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2022-2023 Algebra 1 syllabus
2022-2023 Algebra 1 syllabus
Link: https://docs.google.com/document/d/1nxP5D31wwnRrectDFmE5N_Onwj2p1EyOHQSji0bXGHE/edit?usp=sharing
Class Overview:
Class Overview:
In this class, students will begin diving into some algebraic topics. Students will solve equations, perform transformations, identify functions, solve systems of equations, manipulate rational and irrational numbers as well as exponents, apply theorems, and work with graphing. Content should cover Algebra 1 material while preparing them for geometry and future mathematics classes. Students will practice critical thinking, problem solving, reasoning, and thinking in multiple perspectives through the lens of an entrepreneur. Students will create their own business and apply everything they learn to it. This class will teach students more than just math, but life skills, all while having fun.
Class Goals:
Class Goals:
Classroom Expectations:
Classroom Expectations:
Students will:
Apply prior knowledge to newly learned concepts.
Use critical thinking and problem solving to figure out problems.
Apply math content to real world situations.
Use interpersonal skills to cooperate with others.
Learn strategies to solve problems by using various resources.
Feel safe in the classroom.
Enjoy the content we are learning.
Grow to become self-sufficient, courteous, and respectable.
Please use the bathroom during passing time.
Come to class prepared with all materials necessary and completed.
At the start of class, sit in desk quietly and begin working on the question of the day.
Only one person talks at a time.
Everybody participates. All voices and opinions matter.
Try your best no matter what.
Mr. Vawter dismisses you, not the bell.
No bullying or harassment is tolerated!
No cheating! It’s not about the grade, it’s all about learning.
Treat others the way you want to be treated.
Iowa Common Core Standards:
Iowa Common Core Standards:
Our essential standards are:
A-REI.B.3 -
Solve linear equations in one variable, including equations with coefficients represented by letters (include absolute value)
A-CED.A.1 -
Create equations in one variable and use them to solve problems (word problems)
F-IF.A.1 -
Understand that a function from one set (called a domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. -2 Use function notation
F-IF.B.4 -
For a function that models a relationship between two quantities, sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
A-CED.A.2 -
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales
LE-A.2 -
Construct linear, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
A-REI.C.6 -
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
F-IF-C.8B -
Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.
N-RN-A.2 -
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
A-CED.A.1 -
Create equations in one variable and use them to solve problems (include equations arising from linear and quadratic functions, and simple rational and exponential functions).
A-SSE.B.3a -
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression (a) Factor a quadratic expression to reveal the zeros of the function it defines.
A-APR-A.1 -
Perform arithmetic operations on polynomials.
F-IF.C.8.a-b -
Use the process of factoring in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F-IF.B.4 -
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features.
F-IF.C.7a -
Graph functions expressed symbolically and show key features of the graph, by hand and with technology. Graph quadratic functions and show intercepts, maxima and minima.
(for more information, go to: http://www.corestandards.org/Math/Content/8/introduction/)
Grading System:
Grading System:
Homework
Homework
Homework is not graded. It is still expected to be done, however. The purpose of homework is to allow students the opportunity to practice skills on their own without teacher or peer-influence. Most of this work will be done in class, however occasionally students may take home some work. Instead of homework, however, it will be called Check Your Understanding Questions. This is so students know they are checking their own understanding, not just completing without reason.
Missing/Late Work Policy
Missing/Late Work Policy
Homework will not be collected, nor will classwork. The only things collected are formative and summative assessments, as well as practice problems for a retake. All formatives and summatives will be taken in class and turned in before leaving. Practice problems for retakes are required in order to retake the test, so after two weeks of the initial test I will no longer accept this work and their opportunity to retake their assessment becomes void.
Redo's
Redo's
In order to redo an assessment, students must correct every incorrect problem from their test. Once those problems are completed, the student will need to walk me through how to solve it. Students will then be required to do a worksheet of practice problems. If accurate, the student is now able to retake the assessment. STUDENTS ONLY HAVE TWO WEEKS AFTER INITIAL TEST TO RETAKE IT. Once a student retakes an assessment, there is no penalty, so students get the grade they earned on the new assessment. This process shows that learning is not a one-time-opportunity, but can happen overtime. This way, we can see their learning progress.
Formative Assessments
Formative Assessments
Formative assessments are just small tests that show me a student understands a skill. They can be an exit ticket at the end of the class period, an activity we do in class, or homework assignments. There will be more formative assessments than summative assessments because I want to make sure students get the most practice possible before doing the real thing. I also want to monitor progress frequently.
Summative Assessments
Summative Assessments
Summative assessments are the end-of-unit tests. These will have questions over each standard that was taught within the unit. Each summative assessment will have however many grades as there are essential standards being assessed over. So, one test may have one grade, another test may have three grades. Grades from summative assessments make up the entire percent grade.
Extra Credit
Extra Credit
Since our goal is to see how well students understand content, I will not give out extra credit that undermines this goal. It’s not about how high of a grade a student can get, but how well they know the material. So, extra credit will not be given. I will reward students occasionally for good work.
When is Mr. Vawter available?
When is Mr. Vawter available?
I am available before school every day. If you need extra help, feel free to come in before school to get help. I also have a prep period and lunch. For these times, set up an appointment with me beforehand so I know you are coming. It is my privilege to help you learn or be an ear to listen.
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