Algebra Syllabus

Summit International Preparatory

Algebra 1 MYP Course Syllabus

School Year: 2014-2015

Cristina Niver Room 219

Email: [email protected]

Tutoring Hours: Monday, Tuesday, Thursday 4:15-5:15pm, or by appointment

I believe all scholars can be successful at math – it takes perfect practice, but it can be done!

“I've missed 3000 shots. Twenty-six times the game-winning shot has been trusted to me, and I've missed. I've lost over 300 games. I've failed over and over and over again, and that is why I've

succeeded.”-Michael Jordan

"A person who never made a mistake never tried anything new." – Albert Einstein

The Course: Algebra 1

In this course, scholars will develop fluency with linear, quadratic, and exponential functions in order to prepare for the IB Diploma Program math courses. Some of the overarching ideas in the Algebra 1 course include: the notion of functions, solving equations, rates of change and growth patterns, graphs as representations of functions, and modeling. Key concepts from other MYP subjects that could be used within the algebra branch include aesthetics (patterns and sequences, graphs), change (algebraic expressions, transformations), connections (patterns and sequences, functions and graphs), systems (functions, series), and time, place, and space

(functions, equations). Related concepts from MYP mathematics that could be used within the algebra branch include change, equivalence, pattern, quantity, representation, simplification, and system. Algebra provides tools and ways of thinking that are necessary for solving

problems in a wide variety of disciplines such as science, business, social sciences, fine arts, and technology.

Nature of MYP Math

“An MYP mathematics programme should be tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students should see authentic

examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations. Mathematics provides the foundation for the study of sciences, engineering and technology. However, it is also evident in the arts and is increasingly important in

economics, the social sciences and the structure of language. Students in the MYP are

encouraged to use tools to represent information, to explore and model situations, and to find solutions to various problems. These are skills that are useful in a wide range of arenas. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and lives in general.”

-From MYP Mathematics Subject Guide, 2014

Scope and Sequence:

Unit Description

1: Foundations

 Fractions, decimals, percent

 Number properties: commutative, associative, distributive properties  Represent unknowns with symbols

 Combining like terms  Substitution

 Utilize appropriate operations to solve problems

2: Equations and

Inequalities

 Solving one and two step equations

 Solving one and two step inequalities with and without reversing the inequality sign

 Write and solve linear equations and inequalities

 Apply knowledge of solving equations to literal equations and inequalities

 Determine reasonableness of solutions to equations  Solve multi-step equations

- Variables on both sides - Requiring distribution first

 Graph the solution to one variable equations and inequalities on a number line

 Identify, solve and create direct and inverse variation problems  Manipulating equations to solve for a specific variable

3: Introduction to Functions

 Identify & describe function using a table, graph, equation, and/or scenario

 Translate/move between multiple representations of functions  Identify functions

 Graph linear functions in multiple forms

 Use function notation and vocabulary to describe and identify functional relationships

 Identify domain and range of functions

 Interpret situations in terms of given graphs or create situations that fit given graphs.

 Analyze and create continuous and discrete graphs.

4: Linear Functions

 Identify and describe solutions to linear equations.  Develop concept of slope as a rate of change

 Find slope from equation, graph, or two points

 Write the equation of a line: given two points, given slope and a point, and given slope and y-intercept

 Graph a linear function: given an equation, given two points, and given slope and a point

 Solving and graphing linear inequalities

 Determine the intercepts of the graphs of linear functions.  Transformation of linear functions from parent functions.

 Identify and write equations of parallel and perpendicular lines

5: Systems of Equations

 Write a system of linear equations using real world scenarios  Determine the accuracy of a solution to a system of equations  Solve Systems of Equations Graphically

 Solve Systems of Equations with Substitution Method

 Solve systems of Equations with Elimination Method  Solve and Graph two-variable inequalities

6: Powers and

Radicals  Evaluate powers: positive exponents, negative exponents, fraction Exponents and zero exponents

product of a power, and power of a power  Evaluate radical expressions

7: Polynomials and Factoring

 Define and identify polynomials by degree and by number of terms  Add and subtract polynomials.

 Multiply monomials and polynomials by distribution and FOIL  Factor polynomials: GCF of each term, quadratic trinomials with a

coefficient of 1, and quadratic trinomials with a coefficient other than 1

8: Quadratics

 Graph and analyze quadratic functions  Solve quadratic equations

 Explain the meaning of finding the roots, the domain, and the range  Write a quadratic equation in vertex form

 Identify key components of a quadratic function represented in any form

 Investigate transformations of a quadratic function on a graph

9: Exponential Functions

 Write an exponential function in the form f(x) = abx _{to describe} problems arising from mathematical and real-world situations, including growth and decay

 Graph exponential functions that model growth or decay  Identify intercepts, asymptotes, domain, and range

 Make predictions for real-world problems based on exponential functions

10: Geometry Prep

 Basic angle vocabulary and calculations  Segment addition

 Revisit slopes of parallel and perpendicular lines

Prerequisite: Pre-Algebra

Textbook: Burger, E. and Chard, D., Algebra 1, Austin, Texas: Holt, Rinehart and Winston, 2007

Supplies:

1.5’’ -2’’ Binder, binder dividers (5), loose leaf paper, pencils, blue or black ink pens Classroom Behavior:

Each scholar should attend class with all class materials including their textbook and homework. Each scholar will be expected to abide by all school rules and regulations as

outlined in the Code of Conduct. In addition, each student should demonstrate courtesy, respect and consideration to their peers and adults. No food, drink, or gum permitted. Each scholar is expected to be fully engaged in all class activities, to maintain the highest level of integrity and honesty in their work, and to ask for help when needed.

Cell Phone Policy:

Classroom disruption by cell phones is prohibited. Cell phones may be used for specific lessons, but only at the discretion of the instructor.

Assessment:

Course grades will use the following scale: 

Letter        Numerical      

A       90 – 100        B       80 – 89        C       70 – 79       

F       69 and below       Grading Policy:

If scholars do not submit assigned homework or projects, they will receive a 10% deduction per class period until the graded assignment is returned. (i.e., once the homework has been graded, the scholar can no longer make up those points). If a scholar misses work due to an excused absence, they may submit their work within two business days of returning to school.

Scholars will have the opportunity to redo an assessment in an effort to demonstrate mastery. If a scholar requests a redo opportunity, they will be required to schedule and attend a tutorial with the instructor prior to redoing the assessment (common assessments, homework and exit tickets do not fall under this category). The scholar will have two options to redo an

assessment:

1. Retake assessment: scholar may choose to retake an assessment with the understanding that the rigor will be increased to ensure content mastery; scholar will receive a new grade that will replace their previous grade

2. Correct mistakes: scholar may choose to correct their mistakes on a separate sheet on paper showing all their work to receive half of the points missed on their first

assessment; for example, if the scholar receives a 70% on a unit test, they may correct their mistakes with the understanding that the new highest grade possible is 85% In order to receive credit for any and all assessments, the scholar must show their work. The

instructor may reference scholar work to understand where the scholar needs additional practice to gain mastery.

Disabilities:

The teachers of scholars requiring accommodations or modifications are notified by the administration when the scholar enters the class; however, parents should feel free to alert their child’s teachers of any such requirements and discuss any concerns they may have. Course Grades:

Parents and scholars are encouraged to view grades via POWER SCHOOL on a regular basis.  Official grades are provided via report cards and/or transcripts.

Important Dates:

These are subject to change with adequate notice from the instructor; unit tests may also come in the form of a project dependent upon the topic and testing schedule

 Math Common Assessment – December 15th  Unit 6 Exam/Project – January 21st _{and 22}nd  Unit 7 Exam/Project – February 12th _{and 13}th  Math Common Assessment – March 2nd

 Unit 8 Exam/Project – April 1st _{and 2}nd  Unit 9 Exam/Project – April 9th _{and 10}th  STAAR EOC Testing – week of May 4th

A paper version of parent and student signatures is required to show that you have read the syllabus and understand the contents therein. If you have any questions, please feel free to contact me. I look forward to working with you and your child as we explore various aspects of Algebra 1.

C.Niver

Cut along line and return the bottom.

Mrs. Niver,

I have read and understand the contents of your syllabus for Algebra 1.

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