Course Description Algebra I - Laquey.k12.mo.us
Course DescriptionAlgebra I
ALGEBRA 1Course Rationale:Algebra 1 is the critical element in secondary mathematics education. Topics introduced in Algebra 1 provide the foundation students require forfuture success in high school mathematics, critical thinking, and problem solving. The primary goal in Algebra 1 is to help students transfer theirconcrete mathematical knowledge to more abstract algebraic generalizations.Course Description:Algebra 1 topics include recognizing and developing patterns using tables, graphs and equations. In addition, students will explore operations onalgebraic expressions, apply mathematical properties to algebraic equations. Students will solve problems using equations, graphs and tables toinvestigate linear relationships. Technology will be used to introduce and expand upon the areas of study listed above. Use of computers andgraphing calculators will be incorporated into each module.183
Resources:Adopted Text:Websites:www.dese.mo.gov/Classroom Assessment Item CACommunication ArtsMAMathematicsSCScienceSSSocial StudiesCLENOARGSRMDPCourse Level ExpectationsMath StrandsNumber and OperationsAlgebraic RelationshipsGeometric Spatial RelationshipsMeasurementsData and Probability184BTKCApAnSEBloom’s ynthesisEvaluation
Algebra INumber and Operations1. Understand numbers, ways of representing numbers, relationships among numbers and number systems.Measurable LearnerObjectiveThe student will be able to:Read, write and comparenumbers AssessedShow-MeGoalsMA 53.3Compare and orderrational and irrationalnumbers, includingfinding theirapproximate locationson a number lineCLECodeBTInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)NO1.A.9Ap The students will participate in a“Baseball Math” activity to compareand order rational and irrationalnumbers. Teacher creates a numberline (board, overhead, smartboard) towhatever dimensions they wish.Students are divided into two teams.When it is their team’s turn, they line upby the number line. Teacher asks thema question (Where is -8 on the numberline?, Which is larger -1 or 1 and proveit on the number line?, etc,) If answer iscorrect, the student moves one base.Team scores when a student crosseshome plate.Students will compare and orderrational and irrational numbers,including finding their approximatelocations on a number line with atextbook assignment and or online 10 question quiz.Integrated Skills: Workplace n/Math9/gradenine.htmQuizzes: Which is bigger One?and Which is bigger Two?MasteryMin. %80%
Number and Operations2. Understand meanings of operations and how they relate to one anotherMeasurable LearnerObjectiveThe student will be able to:Describe effects ofoperations AssessedShow-MeGoalsMA 53.44.1Describe the effects ofoperations, such asmultiplication, division,and computing powersand roots on themagnitude of quantitiesCLECodeBTInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)NO2.B.9C Students will describe the effects ofoperations when they learn that vectorsare composed of magnitude anddirection, and they extend theirknowledge of number systems to thesystem of vectors when completing theactivity.“Learning About Properties ofVectors and Vector Sums UsingDynamic Software”Located at the following vitiesGrades 9-12Students will describe the effectsof operations, such asmultiplication, division, andcomputing powers and roots onthe magnitude of quantities with atextbook assignment or aperformance event. The students will describe the effectsof operations on root equivalences withgeometric arrangements whencompleting the lesson “StackingSquares” located at the sons, Grades 9-12Integrated Skills: Workplace Readiness186Farmer Phillip’s Bumper Cropwww.dese.mo.govClassroom Assessment Item BankMasteryMin. %80%
Number and Operations2. Understand meanings of operations and how they relate to one anotherMeasurable LearnerObjectiveThe student will be able to:Apply properties ofoperations Apply properties ofexponents (includingorder of operations) tosimplify expressions orsolve equationsAssessedShow-MeGoalsMA 41.61.10CLECodeBTNO2.C.9ApInstructional Strategies/StudentActivities/ ResourcesThe students will apply properties ofexponents when completing activitiesand assessments from the followingwebsite:www.regentprep.org/Math A#3 OperationsOrder of Operations and EvaluatingExpressions and ExponentsThe students will apply properties ofexponents when completing the lesson“Armstrong Numbers” located at thefollowing website:http://.illuminations.nctm.orgLessons, Grades 6-12Integrated Skills:187Assessments (includingPerformance-based)Students will apply properties ofexponents to simplify expressionsor solve equations with a textbookassignment.MasteryMin. %80%
Number and Operations2. Understand meanings of operations and how they relate to one anotherMeasurable LearnerObjectiveThe student will be able to:Apply operations on realand complex numbers Apply operations to realnumbers, using mentalcomputation or paperand-pencil calculationsfor simple cases andtechnology for morecomplicated casesAssessedShow-MeGoalsMA 1MA 4MA 51.43.4CLECodeBTNO2.D.9-10ApInstructional Strategies/StudentActivities/ Resources The students will apply operations toreal numbers during the “IntegerFootball” activity.Attachment A The students will apply operations toreal numbers when completing theSuccessLink lesson ted Skills: Workplace Readiness188Assessments (includingPerformance-based)Students will apply operations toreal numbers, using mentalcomputation or paper-and-pencilcalculations for simple cases andtechnology for more complicatedcases with a variety of th9/gradenine.htm.MasteryMin. %80%
Number and Operations3. Compute fluently and make reasonable estimates.Measurable LearnerObjectiveThe student will be able to:Compute problems Apply all operations toreal numbersAssessedShow-MeGoalsMA 11.103.3CLECodeBTNO3.C.9ApInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based) The students will apply all operationsto real numbers when completingactivities from the SuccessLink Lesson“Sample MAP Questions Related toDiscrete Math” and/or “Tax Time!”Students will apply all operationsto real numbers with a textbookassignment or a constructedresponse question.www.successlink.orgMath, High Schoolwww.dese.mo.gov/Classroom Assessment Item BankConstructed Response“Activities During an AveragePerson’s Lifetime”Integrated Skills: Workplace Readiness189MasteryMin. %80%
Number and Operations3. Compute fluently and make reasonable estimates.Measurable LearnerObjectiveThe student will be able to:Estimate and justifysolutions Judge thereasonableness ofnumerical computationsand their resultsAssessedShow-MeGoalsMA 13.8CLECodeBTNO3.D.9-12EInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)The students will judge thereasonableness of numericalcomputations when completing theSuccessLink lesson “Maximizing theProfits at the Rex-Plex”Students will judge thereasonableness of numericalcomputations and their resultswith the performance activity“Event Planner.”www.successlink.orgMath, High SchoolAttachment BIntegrated Skills:190MasteryMin. %80%
Number and Operations3. Compute fluently and make reasonable estimates.Measurable LearnerObjectiveThe student will be able to:Use proportionalreasoning Solve problemsinvolving proportionsAssessedShow-MeGoalsMA 1MA 43.3CLECodeBTNO3.E.9-12ApInstructional Strategies/StudentActivities/ Resources The students will solve problemsinvolving proportions when thecomplete the lesson “Life Saver,Anyone?”Assessments (includingPerformance-based)Students will solve problemsinvolving proportions with theassessment of “Life Saver,Anyone?” or on a constructedresponse item.Attachment CAttachment D The students will solve problemsinvolving proportions of the GoldenRectanCLE.OrAttachment Ewww.dese.mo.govClassroom Assessment Item BankPolygons The students will solve a probleminvolving proportions involving thecharacter in the book Gulliver’s TravelsAttachment FIntegrated Skills:191MasteryMin. %80%
Algebraic Relationships1. Understand patterns, relations and functionsMeasurable LearnerObjectiveThe student will be able to:Create and analyzepatterns AssessedShow-MeGoalsMA 41.63.5Generalize patternsusing explicitly orrecursively definedfunctionsCLECodeBTAR1.B9-12CInstructional Strategies/StudentActivities/ ResourcesThe students will generalize patternsusing recursively defined functionsduring the lesson “The Devil andDaniel Webster” located at thefollowing website:Assessments (includingPerformance-based)Students will generalize patternsusing explicitly or recursivelydefined functions when completinga quiz.Attachment Ghttp://.illuminations.nctm.orgLessons, Grades 9-12 The students will generalize patternsusing explicitly or recursively definedfunctions when completing the activitiesin the SuccessLink Link lesson“Teaching Algebraic ThinkingThrough Hands-On ActivitiesNumber 4”www.successlink.orgMath, High SchoolIntegrated Skills: Workplace Readiness192MasteryMin. %80%
Algebraic Relationships1. Understand patterns, relations and functionsMeasurable LearnerObjectiveThe student will be able to:Classify objects andrepresentations Compare and contrastvarious forms ofrepresentations ofpatternsAssessedShow-MeGoalsMA 41.6CLECodeBTInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)AR1.C9-12AThe students will compare and contrastrepresentations of patterns whencompleting the lesson “BatteryDepletion and Piecewise LinearGraphing” located by following thepath:Students will compare andcontrast various forms ofrepresentations of patterns whencompleting a performance activity.www.regentprep.org/Math A#7 Patterns and FunctionsModeling Real World Situations withFunctionsOrder of Operations and EvaluatingExpressions and ExponentsIntegrated Skills:193http://.illuminations.nctm.orgLessons, Grades 6-12Walk the PlankMasteryMin. %80%
Algebraic Relationships1. Understand patterns, relations and functionsMeasurable LearnerObjectiveThe student will be able to:Identify and comparefunctions Understand andcompare the propertiesof linear andexponential functions(include intercepts)AssessedShow-MeGoalsMA 41.63.6CLECodeBTAR1.D9CAInstructional Strategies/StudentActivities/ ResourcesThe students will understand andcompare the properties of linear andexponential functions when usinggraphs, tables, number lines, verbaldescriptions, and symbols to representthe domain of various functions.“Domain sons, Grades 9-12Activities: “Simple Plot” and “GraphSketcher”www.shodor.org/interactivate The students will understand andcompare linear equations (slope andintercept) when completing the lessonand activities found at the followingwebsite:www.regentprep.org/Math A#7 Patterns and FunctionsGraphs of Linear Equations: Slope &InterceptIntegrated Skills: Technology194Assessments (includingPerformance-based)Students will understand andcompare the properties of linearand exponential functions with aconstructed response question.Graphing Linear Equationswww.dese.mo.govClassroom Assessment Item BankMasteryMin. %80%
Algebraic Relationships1. Understand patterns, relations and functionsMeasurable LearnerObjectiveThe student will be able to:Describe the effects ofparameter changes Describe the effects ofparameter changes onlinear functionsAssessedShow-MeGoalsMA 41.64.1CLECodeBTInstructional Strategies/StudentActivities/ ResourcesAR1.E.CThe students will describe the effects ofchanges on linear function whencompleting the lesson and activity“Introduction to Linear FunctionStudents will describe the effectsof parameter changes on linearfunction with a constructedresponse question.www.shodor.org/interactivateLessons, Functions and AlgebraConceptswww.dese.mo.govClassroom Assessment Item BankConstructed Response QuestionGraphing Quadratic Functions The students will describe andpractice the effects of changes onfunctions when completing a variety oflessons and htmlAlgebraFunctions/RelationsExplore Graphs of FunctionsFunction Machine**AR.2.A.9 Trout Pond Lesson 3works well with parametersIntegrated Skills:195Assessments (includingPerformance-based)MasteryMin. %80%
Algebraic Relationships2. Represent and analyze mathematical situations and structures using algebraic symbols.Measurable LearnerObjectiveThe student will be able to:Represent mathematicalsituations Use symbolic algebrato represent and solveproblems that involvelinear relationships,including absolutevalue and recursiverelationshipsAssessedShow-MeGoalsMA 4MA 61.63.1CLECodeBTInstructional Strategies/Student Activities/ResourcesAssessments (includingPerformance-based)AR2.A.ApThe students will use symbolic algebra tocomplete a game of BINGOStudents will be assessed ontheir ability to use symbolicalgebra to represent and solveproblems that involve linearrelationships with a constructedresponse question.Attachment H (3 pages)The students will work in groups of 2 todetermine simple interest problems givenby the teacher. The students will use symbolic algebra,recursive relationships, and changes inparameters to work with the change in thepopulation of trout in a pond (a 4 Lessonunit). Additional on-line activity: TroutPopulation Calculatorhttp://.illuminations.nctm.orgLessons, Grades 9-12Trout PondIntegrated Skills: Workplace Readiness196Attachment IMasteryMin. %80%
Algebraic Relationships2. Represent and analyze mathematical situations and structures using algebraic symbols.Measurable LearnerObjectiveThe student will be able to:Describe and usemathematicalmanipulation Describe and usealgebraicmanipulations,including factoring andrules of integerexponentsAssessedShow-MeGoalsMA 43.14.1CLECodeBTAR2.B.9-10CApInstructional Strategies/StudentActivities/ Resources The students will describe and usealgebraic manipulations SuccessLinklesson “How Powers of Ten AffectOur Lives”www.successlink.org The students will describe and usealgebraic factoring during the game“Factor BINGO”www.successlink.orgIntegrated Skills:197Assessments (includingPerformance-based)Students will describe and usealgebraic manipulations, includingfactoring and rules of integerexponents on a textbookassignment or the followingworksheet.Attachment JMasteryMin. %80%
Algebraic Relationships2. Represent and analyze mathematical situations and structures using algebraic symbols.Measurable LearnerObjectiveThe student will be able to:Utilize equivalent forms Use and solveequivalent forms ofequations andinequalities (linear)AssessedShow-MeGoalsMA 41.63.4CLECodeBTAR2.C.9ApInstructional Strategies/StudentActivities/ ResourcesThe students will use and solveequivalent forms of equations andinequalities with a variety of problems.Assessments (includingPerformance-based)Students will use and solveequivalent forms of equations andinequalities with a multi-stepproblemAttachment KAttachment L In groups of two, the students willcreate equations for their fellowstudents to solve. Baseball Math – Divide the class into 2teams. Specify the bases around theclassroom. Students are given anequation to solve. If correct, they moveone base if incorrect their team receivesan out. Team scores when a playercrosses home plate.Integrated Skills:198Or a constructed response itemSystems of Linear Equationswww.dese.mo.govClassroom Assessment Item BankMasteryMin. %80%
Algebraic Relationships2. Represent and analyze mathematical situations and structures using algebraic symbols.Measurable LearnerObjectiveThe student will be able to:Utilize systems Use and solve systemsof linear equations with2 variablesAssessedShow-MeGoalsMA 41.6CLECodeBTInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)MasteryMin. %AR2.D.9ApThe students will use and solvesystems of linear equations with 2variables when completing the lessonand activities (in step 4) at the temap.htmlAlgebraUse of VariablesEvaluating ExpressionsStudents will use and solvesystems of linear equations with 2variables on a worksheet.80%Integrated Skills:199Attachment M
Algebraic Relationships3. Use mathematical models to represent and understand quantitative relationships.Measurable LearnerObjectiveThe student will be able to:Use mathematical models Identify quantitativerelationships anddetermine the type(s) offunctions that mightmodel the situation tosolve the problemAssessedShow-MeGoalsMA 41.63.6CLECodeBTInstructional Strategies/Student Activities/ResourcesAR3.A.10KC The students will identify quantitativerelationships when completing the lesson“Barbie Bungee”http://illuminations.nctm.orgLessons, Grades 6-12The students will identify quantitativerelationships and determine the types offunctions that model the situation whencompleting the unit “Whelk-Come ns, Grades 9-12Assessments (includingPerformance-based)Students will identifyquantitative relationships anddetermine the type(s) offunctions that might model thesituation to solve the problemgiven in the activity lesson“Whelk-Come ns, Grades 9-12And/or worksheetAttachment O The students will identify quantitativerelationships and determine functions withthe performance event activity“Concession Stand”Attachment NIntegrated Skills: Technology, Workplace Readiness200MasteryMin. %80%
Algebraic Relationships4. Analyze change in various contexts.Measurable LearnerObjectiveThe student will be able to:Analyze change Analyze linear functionsby investigating rates ofchange and interceptsAssessedShow-MeGoalsMA 41.64.1CLECodeBTAR4.A.9AInstructional Strategies/StudentActivities/ ResourcesAssessments (includingPerformance-based)The students will analyze linearfunctions when completing theperformance activity “Designing a TShirt”www.successlink.orgStudents will analyze linearfunctions by investigating rates ofchange and intercepts on atextbook assignment and/or thefollowing worksheets The students will analyze linearfunctions by investigating rate ofchange in a trout population.“Trout Pond” and the activity toolTrout Population Calculatorhttp://illuminations.nctm.orgLessons and Activities, Grades 9-12Attachment P and/or Q The students will analyze linearfunctions when exploring geometricdesigns in the SuccessLink Activity“Communicating MathematicsThrough Technology-Part 2”www.successlink.orgIntegrated Skills: Technology201MasteryMin. %80%
Geometric and Spatial Relationships3. Apply transformations and use symmetry to analyze mathematical situationsMeasurable LearnerObjectiveThe student will be able to:Use transformations onobjects Represent translations,reflections, rotationsand dilations of objectsin the coordinate planeAssessedShow-MeGoalsMA 21.10CLECodeBTGSR1.B.ApInstructional Strategies/Student Activities/Resources The students will representtransformations when completing thefollowing on-line activities and lessons.Symmetries I, II, III, IVhttp://illuminations.nctm.orgLessons, Grades 9-12 The students will represent translationsduring the Successlink lesson.www.successlink.orgTesselation TranslationsI
ALGEBRA 1 Course Rationale: Algebra 1 is the critical element in secondary mathematics education. Topics introduced in Algebra 1 provide the foundation students require for future success in high school mathematics, critical thinking, and problem solving. The primary goal in Algebra 1 is to help students transfer their
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Robert Gerver, Ph.D. North Shore High School 450 Glen Cove Avenue Glen Head, NY 11545 gerverr@northshoreschools.org Rob has been teaching at . Algebra 1 Financial Algebra Geometry Algebra 2 Algebra 1 Geometry Financial Algebra Algebra 2 Algebra 1 Geometry Algebra 2 Financial Algebra ! Concurrently with Geometry, Algebra 2, or Precalculus
So you can help us find X Teacher/Class Room Pre-Algebra C-20 Mrs. Hernandez Pre-Algebra C-14 . Kalscheur Accelerated Math C-15 Mrs. Khan Honors Algebra 2 Honors Geometry A-21 Mrs. King Math 7 Algebra 1 Honors Algebra 1 C-19 Mrs. Looft Honors Algebra C-16 Mr. Marsh Algebra 1 Honors Geometry A-24 Mrs. Powers Honors Pre-Algebra C-18 Mr. Sellaro .
Algebra 1: The Florida State Assessments (FSA) includes an End-of-Course exam for Algebra I. Your grade on this exam will constitute 30% of your overall year-long grade in the course. It is required that you pass this test for graduation. Algebra 1A: Students in Algebra
consumer mathematics, or other applied mathematics course c. Introduction to algebra or pre-algebra course d. Algebra I course e. Geometry course f. Algebra II course, with or without trigonometry g. Trigonometry (as a separate course) h. Pre-calculus course (also called introductory analysis) i. Integrated
McDougal Littell Algebra I 2004 McDougal Littell Algebra I: Concepts and Skills 2004 Prentice Hall Algebra I, Virginia Edition 2006 Algebra I (continued) Prentice Hall Algebra I, Virginia Edition Interactive Textbook 2006 CORD Communications, Inc. Algebra I 2004 Glencoe/McGraw Hill Algebra: Concepts and Applications, Volumes 1 and 2 2005
DESCRIPTION: Financial Algebra is an algebra-based, applications-oriented, technology dependent course that requires Algebra 1 and Geometry as a prerequisite. The course addresses college preparatory mathematics topics from Advanced Algebra, Statistics, Probability, Precalculus, and Calculus under seven financial umbrellas: Banking, Investing
PTC Confidential and Proprietary 2 2 The JS code can be added by selecting the Home.js menu under Home menu in the navigation pane. Resources: –http .
