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LAUSD - Venice HS - Algebra 1A Mr. Arambula Guide practice Practice and Due date Chapters and sections Stand. Page do even #s applications do even #s Pre-asssessment 1.1 Variables in Algebra 15 6-8 2-10 14-22 and 38-46 1.2 Exponents and Powers 2 12-13 2-10 14-22 and 38-46 1.3 Order of Operations 25.2 18-19 2-10 14-22 and 38-46 1.4 Equations and Inequalities 5 27-28 2-10 14-22 and 38-46 1.5 Tranlating words into mathematical sysmbols 5.15 33-35 2-10 14-22 and 38-46 Chapter Review 55-58 2,4,6,8,10 12,18,24,34,38 Test 1 Project chapter 1 2.1 The Real Number Line 1 68-70 2-10 14-22 and 38-46 2.2 Absolute value 2,3,24.3,25.1 74-75 2-10 14-22 and 38-46 2.3 Adding Real Numbers 1 81-82 2-10 14-22 and 38-46 2.4 Subtracting real numbers 1,2 89-90 2-10 14-22 and 38-46 2.5 Multiplication of Real Numbers 1,15 96-97 2-10 14-22 and 38-46 2.6 The Distributive Property 1,4 103-4 2-10 14-22 and 38-46 2.7 Combining like terms 4,15 110-1 2-10 14-22 and 38-46 2.8 Division of Real Numbers 1,2,15,17 116-7 2-10 14-22 and 38-46 Chapter Review 121-4 2,4,6,8,10 12,18,24,34,38 Test 2 Project chapter 2 3.1 Solving Equations Using Addition and Subtraction 135-6 2-10 14-22 and 38-46 5 3.2 Solving Equations Using Multiplication and 141-2 2-10 14-22 and 38-46 Division 2,5,15 3.3 Solving Multi-Step Equations 4,5,15 147-8 2-10 14-22 and 38-46 3.4 Solving Equations with Variables on Both Sides 4,5 154-5 2-10 14-22 and 38-46 3.5 More on linear functions 4,5 160-1 2-10 14-22 and 38-46 3.6 Solving Decimal Equations 5 166-8 2-10 14-22 and 38-46 3.7 Formulas and Functions 15 174-6 2-10 14-22 and 38-46 3.8 Rates, and Ratios 15 180-2 2-10 14-22 and 38-46 39.8 Percents 5 186-8 2-10 14-22 and 38-46 Chapter Review 189-92 2,4,6,8,10 12,18,24,26,30 Test 3 Project chapter 3 4.1 Coordinates and Scatter Plots 6 206-8 2-10 14-22 and 38-46 4.2 Graphing Linear Equations 6,7 213-4 2-10 14-22 and 38-46 4.3 Quick Graphs Using Intercepts 6,16,17 219-21 2-10 14-22 and 38-46 4.4 The Slope of a Line 6 225-6 2-10 14-22 and 38-46 4.5 Direct Variation 6,7 233-5 2-10 14-22 and 38-46 4.6 Quick Graphs Using Slope-Intercept Form 6 239-41 2-10 14-22 and 38-46 4.7 Solving Linear Equations Using Graphs 6,8 246,7 2-10 14-22 and 38-46 4.8 Functions and Relations 16,17,18 255,6 2-10 14-22 and 38-46 Chapter Review 259-62 2,4,6,8,10 12,18,24,26,30 Test 4 Project chapter 4 2,4,6,8,10 24-44 5.1 Writing Linear Equations in Slope-Intercept Form 272-4 2-10 14-22 and 38-46 7 5.2 Writing Linear Equations Given the Slope and a 281-3 2-10 14-22 and 38-46 Point 7,8 5.3 Writing Linear Equations Given Two Points 7 288-90 2-10 14-22 and 38-46 5.4 Fitting a Line to Data 7 294-5 2-10 14-22 and 38-46 5.5 Point-Slope Form of a Linear Equation 7,15 301-4 2-10 14-22 and 38-46 5.6 The Standard Form of a Linear Equation 7,8 309-11 2-10 14-22 and 38-46 Chapter Review 313-6 2,4,6,8,10 12,18,24,26,30 10/29/2012 1 LAUSD - Venice HS - Algebra 1A Mr. Arambula Test 5 Project chapter 5 6.1 Solving One-Step Linear Inequalities 3,5 326-7 2-10 14-22 and 38-46 6.2 Solving Multi-Step Linear Inequalities 3,5 333-4 2-10 14-22 and 38-46 6.3 Solving Compound Inequalities 4,5 339-40 2-10 14-22 and 38-46 6.4 Solving Absolute-Value Equations and Inequalities 345-6 2-10 14-22 and 38-46 5 6.5 Graphing Linear Inequalities in Two Variables 5,15 351-3 2-10 14-22 and 38-46 6.6 Stem-and-Leaf Plots and Mean, Median, and Mode 358-9 2-10 14-22 and 38-46 3 6.7 Box-and-Whisker Plots 3,15 364-5 2-10 14-22 and 38-46 6.8 Graphing linear inequalities in two variables 6 370-1 2-10 14-22 and 38-46 Chapter Review 3758 2,4,6,8,10 12,18,24,26,30 Test 6 Project chapter 6 Final California Content Standards for Algebra: 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable: 2.0 Students understand and use such operations as taking the opposite, finding the reciprocal. 3.0 Students solve equations and inequalities involving absolute values. 4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12. 5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. 6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4). 7.0 Students are able to derive linear equations by using the point-slope formula. 8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. 9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. 16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions. 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression. 18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion. 24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. 25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions. 25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step. Resources: Larson. Algebra 1 (2001). McDougal Littell. TI-84 Plus graphing calculator. http://www-history.mcs.st-andrews.ac.uk/history/ (History of math) Algebra notebook, pencil, eraser, ruler, highlighter. Directions: 1. On the first page (top right) write your first and last name, section number, page number, period number, and subject matter (algebra). 2. Keep it clean, neat, and organize. 3. Label each one with its respective number. 4. Show the entire math process with your answer. Answers by themselves do not count. 10/29/2012 2 LAUSD - Venice HS - Algebra 1A Mr. Arambula 4. Show the entire math process with your answer. Answers by themselves do not count. 5. Circle or box your answer. 6. Write down each exercise with the respective direction (simplify, solve, etc). 7. Submit your work every class to get your check mark. Grade = Warm ups, class work + homework + work habits and cooperation + participation + tests + quizzes+ presentation + posters + others (projects). Grade Scale Percentage A 100%-90% Produces markedly superior work B 89%-80% Produces superior work C 79%-68% Demonstrates Satisfactory work F Under 67% Demonstrates little or no progress in work Components Work Habits and Cooperation Marks Work Habits Cooperation Excellent E Effort Courtesy Satisfactory S Responsibility Conduct Unsatisfactory U Attendance Improvement Evaluation Class relations Tests 50% Quizzes 25% Presentation 10% Homework 5% Warm ups 5% Posters 5% Total 100% Course Description In this course students will be working with reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. During this course students will cover chapters 1- 6. Classroom instruction 1. Warm up in which students should write down their math process and which is going to be stamp at the end of the class. This time of the class involves students’ participation. 2. Questions about homework from previous night. 3. Instruction of new sections in which students are required to take notes. Assignments: Homework is given each day (students will receive the algebra or geometry syllabus that show the California content standards cover in each section, the page that students are going to work as a homework with their respective math exercises. See syllabus for special instructions about these assignments. Make-ups: Students will follow syllabus to present their late assignments. These ones are going to be evaluated over 70% the following day after students’ absences., and there are ONLY 2 make-ups during the semester. Tests, quizzes, and projects: Tests are cumulative and given at the end of the each chapter as well as the final at the end of the semester. Quizzes are given in the middle of the chapter. (most of the time every 3rd. section) There is no credit to correct answers without any math process. Posters are due right after taking the chapter test. Presentations are due on the assigned day and values 10% of the grade. E-mail contact: mla2804@lausd.k12.ca.us Room 108 10/29/2012 3 LAUSD - Venice HS - Algebra 1B Mr. Arambula Guide practice Practice and Due date Chapters and sections Stand. Page do even #s applications do even #s Pre-asssessment 7.1 Solving Linear Systems by Graphing 9 392-4 2-10 14-22 and 38-46 7.2 Solving Linear Systems by Substitution 9 399-401 2-10 14-22 and 38-46 7.3 Solving Linear Systems by Linear Combinations 9 405-7 2-10 14-22 and 38-46 9/14/2006 7.4 Applications of Linear Systems 9,15 412-4 2-10 14-22 and 38-46 7.5 Special Types of Linear Systems 9 420-22 2-10 14-22 and 38-46 7.6 Solving Systems of Linear Inequalities 9 427-9 2-10 14-22 and 38-46 Chapter Review 431-4 2,4,6,8,10 12,18,22,26,28 Test Project chapter 7 8.1 Multiplication Properties of Exponents 2 446-7 2-10 14-22 and 38-46 9/26/2006 8.2 Zero and Negative Exponents 2 452-3 2-10 14-22 and 38-46 9/27/2006 8.3 Division Properties of Exponents 16,17 458-9 2-10 14-22 and 38-46 9/28/2006 8.4 Scientific Notation 2 465-6 2-10 14-22 and 38-46 9/29/2006 8.5 Exponential Growth Functions 2 472-3 2-10 14-22 and 38-46 10/6/2006 8.6 Exponential Decay Functions 16 479-81 2-10 14-22 and 38-46 10/9/2006 8.7 Exponential Decay Functions 16 485-7 2-10 14-22 and 38-46 10/10/2006 Chapter Review 489-92 2,4,6,8,10 12,18,24,34,38 10/10/2006 Test Project chapter 8 9.1 Solving Quadratic Equations by Finding Square 502 2-10 14-22 and 38-46 Roots 2 9.2 Simplifying Radicals 2,15,23 508 2-10 14-22 and 38-46 10/13/2006 9.3 Graphing quadratic functions 2,15,24 514 2-10 14-22 and 38-46 9.4 Solving Quadratic Equations by Graphing 16,21,23 523-4 2-10 14-22 and 38-46 9.5 Solving Quadratic Equations by the Quadratic 529-30 2-10 14-22 and 38-46 Formula 21,23 9.6 Applications of the Discriminant 15,19,20,23 536-7 2-10 14-22 and 38-46 9.7 Graphing Quadratic Inequalities 22,23 543-4 2-10 14-22 and 38-46 9.8 Comparing Linear, Exponential, and Quadratic 550-2 2-10 14-22 and 38-46 Models 25.3 Chapter Review 553-6 2,4,6,8,10 12,18,24,26,30 Test Project chapter 9 10.1 Adding and Subtracting Polynomials 10 571-2 2-10 14-22 and 38-46 10.2 Multiplying Polynomials 10 578-9 2-10 14-22 and 38-46 10.3 Special Products of Polynomials 10 585-6 2-10 14-22 and 38-46 10.4 Solving Polynomial Equations in Factored Form 591-2 2-10 14-22 and 38-46 10,14 10.5 Factoring x2 + bx + c 11,14 599-600 2-10 14-22 and 38-46 10.6 Factoring ax2 + bx + c 11,14,15,23 606-7 2-11 14-22 and 38-47 10.7 Factoring Special Products 11,14,23 613 2-12 14-22 and 38-48 10.8 Factoring Using the Distributive Property 11 620-1 2-13 14-22 and 38-49 Chapter Review 623-6 2,4,6,8,10 12,18,24,26,30,34,40,46 Test Project chapter 10 11.1 Ratio and Proportion 13 636-8 2-10 14-22 and 38-46 11.2 Percents 13 642-4 2-10 14-22 and 38-46 11.3 Direct and Inverse Variation 10,12 649-50 2-10 14-22 and 38-46 11.4 Simplifying Rational Expressions 13 655-6 2-10 14-22 and 38-46 11.5 Multiplying and Dividing Rational Expressions 13 660-1 2-10 14-22 and 38-46 11.6 Adding and Subtracting Rational Expressions 13,15 667-8 2-10 14-22 and 38-46 11.7 Dividing Polynomials 13,15 674-5 2-10 14-22 and 38-46 11.8 Rational Equations and Functions 13 680 2-10 14-22 and 38-46 10/29/2012 4 LAUSD - Venice HS - Algebra 1B Mr. Arambula Chapter Review 681-4 2,4,6,8,10 12,18,28,34,38,44 Test Project chapter 11 12.1 Square-Root Functions 2,16,17 695-6 2-10 14-22 and 38-46 12.2 Operations with Radical Expressions 2 701-2 2-10 14-22 and 38-46 12.3 Solving Radical Equations 2 707-8 2-10 14-22 and 38-46 12.4 Completing the Square 2 713-4 2-10 14-22 and 38-46 12.5 The Pythagorean Theorem and Its Converse 14,19,23 719-20 2-10 14-22 and 38-46 12.6 The Distance and Midpoint Formulas 2,24.2 727-8 2-10 14-22 and 38-46 12.7 Trigonometric Ratios 2,25 733-5 2-10 14-22 and 38-46 12.8 Logical Reasoning: Proof 25.1 738-9 2-10 14-22 and 38-46 Chapter Review 747-50 2,4,6,8,10 12,18,24,26,30 Test Project chapter 12 Final California Content Standards for Algebra: 2.0 Students understand and use such operations as taking the opposite, finding the reciprocal. 9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. 10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques. 11.0 Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials. 12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. 13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques. 14.0 Students solve a quadratic equation by factoring or completing the square. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. 16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions. 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression. 19.0 Students know the quadratic formula and are familiar with its proof by completing the square. 20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations. 21.0 Students graph quadratic functions and know that their roots are the x- intercepts. 22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points. 24.0 Students use and know simple aspects of a logical argument: 24.2 Students identify the hypothesis and conclusion in logical deduction. 25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements: 25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions. 25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step. Resources: Larson. Algebra 1 (2001). McDougal Littell. TI-84 Plus graphing calculator. http://www-history.mcs.st-andrews.ac.uk/history/ (History of math) Algebra notebook, pencil, eraser, highlighter. Directions: 1. On the first page (top right) write your first and last name, section number, page number, period number, and subject matter (algebra or geometry). 2. Keep it clean, neat, and organize. 3. Label each one with its respective number. 4. Show the entire math process with your answer. Answers by themselves do not count. 10/29/2012 5 LAUSD - Venice HS - Algebra 1B Mr. Arambula 3. Label each one with its respective number. 4. Show the entire math process with your answer. Answers by themselves do not count. 5. Circle or box your answer. 6. Write down each exercise with the respective direction (simplify, solve, etc). 7. Submit your work every class to get your check mark. Grade = Warm ups, class work + homework + presentation+ work habits and cooperation + participation + tests + quizzes+ posters+others. Grade Scale Percentage A 100%-90% Produces markedly superior work B 89%-80% Produces superior work C 79%-68% Demonstrates Satisfactory work F Under 67% Demonstrates little or no progress in work Components Work Habits and Cooperation Marks Work Habits Cooperation Excellent E Effort Courtesy Satisfactory S Responsibility Conduct Unsatisfactory U Attendance Improvement Evaluation Class relations Tests 50% Quizzes 25% Presentation 10% Homework 5% Warm ups 5% Posters 5% Total 100% Course Description In this course students will be working with reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. During this course students will cover chapters 7-12. Classroom instruction 1. Warm up in which students should write down their math process and which is going to be stamp at the end of the class. This time of the class involves students’ participation. 2. Questions about homework from previous night. 3. Instruction of new sections in which students are required to take notes. Assignments: Homework is given each day (students will receive the algebra or geometry syllabus that show the California content standards cover in each section, the page that students are going to work as a homework with their respective math exercises. See syllabus for special instructions about these assignments. Make-ups: Students will follow syllabus to present their late assignments. These ones are going to be evaluated over 70% the following day after students’ absences., and there are ONLY 2 make-ups during the semester. Tests, quizzes, and projects: Tests are cumulative and given at the end of the each chapter as well as the final at the end of the semester. Quizzes are given in the middle of the chapter. (most of the time every 3rd. section) There is no credit to correct answers without any math process. Posters are due right after taking the chapter test. Presentations are due on the assigned day and values 10% of the grade. E-mail contact: mla2804@lausd.k12.ca.us Room 108 10/29/2012 6 LAUSD - Venice HS - Algebra 1A Mr. Arambula Student Students Homework Due Chapters and sections Stand. text Assignments Helper date Pre-asssessment 1.1 Designing a patio 25 p8#4 P.1 #5-8 P.1 # 4-6 ####### 1.2 Lemonade,anyone? 25 1.3 Dinner with the stars 2, 25 P. 16 # 6 P5 # 1 and 5-10 P4 # 7-8 ####### 1.4 Working for the cia 1.5 Gauss' formula 2 P. 24 # 2-5 P9 # 1-5 P.7 # 1-5 ####### $8 an hour problem 2 P. 28 #13 p P11 #2 P8-9 #6-7 1.6 30 #20 1.7 The consultant problem 2, 25 P 11 # 1-3 P 10-11 # 5-6 ####### U.S. shirts 2, 25 P. 38-39 #1- P. 15 # 6-11 P. 12 # 4-8 ####### 1.8 7 Hot shirts P 42-3 # 1- P. 19 # 1-6 P. 13 # 1-5 ####### 1.9 2, 25 6 Comparing U.S. shirts and hot shirts P. 46-7 #2- P 21. 5-7 P. 15 # 3-7 ####### 1.10 26 Chapter Review Test 1 Poster 1 ####### 2.1 Left-Handed learners Making punch P. 59-61 # P. 25 #1-4 P. 19 # 1-4 ####### 2.2 15 2-6 2.3 Shadows and proportions 2.4 TV news ratings 2.5 Women at a university 2.6 Tipping in a restaurant 2.7 Taxes Deducted from your paychech Chapter Review Test 2 Poster 2 3.1 Collecting road tolls 3.2 Decorating the math lab 3.3 Earning sales commissions Rent a car from go-go car rentals, wreckem Rentals, and 3.4 good rents rents rentals 3.5 plastic containers 3.6 eEngeneering a high way 3.7 Shipwreck at the bottom of the sea 3.8 Engineering a highway Chapter Review Test 3 Poster 3 4.1 Up, up, and away! 4.2 Moving a sand Pile 4.3 Let's bowl! 4.4 Math magic 4.5 Numbers in your everyday life 4.6 Technology Reporter 4.7 Rules of sports Chapter Review Test 4 Poster 4 5.1 Widgets, dumbbells, and dumpsters 5.2 Selling Balloons 5.3 Recycling and saving 10/29/2012 7 LAUSD - Venice HS - Algebra 1A Mr. Arambula 5.4 Running in a marathon 5.5 Saving money 5.6 Spending money 5.7 The school play 5.8 Earning Interest Chapter Review Test 5 Poster 5 6.1 Mia's growing like a weed 6.2 Where do you buy your music 6.3 Stroop test 6.4 Jumping 6.5 Human chain; wrist experiment 6.6 Human chain; Shoulder experiment 6.7 making a quilt Chapter Review Test 6 Poster 6 Final California Content Standards for Algebra: 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable: 2.0 Students understand and use such operations as taking the opposite, finding the reciprocal. 3.0 Students solve equations and inequalities involving absolute values. 4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12. 5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. 6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4). 7.0 Students are able to derive linear equations by using the point-slope formula. 8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. 9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. 16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions. 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression. 18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion. 24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. 25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions. 25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step. Resources: Carnegie. Algebra 1 (2006). Carnegie Learning TI-84 Plus graphing calculator, and laptop. http://www-history.mcs.st-andrews.ac.uk/history/ (History of math) Algebra notebook, pencil, eraser, ruler, highlighter. Directions: 1. On the first page (top right) write your first and last name, section number, page number, period number, and subject matter (algebra). 10/29/2012 8 LAUSD - Venice HS - Algebra 1A Mr. Arambula 1. On the first page (top right) write your first and last name, section number, page number, period number, and subject matter (algebra). 2. Keep it clean, neat, and organize. 3. Label each one with its respective number. 4. Show the entire math process with your answer. Answers by themselves do not count. 5. Circle or box your answer. 6. Write down each exercise with the respective direction (simplify, solve, etc). 7. Submit your work every class to get your check mark. Grade = Warm ups, class work + homework + work habits and cooperation + participation + tests + quizzes+ presentation + posters + others (projects). Grade Scale Percentage A 100%-90% Produces markedly superior work B 89%-80% Produces superior work C 79%-68% Demonstrates Satisfactory work F Under 67% Demonstrates little or no progress in work Components Work Habits and Cooperation Marks Work Habits Cooperation Excellent E Effort Courtesy Satisfactory S Conduct Responsibility Unsatisfactory U Attendance Improvement Evaluation Class relations Tests 50% Quizzes 25% Presentation 10% Homework 5% Warm ups 5% Posters 5% Total 100% Course Description In this course students will be working with reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations. During this course students will cover chapters 1- 6. Classroom instruction 1. Warm up in which students should write down their math process and which is going to be stamp at the end of the class. This time of the class involves students’ participation. 2. Questions about homework from previous night. 3. Instruction of new sections in which students are required to take notes. Assignments: Homework is given each day (students will receive the algebra or geometry syllabus that show the California content standards cover in each section, the page that students are going to work as a homework with their respective math exercises. See syllabus for special instructions about these assignments. Make-ups: Students will follow syllabus to present their late assignments. These ones are going to be evaluated over 70% the following day after students’ absences., and there are ONLY 2 make-ups during the semester. Tests, quizzes, and projects: Tests are cumulative and given at the end of the each chapter as well as the final at the end of the semester. Quizzes are given in the middle of the chapter. (most of the time every 3rd. section) There is no credit to correct answers without any math process. Posters are due right after taking the chapter test. Presentations are due on the assigned day and values 10% of the grade. 10/29/2012 9 LAUSD - Venice HS - Algebra 1A Mr. Arambula E-mail contact: mla2804@lausd.k12.ca.us Room 108 10/29/2012 10

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