2012 2013 Algebra course syllabus by JKXJ3g


									                                                                             Course Syllabus

                           8th grade Accelerated Algebra I

 Instructor:   Mrs. Susie Morehead
                                                                      Turkey Foot Middle School
               Apache Team
 Phone:        859-341-0216 ext. 273
 E-mail        susan.morehead@kenton.kyschools.us

TEXT: Springboard – Mathematics with Meaning Algebra 1 (provided by school)

Textbook and pencil – assignments done in ink will NOT be accepted. Calculators (the TI-83/84
Graphing Calculator is recommended) are to be provided by the student and will be used
regularly. Rulers, graph paper, protractors, etc. were listed on the school supply list and may be
kept in lockers or my classroom.

GOALS: My goals for this class are to build student confidence in Algebra and to create an
active learning environment. This course will be exciting and challenging! Kentucky has
adopted the nationwide Common Core Mathematics Standards. Many concepts traditionally
seen in Algebra I are now in PreAlgebra. This also means some concepts traditionally from
Algebra II are now found in Algebra I. A large portion of the challenge of this course is to
complete all of the traditional Algebra I concepts along with the new standards from Algebra II.
    In prior years, 8th grade Turkey Foot students were able to complete a portion of Algebra I in
8th grade, and finish the course at Dixie Heights High School. This is no longer an option, and
mastery of the entire Common Core Mathematics Standards is mandatory as this course earns
high school math credit and will appear on your high school transcript. It will also be counted
into your high school GPA. Per Kenton County policy, you will have the option of whether or not
the GPA from this course in included to calculate your high school class rank. This decision is
made by parents and students together, after receiving the final report card.
  To meet our goal of completing the standards and the course the pace is accelerated.
Commitment, dedication, concern for academic excellence and a good strong work ethic is a
must. Students are expected to attend class regularly, take accurate class notes, and do their
homework religiously. There will rarely be a day without some type of homework.

   This class therefore, is obviously not for everyone. There may be factors which may
contribute to a student feeling that this class may not be the best option for him/her. Each
student has until midterm of the first quarter to monitor his/her progress and determine if this
class is the best placement. If it is not, or the student is not being successful in the course, their
schedule will be changed to reflect PreAlgebra as their math course instead of Algebra I.

I assign two types of assignments, although all are based on points earned divided by points
possible. One type is a completion grade, usually worth 10 points. If a student has attempted
all problems, 10 points are given. These type of assignments are normally given on the day a
topic is introduced. The other type is an accuracy grade (number correct over the number
                                                                Course Syllabus (cont.)
possible and one point per problem). So as you can see, every assignment will “count” although
not all are collected. Quiz problems are generally worth two points each. Tests count as double
grades, and at least one review day precedes a unit test. Because the completion grades
naturally boost averages, I rarely, if ever, give extra credit.

Unit 1: Students are introduced to fundamental concepts necessary for success in algebra by
recognizing patterns and exploring real number sets, properties of operations, and properties of
equality. Further into this unit, students will generate rules for solving simple linear equations
and inequalities as well as rules for solving absolute value equations and inequalities.
Unit 2: In this unit, students study functions, in particular linear functions, function concepts
including domain, range, y-intercept, x-intercept, or the zero of a function, and what it means for
a function to be continuous or discontinuous. Students represent functions in multiple ways.
Most students come to Algebra 1 already familiar with linear patterns and an informal sense of
the functional relationship between two quantities. This unit formalizes much of that knowledge.
Students write linear equations in various forms given a point and a slope, two points, a table of
values, or a graph. They write algebraic models for verbal situations that exhibit a constant rate
of change, direct variation, and inverse variation using multiple representations. The unit
includes two activities with collected data where students write and use a trend-line to solve

Unit 3: In prior units, students have learned to analyze patterns, solve multi-step equations,
and investigate linear functions. This unit continues the study of linear concepts by introducing
students to piece-wise linear functions, inequalities with one and two variables, and systems of
linear equations and inequalities.
Unit 4: In prior units students have looked at linear and nonlinear patterns and extended the
linear concepts to functions, inequalities, and piece-wise defined functions. This unit changes
focus and moves students to explore exponent rules and functions, and extends into operations
with radical, and polynomial functions and operations. This unit concludes with an introduction to
an introduction to rational expressions.
Unit 5: Quadratic equations and functions are the focus of this unit. The unit opens with
students modeling a quadratic function from a verbal description numerically, graphically, and
algebraically. Students learn to graph quadratics using transformations of the parent function f
(x) = x 2 and are able to identify key features of quadratic functions. They solve
equations using a variety of methods and finish the unit by modeling physical situations with
quadratic relationships.

Unit 6: In prior levels, students have learned the basic concepts of measures of center, plotting
data, and sampling bias. This unit continues the study of statistics with a deeper look at center
and spread, measurement and sampling errors, sources of bias in the collection and
representations of data, and the process of developing a survey.

Once these units are completed, the Algebra 1 Comprehensive End of Course Exit Exam is
given. This exam grade along with the students four quarter grades are all averaged together
(the exam counting as 1/5 or 20%) for the final Algebra 1 average.

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