Hughesville Junior/Senior High School
Danville Area School District
Course Overview
2017-2018
|Course: Keystone Algebra Teacher: Brian Leslie & Kelly Michaels |
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|Course Introduction: |Course Text or Student Materials: |
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|Keystone Algebra I is the second of three Algebra courses. This course is aligned to the Pennsylvania|Algebra 1 by Glencoe |
|Keystone Assessment Anchors, focuses on simplifying algebraic expressions, graphing/ interpreting | |
|linear equations and inequalities, solving systems of equations, analyzing functions, simplifying |Teacher Created Resources |
|exponents, factoring, simplifying rational expressions, probability, and data analysis including | |
|“line of best fit.” The Keystone Algebra I Exam will be administered during the fourth marking |Punchline Bridge to Algebra, Algebra Book A, Algebra Book B |
|period. 8th grade students in Keystone Algebra 1 are also required to take Grade 8 PSSA Math course | |
|during Advisory periods two days of every six-day cycle. The Grade 8 PSSA Exam will be administered | |
|during the third marking period. Prerequisite Course: 7th grade Algebra A | |
|Units of Study: |Student Objectives: |Standards/Anchors: |
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|Unit 0: 8th Grade PSSA Content |At the completion of this course, students will be able to: |Grade 8 PSSA Math Eligible Content: |
|Operations with Numbers (0.3, 0.4, 0.5) | | |
|Exponents and Roots (1.2, 0.2) |Unit 0: Grade 8 PSSA Math |M08.A-N.1.1 Apply concepts of rational and irrational numbers. |
|Rational vs. Irrational Numbers (0.2) |Add, subtract, multiply, and divide integers and fractions |M08.A-N.1.1.1 Determine whether a number is rational or irrational. For |
|Classifying Real Numbers (0.2) |Simplify integers raised to a power |rational numbers, show that the decimal expansion terminates or repeats |
|Zero and Negative Exponent Properties (7.2) |Simplify roots of perfect squares and cubes |(limit repeating decimals to thousandths). |
|Multiplying and Dividing Exponents (7.1, 7.2) |Convert fractions to decimals and terminating and repeating |M08.A-N.1.1.2 Convert a terminating or repeating decimal to a rational |
|Scientific Notation (7.4) |decimals to fractions |number (limit repeating decimals to thousandths). |
|Two-way Tables (12.7; pg. 801-802) |Identify between which two integers is a root of a non-perfect |M08.A-N.1.1.3 Estimate the value of irrational numbers without a calculator |
|Pythagorean Theorem (10.5) |square/cube |(limit whole number radicand to less than 144). |
|Volume (P29; supplement) |Approximate a root of a non-perfect square/cube |Example: √5 is between 2 and 3 but closer to 2. |
|Transformations (supplement) |Classify real numbers as rational or irrational |M08.A-N.1.1.4 Use rational approximations of irrational numbers to compare |
| |Classify rational numbers as integer, whole, or natural |and order irrational numbers. |
|Unit 1: Linear Functions |Simplify algebraic expressions using the zero and negative |M08.A-N.1.1.5 Locate/identify rational and irrational numbers at their |
|Slope and Rate of Change (3.3) |exponent properties |approximate locations on a number line. |
|Slope–Intercept Form (4.1, 4.2) |Multiply/divide exponents | |
|Point–Slope Form (4.3) |Convert numbers between standard form and scientific notation |M08.B-E.1.1 Represent and use expressions and equations to solve problems |
|Special Lines (Vertical and Horizontal) (4.1) |Multiply/divide numbers in scientific notation |involving radicals and integer exponents. |
|Parallel & Perpendicular Lines (4.4) |Compare the magnitude of numbers written in scientific notation |M08.B-E.1.1.1 Apply one or more properties of integer exponents to generate |
| |Add/subtract numbers in scientific notation |equivalent numerical expressions without a calculator (with final answers |
|Unit 2: Functions |Read and interpret two-way tables written as a frequency and |expressed in exponential form with positive exponents). Properties will be |
|Relations and Functions (1.6, 1.7) |relative frequency |provided. |
|Function Rules, Tables, and Graphs (3.1) |Apply the Converse of the Pythagorean Theorem to identify if a |Example: [pic] |
| |triangle is a right triangle |M08.B-E.1.1.2 Use square root and cube root symbols to represent solutions |
|Unit 3: Systems of Equations and Inequalities |Apply the Pythagorean Theorem to find the missing side of a right |to equations of the form x2 = p and x3 = p, where p is a positive rational |
|Solving Systems by Graphing (6.1) |triangle |number. Evaluate square roots of perfect squares (up to and including 122) |
|Solving Systems by Substitution (6.2) |Calculate the volume of a rectangular prism, cylinder, cone, and |and cube roots of perfect cubes (up to and including 53) without a |
|Solving Systems by Elimination (6.3, 6.4) |sphere |calculator. |
|Applications of Linear Systems (6.1-6.5) |Calculate the volume of composite figures |Example: If x2 = 25 then x = ±√25. |
|Graphing Inequalities in Two Variables and Applications (5.6) |Create transformations of figures in a coordinate plane via |M08.B-E.1.1.3 Estimate very large or very small quantities by using numbers |
|Graphing Systems of Inequalities and Applications (6.6) |translation, reflection, rotation, or dilation, and a composition |expressed in the form of a single digit times an integer power of 10 and |
| |of multiple transformations |express how many times larger or smaller one number is than another. |
|Unit 4: Properties of Exponents | |Example: Estimate the population of the United States as [pic]and the |
|Zero and Negative Exponents (7.2) |Unit 1: Linear Functions |population of the world as [pic]and determine that the world population is |
|Multiplication Properties of Exponents (7.1) |Calculate the rate of change/slope for linear functions from a |more than 20 times larger than the United States’ population. |
|Division Properties of Exponents (7.2) |graph, table, and/or two ordered pairs |M08.B-E.1.1.4 Perform operations with numbers expressed in scientific |
| |Interpret the meaning of the rate of change/slope in the context |notation, including problems where both decimal and scientific notation are |
|Unit 5: Polynomials |of a word problem |used. Express answers in scientific notation and choose units of appropriate|
|Classify Polynomials by Degree and Number of Terms (8.1) |Graph the line of an equation in slope-intercept form |size for measurements of very large or very small quantities (e.g., use |
|Adding and Subtracting Polynomials (8.1) |Write the equation for a line in slope-intercept form given the |millimeters per year for seafloor spreading). Interpret scientific notation |
|Multiplying Polynomials (Monomials, Binomials, and Trinomials) (8.2, |graph, table, and/or two ordered pairs |that has been generated by technology (e.g., interpret 4.7EE9 displayed on a|
|8.3) |Graph the line of an equation in point-slope form |calculator as [pic]). |
|Special Products (Perfect Square Trinomials & Difference of Squares) |Write the equation for a line in point-slope form given the graph,| |
|(8.4) |table, and/or two ordered pairs |M08.B-E.2.1 Analyze and describe linear relationships between two variables,|
|Greatest Common Factor (8.5) |Find the x- and y-intercepts for a linear equation in standard |using slope. |
|Factoring and Solving Trinomials, a = 1 (8.6) |form and use the intercepts to graph the line |M08.B-E.2.1.1 Graph proportional relationships, interpreting the unit rate |
|Factoring and Solving Trinomials, a ≠ 1 (8.7) |Convert between all three forms of linear equations; |as the slope of the graph. Compare two different proportional relationships |
|Factoring and Solving Perfect Square Trinomials (8.9) |slope-intercept, point-slope, and standard forms |represented in different ways. |
|Factoring and Solving Difference of Two Squares (8.8) |Graph and write equations for special cases of linear functions |Example: Compare a distance-time graph to a distance-time equation to |
|Factoring by Grouping (8.5) |(i.e. horizontal and vertical lines) |determine which of two moving objects has greater speed. |
| |Write the equation of a line parallel and/or perpendicular to a |M08.B-E.2.1.2 Use similar right triangles to show and explain why the slope |
|Unit 6: LCM, GCF, Rational & Radical Expressions |given line passing through a given point |m is the same between any two distinct points on a non-vertical line in the |
|Find the LCM of two or more monomial terms (including variable base |Write the equation for a line of best fit for a scatter plot of |coordinate plane. |
|exponents) |bivariate data |M08.B-E.2.1.3 Derive the equation y = mx for a line through the origin and |
|Find the GCF of two or more monomial terms (including variable base |Describe the type of correlation between two variables |the equation y = mx + b for a line intercepting the vertical axis at b. |
|exponents) | | |
|Simplifying Radicals | |M08.B-E.3.1 Write, solve, graph, and interpret linear equations in one or |
|Simplify rational expressions |Unit 2: Functions |two variables, using various methods. |
| |State the domain and range of a relation using set notation |M08.B-E.3.1.1 Write and identify linear equations in one variable with one |
|Unit 7: Data Analysis and Probability |Determine whether a relation is a function using the vertical line|solution, infinitely many solutions, or no solutions. Show which of these |
|Using Measures of Central Tendency |test |possibilities is the case by successively transforming the given equation |
|Probability of Compound Events |Create a mapping diagram to determine whether a relation is a |into simpler forms until an equivalent equation of the form x = a, a = a, or|
|Scatter Plots and Equations of Lines |function |a = b results (where a and b are different numbers). |
|Box-and-Whisker Plots |Evaluate a function for a given domain using function notation |M08.B-E.3.1.2 Solve linear equations that have rational number coefficients,|
| |[ex: f(x)] |including equations whose solutions require expanding expressions using the |
|Unit 8: Keystone Algebra 1 Exam Review |State the domain and range of a function given its graph; state |distributive property and collecting like terms. |
|Review of all Keystone Algebra 1 eligible content |the excluded domains and/or ranges |M08.B-E.3.1.3 Interpret solutions to a system of two linear equations in two|
| |Create an x-y table of values from the graph of a function (both |variables as points of intersection of their graphs because points of |
|Unit 9: Introduction to Quadratics |linear and non-linear) |intersection satisfy both equations simultaneously. |
|Graphing quadratic functions |Graph a function from a table by constructing an x-y table of |M08.B-E.3.1.4 Solve systems of two linear equations in two variables |
|Solving quadratic functions in the form ax2 + c = 0 using square root |values |algebraically and estimate solutions by graphing the equations. Solve simple|
|method |Write a function rule to model information in a table and/or graph|cases by inspection. |
|Solving quadratic functions in the form ax2 + bx + c = 0 by factoring |Calculate the rate of change for data presented in an x-y table; |Example: 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot|
|(8.5) |determine whether the data represents a linear or non-linear |simultaneously be 5 and 6. |
|Relate the solutions to quadratic equations to the graph of the related |function |M08.B-E.3.1.5 Solve real-world and mathematical problems leading to two |
|function | |linear equations in two variables. |
|Solve quadratic equations using the square root and factoring methods |Unit 3: Systems of Equations & Inequalities |Example: Given coordinates for two pairs of points, determine whether the |
| |Solve independent systems of equations by graphing and finding the|line through the first pair of points intersects the line through the second|
| |point of intersection (i.e. one solution) |pair. |
| |Recognize inconsistent systems of equations from their graphs and | |
| |their solution (i.e. parallel lines have no solution because they |M08.B-F.1.1 Define, evaluate, and compare functions displayed algebraically,|
| |do not intersect) |graphically, or numerically in tables or by verbal descriptions. |
| |Recognize dependent systems of equations from their graphs and |M08.B-F.1.1.1 Determine whether a relation is a function. |
| |their solutions (i.e. infinite number of solutions because it is |M08.B-F.1.1.2 Compare properties of two functions, each represented in a |
| |the same line) |different way (i.e., algebraically, graphically, numerically in tables, or |
| |Solve independent systems of equations using the substitution |by verbal descriptions). |
| |method |Example: Given a linear function represented by a table of values and a |
| |Solve independent system of equations using the elimination |linear function represented by an algebraic expression, determine which |
| |method. |function has the greater rate of change. |
| |Recognize inconsistent and dependent systems and their solutions |M08.B-F.1.1.3 Interpret the equation y = mx + b as defining a linear |
| |algebraically when solving by substitution and elimination |function whose graph is a straight line; give examples of functions that are|
| |Write and solve systems of equations for real-world applications |not linear. |
| |Interpret the meaning of the solution of a system of equations in | |
| |the context of a real-world problem |M08.B-F.2.1 Represent or interpret functional relationships between |
| |Graph systems of linear inequalities |quantities using tables, graphs, and descriptions. |
| |Identify the solution(s) of a system of linear inequalities as the|M08.B-F.2.1.1 Construct a function to model a linear relationship between |
| |shaded region of the graph |two quantities. Determine the rate of change and initial value of the |
| |Write and solve systems of inequalities for real-world |function from a description of a relationship or from two (x, y) values, |
| |applications |including reading these from a table or from a graph. Interpret the rate of |
| |Interpret the meaning of the solution of a system of inequalities |change and initial value of a linear function in terms of the situation it |
| |in the context of a real-world problem |models and in terms of its graph or a table of values. |
| | |M08.B-F.2.1.2 Describe qualitatively the functional relationship between two|
| |Unit 4: Properties of Exponents |quantities by analyzing a graph (e.g., where the function is increasing or |
| |Simplify exponential expressions using any combination of the |decreasing, linear or nonlinear). Sketch or determine a graph that exhibits |
| |following properties of exponents: |the qualitative features of a function that has been described verbally. |
| |Negative Exponent Property (a-1 = 1/a1) | |
| |Zero Exponent Property (a0 = 1 |M08.C-G.1.1 Apply properties of geometric transformations to verify |
| |Multiplication Property (am ∙ an = am+n) |congruence or similarity. |
| |Division Property (am ÷ an = am - n) |M08.C-G.1.1.1 Identify and apply properties of rotations, reflections, and |
| |Power to a Power Property ((am)n) = am ∙ n) |translations. |
| |Product to a Power ((ab)m = ambm) |Example: Angle measures are preserved in rotations, reflections, and |
| |Quotient to a Power ((a/b)m = am/bm) |translations. |
| |Unit 5: Polynomials |M08.C-G.1.1.2 Given two congruent figures, describe a sequence of |
| |Determine the degree of a monomial and a polynomial expression |transformations that exhibits the congruence between them. |
| |Classify polynomials by degree (i.e. constant, linear, quadratic, |M08.C-G.1.1.3 Describe the effect of dilations, translations, rotations, and|
| |cubic, 4th degree, etc.) and number of terms (i.e. monomial, |reflections on two-dimensional figures using coordinates. |
| |binomial, trinomial, 4-term polynomial, etc.) |M08.C-G.1.1.4 Given two similar two-dimensional figures, describe a sequence|
| |Add and subtract polynomial expressions, including |of transformations that exhibits the similarity between them. |
| |application/real world problems (e.g. perimeter of two-dimensional| |
| |figures) |M08.C-G.2.1 Solve problems involving right triangles by applying the |
| |Multiply monomials by binomials, trinomials, polynomials using the|Pythagorean theorem. |
| |distributive property |M08.C-G.2.1.1 Apply the converse of the Pythagorean theorem to show a |
| |Multiply binomials by binomials using the distributive property |triangle is a right triangle. |
| |and FOILing method |M08.C-G.2.1.2 Apply the Pythagorean theorem to determine unknown side |
| |Multiply binomials by trinomials using the distributive property |lengths in right triangles in real-world and mathematical problems in two |
| |Square a binomial factor resulting in a perfect square trinomial (|and three dimensions. (Figures provided for problems in three dimensions |
| |e.g. (x – 3)2 = x2 – 6x + 9 |will be consistent with Eligible Content in grade 8 and below.) |
| |Multiply binomial conjugates resulting in a difference of two |M08.C-G.2.1.3 Apply the Pythagorean theorem to find the distance between two|
| |squares ( e.g. |points in a coordinate system. |
| |(x + 4)(x – 4) = x2 - 16 | |
| |Find the greatest common monomial factor (GCF) of a polynomial |M08.C-G.3.1 Apply volume formulas of cones, cylinders, and spheres. |
| |expression |M08.C-G.3.1.1 Apply formulas for the volumes of cones, cylinders, and |
| |Factor out the greatest common monomial factor out of a polynomial|spheres to solve real-world and mathematical problems. Formulas will be |
| |expression |provided. |
| |Factor trinomials in the form ax2 ± bx ± c where a = 1 into two | |
| |binomial factors |M08.D-S.1.1 Analyze and interpret bivariate data displayed in multiple |
| |Factor trinomials in the form ax2 ± bx ± c where a ≠ 1 into two |representations. |
| |binomial factors |M08.D-S.1.1.1 Construct and interpret scatter plots for bivariate |
| |Factor perfect square trinomials into the square of a binomial |measurement data to investigate patterns of association between two |
| |factor ( e.g. x2 + 10x + 25 = (x + 5)2 |quantities. Describe patterns such as clustering, outliers, positive or |
| |Factor differences of squares into two binomial factors (e.g. x2 |negative correlation, linear association, and nonlinear association. |
| |– 64 = (x + 8)(x – 8) |M08.D-S.1.1.2 For scatter plots that suggest a linear association, identify |
| |Factor four-term polynomials by grouping |a line of best fit by judging the closeness of the data points to the line. |
| |Solve real-world application problems by multiplying and factoring|M08.D-S.1.1.3 Use the equation of a linear model to solve problems in the |
| |polynomial expressions (e.g. find the area of a given polygon; |context of bivariate measurement data, interpreting the slope and intercept.|
| |find the dimensions of a rectangle by factoring the given area) |Example: In a linear model for a biology experiment, interpret a slope of |
| |Understand the meaning of a solution of a polynomial expression in|1.5 cm/hr as meaning that an additional hour of sunlight each day is |
| |the context of the problem being solved |associated with an additional 1.5 cm in mature plant height. |
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| |Unit 6: LCM, GCF, Rational, & Radical Expressions |M08.D-S.1.2 Understand that patterns of association can be seen in bivariate|
| |Write a monomial expression in prime factorization form. |categorical data by displaying frequencies and relative frequencies in a |
| |Using the prime factorization, determine the least common multiple|two-way table. |
| |(LCM) of two or more monomials |M08.D-S.1.2.1 Construct and interpret a two-way table summarizing data on |
| |Using the prime factorization, determine the greatest common |two categorical variables collected from the same subjects. Use relative |
| |factor (GCF) of two or more monomials |frequencies calculated for rows or columns to describe possible associations|
| |Simplify rational expressions that include monomial, binomial, and|between the two variables. |
| |trinomial numerators and denominators (including GCFs, perfect |Example: Given data on whether students have a curfew on school nights and |
| |square trinomials, and differences of squares) |whether they have assigned chores at home, is there evidence that those who |
| |Recognize opposite factors (e.g. (x – 1) and (1 – x)) and factor |have a curfew also tend to have chores? |
| |out a ‘-1’ in order to simplify | |
| |Determine the excluded domain(s) of a rational function (i.e. what| |
| |value(s) make the expression undefined, or the denominator equal | |
| |to 0) | |
| |Multiply and divide rational expressions including monomial, |Keystone Algebra 1 Eligible Content |
| |binomial, and trinomial numerators and denominators | |
| |Simplify square roots and cube roots of perfect squares (up to |Module 1: |
| |122) and cube roots (up to 53) | |
| |Determine between what two integers the square root of a |A1.1.1 – Operations with Real Numbers and Expressions |
| |non-perfect square falls (e.g. √20 is between 4 and 5) |A1.1.1.1.1 Compare and/or order any real numbers. |
| |Approximate the value of a non-perfect square without the use of a|A1.1.1.1.2 Simplify square roots. |
| |calculator (e.g. √50 is approximately 7.1) |A1.1.1.2.1 Find the Greatest Common Factor and/or the Least Common Multiple|
| |Simplify radical expressions (square roots) by factoring the |for sets of monomials. |
| |radicand into a perfect square and non-perfect square (e.g. √20 = |A1.1.1.3.1 Simplify/evaluate expressions involving properties/laws of |
| |√4 ∙ 5 = 2√5) |exponents, roots, and/or absolute values to solve problems. |
| |“Un-simplify” radical expressions (e.g. 2√3 = √3 ∙ 4 = √12) |A1.1.1.4.1 Use estimation to solve problems. |
| |Solve a radical equation (i.e. find the missing x-value to make |A1.1.1.5.1 Add, subtract, and/or multiply polynomial expressions (express |
| |the expressions equivalent; e.g. 6√5 = 2√15x, so x = 3) |answers in simplest form.) |
| | |A1.1.1.5.2 Factor algebraic expressions, including difference of squares |
| |Unit 7: Data Analysis & Probability |and trinomials ([pic] after factoring out all monomial factors) |
| |Calculate the measures of central tendency from raw data and data |A1.1.1.5.3 Simplify/reduce a rational algebraic expression. |
| |presented in a stem-and-leaf plot | |
| |Find missing data points to maintain and/or change certain |A1.1.2 – Linear Equations |
| |measures of central tendency (e.g. 8 wrestlers have a mean weight |A1.1.2.1.1 Write, solve, and/or apply a linear equation. (including |
| |of 125 lbs.; what would the weight of the next two wrestlers have |absolute value equations) |
| |to be to increase the mean weight to 130 pounds) |A1.1.2.1.2 Use and/or identify an algebraic property to justify and step in|
| |Construct a box-and-whisker plot for a set of data |an equation-solving process. |
| |Interpret/draw conclusions from the data presented in a |A1.1.2.1.3 Interpret solutions to problems in the context of the problem |
| |box-and-whisker plot |situation. |
| |Read and interpret/draw conclusions from the data presented in |A1.1.2.2.1 Write and/or solve a system of linear equations using graphing, |
| |line graphs, circle graphs, histograms, box-and-whisker plots, |substitution, and/or elimination. |
| |etc. |A1.1.2.2.2 Interpret solutions to problems in the context of the problem |
| |Determine the correlation between bivariate data presented in a |situation. |
| |scatterplot (i.e. strong vs. weak, positive vs. negative vs. no | |
| |correlation) |A1.1.3 – Linear Inequalities |
| |Write the equation for the line of best fit for a scatter plot |A1.1.3.1.1 Write or solve compound inequalities and/or graph their |
| |Use the equation for the line of best fit for a scatterplot to |solutions sets on a number line (may include absolute value inequalities). |
| |interpolate and extrapolate data |A1.1.3.1.2 Identify or graph the solution set to a linear inequality on a |
| |Calculate the probability of simple, mutually exclusive and |number line. |
| |inclusive events and represent in fraction, decimal, and percent |A1.1.3.1.3 Interpret solutions to problems in the context of the problem |
| |form |situation. |
| |Calculate the probability of compound dependent and compound |A1.1.3.2.1 Write and/or solve a system of linear inequalities using |
| |dependent events and represent in fraction, decimal, and percent |graphing. |
| |form |A1.1.3.2.2 Interpret solutions to problems in the context of the problem |
| | |situation. |
| |Unit 8: Keystone Algebra 1 Exam Review | |
| |Review all standards/eligible content from throughout the year |Module 2: |
| |Complete Keystone Algebra 1 Review Packets; Review Quizzes (5 in | |
| |total); Final Exam Review; and Final Exam |A1.2.1 - Functions |
| | |A1.2.1.1.1 Analyze a set of data for the existence of a pattern and |
| |Unit 9: Introduction to Quadratics |represent the pattern algebraically and/or graphically. |
| |Graph quadratic functions in the form |A1.2.1.1.2 Determine whether a relation is a function, given a set of |
| |y = ax2 + c |points or a graph. |
| |Calculate the line of symmetry for quadratic functions in the form|A1.2.1.1.3 Identify the domain or range of a relation (may be presented as |
| |y = ax2 + bx + c using the equation x = -b/2a; then use to find |ordered pairs, a graph, or a table.) |
| |the vertex |A1.2.1.2.1 Create, interpret, and/or use the equation, graph, or table of a|
| |Graph quadratic functions in the form |function. |
| |y = ax2 + bx + c |A1.2.1.2.2 Translate from one representation of a linear function to |
| |Explain how the coefficients a, b, and c impact the graph of the |another (i.e., graph, table, and equation) |
| |parabola | |
| |Use the projectile motion function x(t) = 1/2at2 + v0t + x0 to |A1.2.2 – Coordinate Geometry |
| |find the maximum height of a projectile (i.e. the vertex) |A1.2.2.1.1 Identify, describe, and/or use constant rates of change |
| |Solve quadratic equations using the square root method (both |A1.2.2.1.2 Apply the concept of linear rate of change to solve problems. |
| |perfect and non-perfect squares) |A1.2.2.1.3 Write or identify a linear equation when given the graph of a |
| |Solve quadratic equations by factoring using the zero-product |line, two points on a line, or the slope and a point on the line (including |
| |property |parallel and perpendicular situations) Note: Linear equation may be in |
| |Relate the solutions of quadratic equations to graphs of their |point-slope, standard, and/or slope-intercept form |
| |related functions (i.e. the solutions are the x-intercepts of the |A1.2.2.1.4 Determine the slope and/or y-intercept represented by a linear |
| |parabola). |equation or graph. |
| | |A1.2.2.2.1 Draw, identify, and/or write an equation for a line of best fit |
| | |for a scatter plot. |
| | | |
| | |A1.2.3 – Data Analysis & Probability |
| | |A1.2.3.1.1 Calculate and/or interpret the range, quartiles, and |
| | |interquartile range of data. |
| | |A1.2.3.2.1 Estimate or calculate to make predictions based on a circle, |
| | |line, bar graph, measures of central tendency, or other representation. |
| | |A1.2.3.2.2 Analyze data, make predictions, and/or answer questions based on|
| | |displayed data (box–and–whisker plot, stem–and–leaf plot, scatter plot, |
| | |measures of central tendency, or other representations) |
| | |A1.2.3.2.3 Make predictions using the equations or graphs of best–fit lines|
| | |of scatter plots. |
| | |A1.2.3.3.1 Find probabilities for compound events and represent as a |
| | |fraction, decimal, or percent |
|Assessments and Evaluation: |Grading: |Homework/Procedures: |
| | | |
|A formative assessment is typically given after every section of |Grades for this course are calculated by a weighted system. |Homework is assigned almost daily and should take a typical student less|
|material. The assessment may contain multiple choice, short answer, and | |than 30 minutes to complete. Assignments are given from the textbook or |
|open–ended questions. |Calculations include: |worksheets, and occasionally online. Homework assignments are not |
| |Homework (checked for completion) –10% of marking period grade |accepted late. |
|A summative assessment is typically given after the completion of each |Class Work – 10% of marking period grade | |
|unit, or sub-unit. The assessment may contain multiple choice, short |Quizzes - 40% of marking period grade |If a student needs help with an assignment, he/she should: |
|answer, and open–ended questions. |Unit Exams – 40% of marking period grade. |Ask for help during class when the assignment is being reviewed. |
| |Final Exam - To be included in the 4th marking period grade |Visit the teacher during his/her advisory period. |
|Other assessments include homework checks, weekly bell-ringers, and/or | |Schedule to meet with the teacher before or after school. |
|projects. | | |
| | | |
|Instructional Plan: |
| |
|The instructional plan will be aligned with the Danville Area School District Instructional Model and may include the following: presentation of new material, checking homework, guided student practice, cooperative |
|learning, partnering, discussion, graphic organizers, projects and assignments involving applications of mathematical concepts. |
|Student Assistance: |
| |
|Students can request additional help during his/her advisory, before/after school, or at the beginning/end of class. Students can also seek help from other classmates and/or teachers (Mr. Leslie or Mrs. Michaels). |
| |
| |
|Student and Parent Communication: |
| |
|Our middle school website contains a homework page, which contains daily/weekly assignments. The teacher may also share documents with students via the Google Drive. If a student or parent has a particular |
|question, he/she can contact the teacher through email (bleslie@danville.k12.pa.us or kmichaels@danville.k12.pa.us). Parents may call to schedule a meeting with his/her teacher during team time. Parents also have |
|the opportunity to meet with his/her teacher during open house and the scheduled parent-teacher conferences during the fall/spring semesters. |
| |
|Student Expectations and Classroom Rules of Conduct |
| |
|Students will appropriately participate and follow all policies as outlined in the Danville Student Handbook, which contains procedures regarding absences, classroom behavior, make-up of work, academic integrity and |
|all other student conduct guidelines. |
| |
|Materials Required: |
|3-ring Binder with loose paper |
|Pencil |
|Textbook |
| |
|Expectations of the Student: |
|Report to class on time. |
|Attend each class and be prepared to learn every day. |
|Bring your notebook, textbook, assignment(s), calculator and pencil |
|Complete all given assignments. |
|Pay attention and take detailed and organized notes in class. |
|Respect fellow classmates. |
|Ask questions frequently. |
| |
|Makeup Policy: |
|If a student misses a day of class and the absence is excused, it is the student’s responsibility to request any work he or she missed. If an absence is not excused, the student will receive a grade of zero for any |
|assignment missed while absent. Makeup tests and quizzes are typically completed during advisory time. Individual accommodations can be made for extenuating circumstances. |
| |
|Cheating and Plagiarism: |
|Any evidence of cheating or plagiarism will result in a grade of zero for that assignment or assessment. Other disciplinary action will follow the plagiarism policy of Danville Middle School. Academic dishonesty is |
|not tolerated. |
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