ALGEBRA ONE



ALGEBRA ONE2013-2014 Course SyllabusCourse Number 51586R/HRoom 311/313/318/320Kenwood Academy High SchoolPrincipal Dr. Gregory JonesPhone: 773-532-7334InstructorsChantel Mitchell-LopezEmail: CJMitchell@cps.eduPhone: 773-535-1409 Ext. 89060Office Hours: M&F 3:15-4:30, Room 320Bernadette McDonnellEmail: BTMcdonnell@cps.eduPhone: 773-535-1375Office Hours: By AppointmentEmmanuel Del Rio Email: EADelrio@cps.eduPhone: 773-535-1409Office Hours: Thomas FrayneEmail: TFrayne@cps.eduPhone: 773 - 535-1417Office Hours: By AppointmentCourse DescriptionAlgebra gives us power. It is the language of patterns, and allows us to create shortcuts and generalize when we notice repeated steps or processes. Several questions will be central to our study of Algebra 1: What is algebra and why is it useful?What are variables? Why and how can we use them?How can we prove that a statement is true or false?How can we represent the same mathematical idea in different ways?How can we use algebra to make predictions?Mastery of Algebra 1 provides to access college-level mathematics and science, and allows us to understand and change the world around us. All students will leave Algebra 1 with the confidence and skills to be successful in their future math classes, and with the ability to use algebra to support arguments and make judgments. Students passing the course will earn 0.5 credits per semester (1 credit for the year).Course Scope and SequenceThe topics we will study in Algebra 1 are aligned to both the College Readiness Standards and the Common Core State Standards. Here is a list of the key standards we will address:QuarterCollege Readiness Standards: MathematicsCommon Core State StandardsFirst Quarter(Sept. 2 – Nov. 6)Apply number properties involving positive and negative numbersSolve one-step and two-step arithmetic problemsEvaluate algebraic expressions by substituting integers for unknown quantitiesManipulate expressions and equationsSolve equations and inequalities, as well as systems of equations and inequalitiesInterpret the structure of expressionsWrite expressions in equivalent forms to solve problemsPerform arithmetic operations on polynomialsCreate equations that describe numbers or relationships. Understand solving equations as a process of reasoning and explain the reasoningSolve equations and inequalities in one variable and systems of equationsSecond Quarter(Nov. 10 – Jan. 29)Write expressions, equations, and inequalities for common algebra settingsLocate points in the coordinate planeExhibit knowledge of slopeMatch linear graphs with their equationsDetermine the slope of a line from points or equations.Manipulate data from tables and graphs.Apply rules of exponentsRepresent and solve equations and inequalities graphicallyAnalyze functions using different representationsInterpret functions that arise in applications in terms of the contextCreate equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Graph the solutions to a linear inequalityThird Quarter(Feb 2 – Apr 2)Apply rules of exponentsInterpret and use information from graphs in the coordinate planeInterpret and use information from figures, tables, and graphsWork with squares and square roots of numbersFactor simple quadraticsIdentify solutions to simple quadratic equations Build a function that models a relationship between two quantitiesConstruct and compare linear, quadratic, and exponential models and solve problemsUse function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.Fourth Quarter(Apr 13 – June 18)Add, subtract, and multiply polynomialsRead tables and graphsPerform computations on data from tables and graphsTranslate from one representation of data to another (e.g., a bar graph to a circle graph)Manipulate data from tables and graphsInterpret and use information from graphs in the coordinate planeFor a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities.Construct and interpret scatter plots to investigate patterns of association between two quantities. Know that straight lines are widely used to model relationships between two quantitative variables.Interpret expressions for functions in terms of the situation they model*A full list of the College Readiness Standards is available at . More information about the Common Core State Standards is available at calendar below outlines a schedule of our activities in Algebra 1:UnitDatesTopics and ActivitiesFoundations for Algebra: Number Concepts and PropertiesSeptember 2 – September 19Working with equations and expressions; “How Old Are They?” Performance TaskFoundations for Algebra: Expressions and EquationsSeptember 22 – October 24General FunctionsOctober 27 – November 25Defining, interpreting, and using functions; “Find the Function” Performance TaskRatios and Proportional RelationshipsDecember 1 – December 19Interpreting and using proportional relationships; “Art Task” Performance TaskLinear Equation, Inequalities, and SystensJanuary 5 – February 20Writing and using linear equations, inequalities, and systems; “The Road Trip!” Performance TaskExponents and Exponential FunctionsFebruary 23 – March 20Laws of exponents and creating exponential functions; “Saving for Ice Cream Store” Performance TaskQuadraticsMarch 23 – May 15Quadratic expressions, equations, and functions; “Summer Olympics” Performance TaskStatisticsMay 18 – June 12Linear modeling, and the differences between correlation and causation; “Scatter Diagram” Performance TaskMaterialsIn order to fully participate in class activities, students will need to bring the following materials to class each day:A pen or pencil.At least a 1 inch binderA dedicated math notebook and folder.A graphing calculator (such as the TI-83+ or TI-84) or scientific calculator.Assignments and GradingStudents’ grades in Algebra 1 will be based on the following components:Class work/Participation (15%): Participation encompasses students' attendance, participation in class discussions and activities, presentation at the board, and completion of bell-ringers and exit tickets (short activities at the start and end of class each day). During each unit, students will complete activities in class to explore new concepts. Students are expected to work seriously and thoughtfully on the activities during the time provided. Homework (10%): Students will also complete homework assignments each day to practice new skills. Homework will be graded primarily on effort and completion, and will be due the day after it is assigned. Summative (final) assessments (45%): Summative assessments are opportunities for students to demonstrate their mastery of material after we have finished studying it. Summative assessment includes the following components:Unit exams and performance tasks (35%): At the end of each unit, students will complete a multiple choice exam and a "performance task," an open-ended problem that assesses their knowledge of the material.Final exam (10%): Students will take a cumulative final examination at the end of each semester. In general, summative assessments cannot be re-taken except in the event of an excused absence.Formative assessments (30%): Formative assessments allow students to demonstrate and improve their learning throughout a unit. Formative assessment includes the following components.Quizzes (30%): Students will take frequent quizzes to assess what students understand and where they may need more help. On these quizzes, students will receive a grade for each question. A grade of "mastered" indicates that the student understands this material. If a question is marked "rewrite," the student must attend office hours during lunch or after school within two weeks to review the material. The student may then re-take a new version of the quiz for full credit.Binder: The first pages in your binder are your syllabus. Thereafter, your binder will be organized with dividers. All work should be stored in the Math Binder. (no work should be thrown away!) Your binder must be clean, legible and organized. Announced and unannounced binder checks will be given and will be part of your grade. Please have your binder ready for and organized at all times.Lateness and AbsencesAlgebra 1 is a fast-paced, challenging course; it is therefore essential that students be present and on time each day. If students are not present by the time of the second bell, they must obtain a tardy pass. If students are absent, they should obtain and make up any missed assignments as soon as possible. In general students will have one week to complete all make-up assignments/assessments. Students will not receive full credit for make-up work if their absences were not excused. Norms It is expected that students will respect Chicago Public Schools and Kenwood Academy policies regarding attire, behavior, and academics. In addition, our Algebra 1 class will adhere to three key norms:1Take care of this space: Students and teachers should help to maintain class materials and furniture in good condition. In addition, students’ and teachers’ language and behavior must ensure that the classroom is physically and emotionally safe for all members of the Kenwood community. 2Take care of yourself: Students must be present and on time daily, with all required materials. In addition, students should ask and answer questions to ensure that they are keeping up with the material. Students should also record any notes from the board into their notebooks, so that they are able to study for quizzes and exams.3Take care of each other: Students and teachers are expected to support each other and ensure that all students are learning. This requires active listening to understand and answer each others’ questions, and patience in explaining our thinking to others. Support also requires respecting different peoples’ learning styles and paces without criticism.These norms are designed to ensure that all students are safe, respected, and able to learn. SchedulePeriod 1(8:00 - 8:57)Period 2(9:01-9:51)Period 3(9:55-10:45)Period 4(10:49-11:39)Period 5(11:43-12:33)Period 6(12:37 - 1:27)Period 7(1:31 - 2:21)Period 8(2:25 - 3:15)Ms. Mitchell-LopezPrep (314)Prep (314)Algebra 1 (320)Algebra 1 (320)LunchAlgebra 1 (320)Algebra 1 (320)Algebra 1 (320)Ms. McDonnellAlgebra w/Trig (311)Prep (309)Algebra 1 (320)Algebra I (313)LunchAlgebra w/ Trig (317)Algebra w/ Trig (317)Prep(309)Mr. Del RioAlgebra w/ Trig (320)Algebra I (320)Prep (314)Prep (314)LunchAlgebra 1 (311)Algebra 1 (311)Algebra 1 (311)Mr. FrayneAlgebra I (318)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Prep/Assistant Principal Duties (Main Office)Families and students should feel free to contact the instructors during their prep periods with any questions. We look forward to learning with you this year!------------------------------------------ Complete this page and return it by Friday 5 September 2014 at the latest------------------------------Algebra I Course Syllabus 2014 – 2015This form is considered the first homework assignment and will be collected. Please read and sign your names below.I have read the syllabus for Algebra 1, and understand the content, expectations, and norms for this course._____________________________________________________________ Print Student Name_____________________________________________________________ _____________Students Signature Date_____________________________________________________________ Print Parent Name_____________________________________________________________ ______________Parent/Guardian SignatureDate_______________________________________________________________Parent/Guardian Phone NumberParent/Guardian E-mail Address (if applicable)What is the best way to contact you? 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