Syllabus

Algebra 1 Syllabus – Berea High School

Teacher: Dr. Lyons

Contact Information:

Room: 234

Phone: 355 - 2692

Email Address: blyons@greenville.k12.sc.us

Course Title:  Algebra 1

Textbook Title:

●  enVision Algebra 2

●  IXL

Course Description:

Building on student's prior work with proportionality and linear equations in middle school, students expand their study of functions in Algebra 1. Students work closely with the expressions that define the functions, their graphs, domain, and function notation.  Work with these functions is grounded in logical reasoning, where manipulations to the expressions are accomplished with intent and based on properties of arithmetic and the laws of equality.  Students continue to expand and hone their abilities to model situations, including through the use of statistics, and to solve equations.

Priority Learning Standards for Algebra 1:

[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.

Topics Covered this Semester:

·       Sets/Properties

·       Exponents and Radicals

·       Polynomials

·       Functions

·       Solving Functions/ Polynomials

Quadratics

·       Systems of Equations

Classroom Expectations:

While in my classroom, I expect students to follow freshmen academy and my classroom rules.

These include:

1. Be respectful to teachers and fellow classmates.

2. Attend class daily and be on time.

3. Be prepared, participate, and complete assignments diligently in a timely manner.

4. After an absence, make up work should be completed within 5 days of returning to school

5. Obey classroom and school guidelines.

6. No leaving desk during instruction

There is also a phone policy for the freshmen academy that must be followed.

Grading Policy/Practices:

·       Test=60%

·       Quizzes=40%

Grading Scale:

·       90-100=A

·       80-89=B

·       70-79=C

·       60-69=D

·       0-59=F

Late Work Procedures:

                    Students have until the end of the quarter to turn in any grades they are missing.

Redo/Retake/Revise Procedures:

        In order to retake a quiz or test students will need to either come to me before school or during lunch to receive tutoring on the subjects the quiz or test was on. Only then will I allow students to redo an assessment.