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Algebra1: Syllabus (Algebra I) Fall 16-17 Robinson, Jarda S

Math Syllabus

 Semester: Fall 2016 Textbook: Glencoe Georgia Math Volume 1 Textbook Price: \$15

Department Philosophy: Believing that every student is capable of learning mathematics, opportunities are provided for all students to strive toward their maximum potential and to increase their confidence in themselves and in their own abilities. Teachers and parents work together in helping students to appreciate mathematics, to grow more proficient mathematically, and to realize that mathematical skills are stepping stones to success. Mathematics instruction must continue to grow to meet the changing demands of our society. Literacy in Mathematics requires understandings and habits of mind that enables citizens to make sense of our world, to think critically and independently, to recognize and weigh alternative explanations, and to deal reasonably with problems that involve numbers, patterns, and logical arguments.

Course Description:  In Grade 8, instructional time will focus on four critical areas:

(1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; where students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount mA. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation.

Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.

(2) grasping the concept of a function and using functions to describe quantitative relationships;  where students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.

(3) analyzing two and threedimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem; where students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.

Core Course/1 Carnegie unit/1 year. This course has a state mandated End of the Course Test

Course Outline:

Week 1

Review Previous Year Concepts

#### Week 10

Unit 2

Week 2

Unit 1 Transformations

Week 11

Unit 3 Geometric Applications of Exponents

Week 3

Unit 1

Week 12

Unit 3

Week 4

Unit 1

Week 13

Unit 3

Week 5

Unit 1

Week 14

Unit 3

Week 6

Unit 2 Exponents

Week 15

Unit 4 Intro to Functions

Week 7

Unit 2

Week 16

Unit 4

Week 8

Unit 2

Week 17

Unit 4

Week 9

Unit 2

Week 18

Unit 5 Functions

* The teacher reserves the right to alter or change any part of this course syllabus to better suit the need of the students.

Classwork 45%                                                                       A: 90-100

Tests 15%                                                                               B: 80-89

Quizzes 15%                                                                           C: 71-79

Homework 10%                                                                      F: 69 and below

Required Materials/Supplies:

 1- Composition Notebook Highlighters 1- One Subject Notebook (at least 100 pages) Colored Pencils Pencils Box of Tissue Loose-leaf Paper (wide or college ruled) Hand Sanitizer/Wet Wipes

Websites, Programs and remediation tools:

What are your Classroom /Behavior Expectations?

 I will come prepared and turn off all electronic devices. I will raise my hand before speaking. I will ask for permission before leaving my seat. I will speak to my classmates and teachers with respect and integrity. I will listen attentively and respectfully. I will respect myself, respect others and respect property. I will be held accountable for all of my actions. I will dispose of all of my trash at the end of class. I will go to my locker during assigned locker breaks or unless I have permission from my teacher. I will behave appropriately and responsibly in the hallways and in the restroom.

WHAT IS YOUR POLICY FOR MAKE-UP WORK?

Make-up Policy: IT IS THE STUDENT’S RESPONSIBILITY TO OBTAIN AND COMPLETE MAKE-UP WORK.  If you have an excused absence, you will be allowed the same number of days as your absence in order to make up work missed.  Make-up work must be done after or before school, NOT during valuable class time.

Acknowledgment of Receipt:  By signing below, the student and parent/guardian acknowledge that they have read and understood the contents in the 2016-2017 CCGPS MATH 8 syllabus.

Student Name (Print)_______________________________________   Date___________________________

Student Signature___________________________________________ Date___________________________

Student Email_____________________________________________

Parent Name (Print)_________________________________________  Date___________________________

Parent Signature____________________________________________ Date___________________________

Parent Email_______________________________________________

Parent Contact #____________________________________________

### Vision and Mission Statement

The Vision of Clayton County Public Schools is to be a district of excellence, preparing ALL students to live and successfully compete in a global society.

The Mission of Clayton County Public Schools is to be accountable to all stakeholders for providing a globally competitive education that empowers students to achieve academic and personal goals and to become college and career ready, productive, responsible citizens.