Algebra 1 Syllabus - Riverside High School
Teacher: Mr. David Beam
Contact Information:
Room: K-122
Phone: 355 - 7872 (This number will prompt you to leave a voicemail. The voicemail will then go to my email. It’s typically easier to reach me through email. We can schedule a time to speak on the phone if you would like.)
Email Address: dbeam@greenville.k12.sc.us or dbeam@greenvilleschools.us
Website (Link to Website)
Course Title: Algebra 1 CP
Textbook Title: SAVVAS Algebra 1 South Carolina
Course Description:
Algebra 1 (A1) is designed for students who have completed Geometry with Statistics. This is the second required course before students choose the college or career pathway. A1 emphasizes functions: linear, absolute value, quadratic and exponential. Equations and expressions with linear and quadratic terms are also studied to learn how algebraic expressions model real-world situations. Statistical reasoning is studied to learn how data are represented and can be used to make predictions. Students enrolled in this course will take a South Carolina End-of-Course Exam that will count for 20% of their final grade. PREREQUISITE: Geometry with Statistics
Scope and Sequence
Unit
Approximate Number of Days
Unit 1: Solving Equations and Inequalities
9 Days
Unit 2: Linear Equations
9 Days
Unit 3: Linear Functions
10 Days
Unit 4: Systems of Equations/Inequalities
10 Days
Unit 5: Exponential Functions
11 Days
Unit 6: Polynomials and Factoring
10 Days
Unit 7: Quadratic Functions
8 Days
Unit 8: Solving Quadratic Equations
8 Days
Unit 9: Comparing Functions
8 Days
Priority Learning Standards for Algebra 1: (link to Algebra 1 Standards for EOCEP)
[Please note: these standards are arranged by content clusters, not sequentially as explored in the scope and sequence of the algebra course.]
Add, subtract, and multiply polynomials and understand that polynomials are closed under these operations.
Create and solve equations and inequalities in one variable that model real-world problems involving linear, quadratic, simple rational, and exponential relationships. Interpret the solutions and determine whether they are reasonable.
Create equations in two or more variables to represent relationships between quantities. Graph the equations on coordinate axes using appropriate SCDE Mathematics Priority and Supporting Standards 2020 52 labels, units, and scales. (Limit to linear; quadratic; exponential with integer exponents; direct and indirect variation.)
Solve systems of linear equations algebraically and graphically focusing on pairs of linear equations in two variables.
Graph the solutions to a linear inequality in two variables.
Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret complicated expressions as being composed of simpler expressions. (Limit to linear; quadratic; exponential.)
* Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
Find the zeros of a quadratic function by rewriting it in equivalent factored form and explain the connection between the zeros of the function, its linear factors, the x-intercepts of its graph, and the solutions to the corresponding quadratic equation.
Describe the effect of the transformations k f (𝑥), f (𝑥)+𝑘, 𝑓𝑓(𝑥+𝑘), and combinations of such transformations on the graph of 𝑦=𝑓(𝑥) for any real number 𝑘. Find the value of 𝑘 given the graphs and write the equation of a transformed parent function given its graph. (Limit to linear; quadratic; exponential with integer exponents; vertical shift and vertical stretch.)
Evaluate functions and interpret the meaning of expressions involving function notation from a mathematical perspective and in terms of the context when the function describes a real-world situation.
Interpret key features of a function that models the relationship between two quantities when given in graphical or tabular form. Sketch the graph of a function from a verbal description showing key features. Key features include intercepts; intervals where the function is increasing, decreasing, constant, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. (Limit to linear; quadratic; exponential.)
Relate the domain and range of a function to its graph and, where applicable, to the quantitative relationship it describes. (Limit to linear; quadratic; exponential.)
Given a function in graphical, symbolic, or tabular form, determine the average rate of change of the function over a specified interval. Interpret the meaning of the average rate of change in a given context. (Limit to linear; quadratic; exponential.)
Compare properties of two functions given in different representations such as algebraic, graphical, tabular, or verbal. (Limit to linear; quadratic; exponential.)
Create symbolic representations of linear and exponential functions, including arithmetic and geometric sequences, given graphs, verbal descriptions, and tables. (Limit to linear; exponential.)
Use units of measurement to guide the solution of multi-step tasks. Choose and interpret appropriate labels, units, and scales when constructing graphs and other data displays.
Use the definition of the meaning of rational exponents to translate between rational exponent and radical forms.
Using technology, create scatter plots and analyze those plots to compare the fit of linear, quadratic, or exponential models to a given data set. Select the appropriate model, fit a function to the data set, and use the function to solve problems in the context of the data.
Materials Needed for Course:
1 Inch 3 ring binder with lined paper
A scientific calculator is required, but a graphing calculator could be used for the remainder of high school and possibly college. (We will also be using Desmos)
Pencils
Classroom Expectations:
While in my classroom, I expect students to…
Respect everyone in the classroom.
Not be using technology in a distracting manner.
Be participating in what we are learning.
Grading Policy/Practices:
(this follows GCS district assessment guidelines for minimum) + EOC score counts 20% of the final course grade
Type of Assignment
Percentage
Major (Tests/Large Projects)
60%
Minor (Quizzes and Smaller Projects)
30%
Homework
10%
Component
Final Grade Percentage
First Quarter
40%
Second Quarter
40%
End of Course Exam (EOC)
20%
Late Work Procedures:
Homework: I do not accept late homework.
Quizzes and Tests: Should be completed on the day in class or follow the district policy within 3 days.
Projects:
10 points off a day - on the 5th day and beyond it is a zero
Late work will be defined as the student who attended class and failed to submit a required assignment.
Day is defined by class period.
Grade on late work is based on grade earned (grade earned - late penalty = final grade)
Student absences excused, unexcused, or related to discipline are not affected by this policy as they can turn in work for no penalty if done in a reasonable timeframe according to GCSD board policy.
Redo/Retake/Revise Procedures: The student’s lowest major grade of second quarter can be replaced with their EOC grade. They are allowed a retake of a test from the first quarter if they let the teacher know within five days of their test grade being posted. If their grade is lower on the second attempt, then the higher attempt will be counted.
MagicSchool AI
This year, students will have access to MagicSchool AI, a generative AI platform built for schools that will help them learn to use the technology safely and responsibly.
With tools like ChatGPT and others being used in the professional world, it’s important that students learn how to use the technology safely. By using MagicSchool in our classes, your student will be prepared for the future of technology in the workforce.
While students use MagicSchool tools for purposes such as receiving real time feedback, getting their questions answered, generating images, and in other exciting ways, I will have access to their chats to ensure that it’s used appropriately. Rest assured, MagicSchool does not collect or train on student data.
Be sure to ask your child about how they’re using AI in the classroom and take a look at the engaging ways they’ve utilized the MagicSchool tools to enhance their learning!
For more information, go to www.magicschool.ai or reach out directly with questions.
Generative AI
This course may utilize generative AI tools, such as MagicSchool and Google Gemini, to supplement traditional instruction. Greenville County Schools prioritizes the ethical use of these technologies for brainstorming and self-guided learning.
Critical Thinking First: AI must not replace original thought or coursework.
Academic Integrity: Using AI to complete and submit assignments as original work constitutes plagiarism.
Required Citation: If teacher-approved, all AI use must be properly cited.
Content Awareness: Students must remain vigilant regarding potential biases and inaccuracies in AI-generated content.
Policy Compliance: All AI programs align with GCS Board Policy and Administrative Rule IA.