Algebra 1 College Prep. C CURRICULUM GUIDE NUMBER: MAT204 LEVEL; College Prep. CP-C TEXTBOOK: ALGEBRA CONCEPTS AND Applications, Volume 2. Glencoe/McGraw- Hill, 2007. LENGTH: Full year CREDITS: 5 Credits Created: August 2012 PREREQUISITE Students should have successfully completed Part 1 of this course. COURSE DESCRIPTION Algebra 1 CP C is the second year of college preparatory mathematics at our CP C level. This course covers the same material as covered in the Algebra 1 CP B course, but has been designed to take two years of study to do so. Topics covered in this course are operations on real numbers, solutions of first degree equations and inequalities, polynomials, factoring, radical expressions, rational expressions and equations and systems of equations. Problem solving and real-life situations, which apply these concepts, are stressed throughout the course. HSPA Review problems will also be integrated into the course through teacher prepared worksheets and/or transparencies. Similar problems will appear on tests and quizzes. Scientific and graphing calculators are required for the course both for exploration and discovery and as an aid to computation in real life problems. The use of a calculator allows students to concentrate on problem solving strategies and enables us to use the types of numbers which occur in real life situations, but may be difficult to work with if a calculator is not available. Students will be given instructions on how to use the calculators efficiently. Estimation and reasonableness of answers will be stressed so that students can recognize calculator errors. Students are expected to be active participants in the learning process. The teacher will involve them in the introduction and development of material through questioning and class discussions. Understanding of concepts is stressed rather than rote memorization of skills. When appropriate, students are guided in discovering the concept themselves 1
through a study of patterns and by relating the new work to their prior knowledge. Critical thinking is emphasized and students will be asked to draw, label, explain, justify, verify and interpret as they apply the concepts to new situations. Cooperative learning activities will be used throughout the course, both informal activities such as discussing homework or solving a problem from the textbook and formal discovery and problem solving activities. Students will be encouraged to verbalize math concepts and share ideas with each other. District Policy: ACADEMIC INTEGRITY Pupils are expected to be honest in all of their academic work. This means that the students in this course will not engage in any of the following acts: Cheating on examinations or other school assignments, including but not limited to, the non-authorized use of books or notes, the use of crib sheets, copying from other students papers, exchanging information with other students orally, in writing, or by signals, obtaining copies of the examination illegally and other similar activities. Cheating through the use of technology to exchange information on any school assignment, examination, etc. is prohibited. Technology is defined as, but not limited to, computers, telephones, text messaging, palm pilots, calculators, cameras or any other hand held device. Plagiarism is not permitted in term papers, themes, essays, reports, images, take-home examinations, and other academic work. Plagiarism is defined as stealing or use without acknowledgment of the ideas, words, formulas, textual materials, on-line services, computer programs, etc. of another person, or in any way presenting the work of another person as one s own. Falsifications, including forging signatures, altering answers after they have been graded, inserting answers after the fact, erasing of grader s markings, and other acts that allow for falsely taking credit. A pupil found guilty of academic dishonesty may be subjected to a full range of penalties including, but not limited to reprimand and loss of credit for all of the work that is plagiarized. Disciplinary action may also be a consequence of such behavior. Additional consequences may apply as defined in specific department policies and guidelines. A teacher who believes that a pupil has been academically dishonest in his/her class should resolve the matter in the following manner: Reprimand the student orally and/or in writing. The teacher is also authorized to withhold credit in the work due to academic dishonesty. If warranted, the teacher shall file a written complaint against the student with the Administration, requesting a more stringent form of discipline. The complaint must describe in detail the academic dishonesty that is alleged to have taken place, and must request that the matter be reviewed by the Administration. The Administration will determine if further discipline of the pupil is appropriate, and will determine the nature of the discipline on a case-by-case basis. 2
If the pupil is not in agreement with the disciplinary action of the Administration, he/she may appeal the action first to the Principal and secondly to the Superintendent. If the pupil is dissatisfied with the Superintendent s disposition of the case, he/she may grieve the action in accordance with Policy No. 5710, Pupil Grievance. District Policy: Equal Opportunity High Point Regional High School s curriculum and instruction are aligned to the State s Core Curriculum Content Standards and address the elimination of discrimination by narrowing the achievement gap, by providing equity in educational programs and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socio-economic status. COURSE OBJECTIVES Students will be able to: 1. Use arithmetic operations on polynomials. 2. Factor equations using the distributive property and special binomial and trimnomial properties. 3. Graph and solve quadratic equations. 4. Solve and graph inequalities. 5. Solve and graph systems of equations using various techniques including eliminations and substitution. 6. Simplify and solve radical expressions. 7. Simplify rational expressions, combine rational expressions with and without same denominators. 8. Apply all concepts to real life problems. COURSE POLICIES Homework will be given almost every weekday, but seldom on weekends, and is an important part of the course, providing students with the opportunity to apply skills learned in class, strengthen their understanding of the concepts, and identify areas they don t understand. It is imperative that students do homework regularly. Homework will be reviewed in class and it is the student s responsibility during that time to ask questions about problems he/she doesn t understand, to identify specific mistakes, and to take notes on any further explanations concerning these problems. Students will be responsible to make up any missed class work (tests, quizzes, projects, and homework) in a timely manner and according to teacher established 3
policies, which will be discussed in class. It is the student s responsibility to obtain material (notes, homework) for any extended absence and meet with the teacher upon return to class. Students are expected to bring their textbook, homework, calculator and a pencil to class. They are expected to take notes during class and to keep these notes along with homework, quizzes, and tests, in an organized manner. STUDENT EVALUATION Quizzes, based on the course proficiencies, will be given about once a week, with a major test, based on the proficiencies, given at the end of each unit. Pop quizzes may also be given at the discretion of the instructor. An exam, covering the semester s work, will be given at the end of the semester. Homework will be checked daily. It will usually not be graded, but will be considered satisfactory if the work shown indicates the student has made a conscientious effort to complete the assignment. Sometimes an assignment given for homework may be collected and graded as a quiz. This will occur only when the concepts have been thoroughly reviewed. Grades will be calculated according to the school grading policy and the following guidelines: A. Marking Period 1. Tests and Quizzes 75% 2. Homework and class work 25% (Each teacher will explain his/her policy to the class) B. Semester Grade 1. Each Marking Period 40% 2. Exam 20% 4
NOTES TO THE TEACHER The proficiencies, not the textbook, are to be used as a guide for this course. Teachers must develop materials for topics not covered in the textbook. At the end of each unit a list of resources and activities are given. The textbook is a major resource and will be listed first. For each unit there are also extensive supplementary materials from which the teacher should select appropriate activities for their class. These materials include: 1. *Resource Books for each unit which include: Tips for New Teachers, Parent Guide for Student Success, Skill Review, Strategies for Reading Mathematics, Practice, Reteaching, Graphing Calculator Activities, Quick Catch up for Absent Students, Interdisciplinary Applications, Real-Life Applications, Quizzes, Review, Math Journal, Cumulative Review. 2. Warm Up Transparencies and Daily Homework Quiz Book 3. Starting Points: Alternative Lesson Open Electronic Teacher Tools, Student Tutor, and Test and Practice Generator CD ROMs 7. On-line resources at www.algconcepts.com both for teachers and students 8. *Understanding MATH Program: Software program located on the computers in the computer lab (worksheets are available online at www.neufeldmath.com 9. HSPA Resource Book The HSPA Departmental Resource Book noted in the list of resources contains practice worksheets which should be used at the teacher s discretion. The worksheets listed in the resources are enrichment worksheets, which extend the concepts and include HSPA activities. These must be included in the course. If time constraints make it impossible to include all these activities, teachers should jointly decide which ones to omit. HSPA sample problems given in the curriculum guide must also be included in the course. 2010-2011 is the first year we will be using this Curriculum Guide. The teacher should note specific activities used from the starred (*) resources in their lesson 5
COURSE PROFICIENCIES Unit 1: Review of Algebra 1 CP C Part 1. 20 days Goals: This unit will review the concepts students will need to succeed in the second half of this course. A pretest and a post test (from the text) should be given to determine what topics need to be reinforced to make sure the students understand all the concepts covered in Part 1. 10) 1. Understand the language of algebra. (7EE 1, 2, A-CED 1) 2. Process Integers graphically and arithmetically. (7.NSI, 2, 3) 3. Add and subtract equations. (7EE 3, 4) 4. Multiply and divide equations. (7EE 3, 4) 5. Use proportional reasoning and probability. (S-ID 1, 2, 3, 4) 6. Define functions and graph them (A-CED 1, 2, F-IF 7) 7. Write equations in point-slope and slope intercept forms (F-IF 7, A-REI 8. Use powers and roots to simplify expressions. (A-SSE 1) Common Core Standards for Mathematics 7EE 1, 2, 3, 4, 7NSI 2, 3, S-ID 1-4, A-CED 1-2, F-IF 7, A-REI 10, A-SSE1, A-CED 1 Textbook, Chapter B HSPA Departmental Resource Book. Chapter B Resource Masters 6
Unit 2: Polynomials 16 days Goals: Students will be able to identify and classify polynomials, perform arithmetic operations on them and develop and use special binomial patterns. 1. Identify monomial, binomials and trinomials. (A-APR 1) 2. Multiply a polynomial by a monomial. (A-APR 1) 3. Add and subtract polynomials. (A-APR 1) 4. Multiply binomials. (A-APR 1) 5. Develop and use the patterns for (a + b)², (a b)² and (a + b) (a b). (A-SSE 1, 2) Common Core Standards for Mathematics A-APR 1, A-SSE 1-2 Textbook, Chapter 9. Chapter 9 Resource Masters 7
Unit 3: Factoring 20 days Goals: Students will be able to factor polynomials. 1. Find the greatest common factor (GCF) of a set of numbers or monomials. (A-REI 4 a,b) 2. Use the GCF and the Distributive Property to factor polynomials. (A-REI 4 a,b) 3. Factor trinomials of the form x² + bx + c. (A-REI 4 a,b) 4. Factor trinomials of the form ax² +bx + c. (A-REI 4 a,b) 5. Recognize and factor the differences of squares and perfect square trinomials. (A-SSE 2) New Jersey Core Curriculum Standards (CCCS) A REI 4a,b, A-SSE 2 Textbook, Chapter 10. Chapter 10 Resource Masters 8
Unit 4: Quadratic and Exponential Functions 22 days Goals: Students will be able graph and solve quadratic functions. 1. Graph quadratic functions. (A-CED 1, 2, A-REI 4) 2. Recognize the characteristics of families of parabolas. (F-IF 7 a-c, F-IF 8a) 3. Locate the roots of quadratic equations by graphing. (F-IF 7 a-c, F-IF 8a) 4. Solve quadratic equations by factoring. (A-REI 4 a,b) 5. Solve quadratic equations by completing the square. (A-REI 4 a,b) 6. Solve quadratic equations by using the quadratic formula. (A-REI 4 a,b) Common Core State Standards for Mathematics A-CED 1-2, A-REI 4 a-b, F-IF 7 a-c, F-IF 8a Textbook, Chapter 11, omit 11.7. Chapter 11 Resource Masters 9
Unit 5: Inequalities. 22 days Goals: Students will be able to graph and solve inequalities. 1. Graph inequalities on a number line. (A-REI 1, A-REI 3) 2. Solve inequalities involving addition and subtraction. (A-REI 3) 3. Solve inequalities involving multiplication and division. (A-REI 3) 4. Solve inequalities involving more than one operation. (A-REI 3) 5. Solve compound inequalities and graph the solution. (A-REI 3) 6. Solve inequalities involving absolute value and graph the solution. (A-REI 3) 7. Graph inequalities in the coordinate plane. (A-REI 10) Common Core State Standards for Mathematics A-REI 1, A-REI 3, A-REI 10 Textbook, Chapter 12. Chapter 12 Resource Masters 10
Unit 6: Systems of equations and inequalities 22 days. Goals: Students will be able to solve system of equations in various ways. 1. Solve systems of equations by graphing. (A-REI 10, 11, 12) 2. Determine whether a system of equations has one solution, no solutions, or infinitely many solutions by graphing. (A-REI 10, 11, 12) 3. Solve systems of equations by the substitution method. (A-REI 5) 4. Solve systems of equations by the elimination method using addition and subtraction. (A-REI 5) 5. Solve systems of equations by the elimination method using multiplication and addition. (A-REI 5) 6. Solve systems of quadratic and linear equations. (A-REI 7) 7. Solve systems of inequalities by graphing. (A-REI 10, 11, 12) Common Core State Standards for Mathematics A-REI 5, 7, 10, 11, 12 Textbook, Chapter 13. Chapter 13 Resource Masters 11
Unit 7: Radical Expressions 18 days. Goals: Students will be able to use radical expressions to represent some realworld situations that cannot be modeled with linear equations, e.g., monitoring and predicting thunder storms. 1. Describe the relationships among sets of numbers. (8.NS 1, 2) 2. Find the distance between two points in the coordinate plane. (GCO 1, 8.G 8) 3. Simplify radical expressions. (8.EE 1, 2, 3, 4) 4. Add and subtract radical expressions (8.EE 1, 2, 3, 4) 5. Solve simple radical equations in which only one radical contains a variable. (8.EE 1, 2, 3, 4) Common Core Standards for Mathematics 8.NS 1,2, GCO 1, 8.G 8, 8.EE 1, 2, 3, 4 Textbook, Chapter 14. Chapter 14 Resource Masters 12
Unit 8: Rational Expressions and Equations 20 days. Goals: Students will be able to use arithmetic operations on rational equations and solve rational equations. 1. Simply rational expressions. (A-REI 2) 2. Multiply and divide rational expressions. (A-REI 2) 3. Divide polynomials by binomials. (A-REI 2) 4. Add and subtract rational expressions with like denominators. (A-REI 2) 5. Add and subtract rational expressions with unlike denominators. (A-REI 2) 6. Solve rational expressions. (A-APR 6, 7, A-REI 2) Common Core State Standards for Mathematics A-REI 2, A-APR 6, 7 Textbook, Chapter 15. Chapter 15 Resource Masters 13