DRAFT. Algebra I Honors Course Syllabus

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Myrtle Owens
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1 Algebra I Honors Course Syllabus Teacher Information COMPLETED BY INDIVIDUAL TEACHER Name: Phone: Blog and/or Website: Credit: 1.0 Student must take the State of Florida's Algebra End of Course (EOC) exam and must pass the EOC exam to earn credit. Special notes to Middle School students 1) If the student passes the course, the earned credit will count toward middle grades promotion and as part of the high school GPA, but passing the Algebra EOC exam is not required for middle grades promotion. If the student does not pass the EOC exam, he or she must retake the EOC exam and pass the EOC exam to earn the required high school graduation credit. 2) The student can only retake the same course through the middle grades grade forgiveness policy (C, D, or F in course). The purpose of this course is to develop the algebraic concepts and processes that can be used to solve a variety of real-world and mathematical problems. Text: Algebra 1 Honors Gold Edition (Prentice Hall ~ Florida Edition ~ 2011) Course Goals: In mathematics, students will acquire the knowledge and skills to solve mathematical problems, apply principles and procedures to new settings, communicate mathematically, think critically, create models, and make algebraic connections to other disciplines. Course Requirements: COMPLETED BY MATH DEPARTMENT OR COLLABORATIVE TEAM OF EDUCATORS WHO TEACH THE COURSE Assignments: COMPLETED BY INDIVIDUAL TEACHER Make-up work must be requested for all absences. Make-up work for all excused absences will be graded at full credit. For unexcused absences (U), make-up work will receive a maximum grade of 59%. The student will be allowed a period of two days make-up time for each day absent, not to exceed ten (10) school days from the date of return for make-up work. Should represent a range of cognitive complexity and aligned to EOC test specification. Tests and Quizzes: COMPLETED BY INDIVIDUAL TEACHER. (Common unit assessments are recommended.) A minimum of three (3) assessment activities are expected per week. Each activity must be aligned to the standard/benchmark taught and the EOC test item specification. Academic Honesty Policy Academic dishonesty is defined as willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or test. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void. Revised: June

2 Classroom Policies: COMPLETED BY INDIVIDUAL TEACHER Personal Statement: COMPLETED BY INDIVIDUAL TEACHER Major Concepts/Content: The content should include, but not be limited to, the following: structure and properties of the real number system, including rational and irrational numbers exponents, square roots, radicals, absolute value, and scientific notation varied means for analyzing and expressing patterns, relations, and functions, including words, tables, sequences, graphs, and algebraic equations variables, algebraic expressions, polynomials, and operations with polynomials coordinate geometry and graphing of equations and inequalities data analysis concepts and techniques including introductory statistics and probability varied solution strategies, algebraic and graphic, for inequalities, linear and quadratic equations, and for systems of equations derivation of algebraic formula and functions and be able to explain the logic and principles in the derivation Course Objectives By the end of the 1 st Quarter, students will be able to say: I can participate and pay attention to readings, explanations and discussions, particularly with I can prepare to read new information by using tools to remember what we have already learned. I can write algebraic expressions. I can simplify expressions involving exponents. I can use the order of operations to evaluate expressions. I can classify, graph, and compare real numbers. I can find and estimate square roots. I can identify and use properties of real numbers. I can find sums and differences of real numbers. I can find products and quotients of real numbers. I can determine if something always works for all types of numbers. I can use the Distributive Property to simplify expressions. I can solve equations using tables and mental math. I can use tables, equations, and graphs to describe relationships. I can use the properties of equality to solve one-step equations in one variable. I can solve two-step equations in one variable. I can solve multi-step equations in one variable. I can determine if something always works for all types of numbers. Revised: June

3 I can rewrite and use literal equations and formulas. I can find ratios and rates. I can convert units and rates. I can solve and apply proportions. I can find missing lengths in similar figures. I can use similar when measuring indirectly. I can solve percent problems using proportions. I can solve percent problems using the percent equation. I can find percent change. I can find the relative error in linear and nonlinear measurements. I can write, graph, and identify solutions of inequalities. I can use addition or subtraction to solve inequalities. I can use multiplication or division to solve inequalities. I can solve multi-step inequalities. I can write sets and identify subsets. I can find the complement of a set. I can find the unions and intersections of sets. I can solve and graph inequalities containing the word and. I can solve and graph inequalities containing the word or. I can solve equations and inequalities involving absolute value. I can represent mathematical relationships using graphs. I can identify and represent patterns that describe linear functions. I can identify and represent patterns that describe nonlinear functions. By the end of the 2 nd Quarter, students will be able to say: I can participate and pay attention to readings, explanations and discussions, particularly with I can prepare to read new information by using tools to remember what we have already learned. I can identify and represent patterns that describe nonlinear functions. I can graph equations that represent functions. I can check to see if my answer makes sense. I can write equations that represent functions. I can determine whether a relation is a function. I can find domain and range and use function notation. I can use a set of points to find a slope. I can find where a line crosses the X and Y axis. I can write linear equations using slope-intercept form. I can graph linear equations in slope-intercept form. I can write and graph linear equations using point-slope form. I can graph linear equations using intercepts. I can write linear equations in standard form. I can determine whether lines are parallel, perpendicular, or neither. I can write equations of parallel lines and perpendicular lines. I can use a set of points to find a slope, and then use the slope to find parallel or perpendicular lines through another point. Revised: June

4 I can, based on patterns of data, write a new equation that models the changes in the two variables and estimate how it will change. I can explain the difference between substitution and elimination methods and how to use two methods to solve system of linear equations. I can write system of linear equations from the word problem to solve it. I can explain the graph and find the solution of the system of linear equations/inequalities from the graph. I can plot and shade the area of a graph for a true or possible situation. I can graph linear inequalities in two variables. I can use linear inequalities when modeling real-world situations. I can solve systems of linear inequalities by graphing. I can write system of linear equations from the word problem to solve it. I can explain the graph and find the solution of the system of linear equations/inequalities from the graph. By the end of the 3 rd Quarter, students will be able to say: I can participate and pay attention to readings, explanations and discussions, particularly with I can prepare to read new information by using tools to remember what we have already learned. I can simplify expressions involving zero and negative exponents. I can write numbers in scientific and standard notation. I can compare and order numbers using scientific notation. I can multiply powers with the same base. I can write algebraic expressions. I can raise a power to a power. I can raise a product or quotient to a power. I can divide powers with the same base. I can classify, add, and subtract polynomials. I can multiply a monomial by a polynomial. I can multiply two binomials or a binomial by a trinomial. I can find the square of a binomial and the product of a sum and difference. I can factor a monomial from a polynomial. I can factor trinomials of the form x 2 + bx + c. I can factor trinomials of the form ax 2 + bx + c. I can factor perfect-square trinomials and the differences of two squares. I can factor higher-degree polynomials by grouping. I can graph quadratic equations with and without calculators. I can find the possible x and y values, the turning point, centerline and crossing points for a U shaped graph. I can estimate answers by graphing on a calculator. I can solve quadratic equations by factoring. I can solve by factoring and by the quadratic equation. I can solve word problems with quadratic equations and formulas. I can choose a linear, quadratic, or exponential model for data. Revised: June

5 By the end of the 4 th Quarter, students will be able to say: I can participate and pay attention to readings, explanations and discussions, particularly with I can prepare to read new information by using tools to remember what we have already learned. I can simplify radicals involving products and quotients. I can solve equations containing radicals. I can identify extraneous solutions. I can simplify sums and differences of radical expressions. I can simplify products and quotients of radical expressions. I can graph square root functions. I can translate graphs of square root functions. I can simplify rational expressions. I can multiply and divide rational expressions. I can simplify complex fractions. I can divide polynomials. I can add and subtract rational expressions. I can do cross products multiplication. I can find the value of the variable by using algebraic principles. I can solve word problems for rational numbers. Revised: June

ALGEBRA I COURSE SYLLABUS

Dominican International School ALGEBRA I COURSE SYLLABUS GRADE LEVEL: 8 SCHOOL YEAR: 2018-2019 TEACHER: Christiaan Basson EMAIL: cbasson@dishs.tp.edu.tw COURSE DESCRIPTION Algebra I is the course that