toward mastery of the standards they missed before they take the unit assessment. This task should be completed before students may re-assess a common unit assessment. b. These corrections can be done at home, help sessions, and/or Saturday School. c. Qualifications to Re-Assess for Common Unit Assessments: a. Students must satisfy at least the following requirements to be eligible to re-assess: i. Attend help session(s) for tutorial and/or practice during a time period specified by the teacher. ii. Complete the Reflection/Test Analysis Form that indicates which standards students mastered and did not master. After meeting the requirements, students may re-assess. The higher score will be entered into the gradebook.

4 VIII. Excused Absences/Make-Up Work Students who are in class for instruction but absent on test or quiz day are expected to take the test or quiz on the next day of class attendance. In the case of an excused absence, assignments received prior to absence are due upon return to class. It is the student s responsibility to ask for and obtain the assignments at the appropriate time (ideally before school upon the day of return). IX. RCS Late Work Policy Student work is accepted late with the following penalties: 10 % off 1 st day past due 10 % off 2 nd day past due 10 % off 3 rd day past due 10 % off 4 th day past due 5 plus days past due Student earns up to a 50% when the assignment is completed and turned in. 0% is earned until the assignment is turned in. IX. 8th Grade Academic Performance Middle school students in grade 8 must have a passing grade in language arts, mathematics, social studies, science, reading/foreign language and one of the following: a combination of grades in the physical education/health connections segment (FCBOE Policy IHE). The grading policy is that the actual course average will be recorded as the final grade (no minimum of 50). Please note: 8th graders in Georgia will only be taking the Algebra I End of Course Georgia Milestones Assessment in the spring. Additionally, students enrolled in Accelerated Algebra I/Geometry A course in 8 th grade have the option to keep their grade in Algebra I and the one Carnegie unit they have earned, or they can decline the grade and credit and repeat the course in 9 th grade. Honors points (7 points) are added by the Office of Student Information during the summer concluding the course. Please note that the 7 points are added for high school purposes including class rank, but are removed when calculating GPA for college applications.

5 Parents: Please feel free to keep the attached Course Outline and you may also want to make a copy for your student to keep in their binder. Thank you for choosing Ridgeview Charter School. Tori Powers Powersjv@fultonschools.org Please sign below to indicate that you have received your copy of this course outline document and have your child return this page only to me by Friday, August 12, Student Name Parent Name (please print) Parent signature Parent Phone (for texting) or

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