Algebra 1 Course Syllabus/Expectations � Mrs. Cox kimberly.cox@lcps.org Smart’s Mill Middle School 850 North King Street Leesburg, VA 20176 571‐252‐2030  Course Description:  The focus of Algebra 1 is to build on the sequential development of concepts and skills making the transition from the arithmetic to the symbolic; make connections and build relationships between algebra, arithmetic, geometry, probability, and statistics; engage in discouirse about mathematics with teachers and other students; and to attach meaning to the abstract concept of algebra. Calculators, computers, manipulatives, and graphing utilities will be used where feasible.  Text:  Larson, Ron et al. Algebra 1. Evanston, IL:  McDougal Littell, 2007.  Online activation code:  2628985‐10  SMMS Website:    The link to my SMMS Website    http://www.loudoun.k12.va.us//Domain/4306 

All class notes, homework assignments, worksheets, study tips, problem sets and notes on what we did in class can be found on my webpage.  I keep it up to date daily!  Especially useful when the student is absent!!! 

Daily Materials: • Textbook – covered with a stretchy book cover • 3‐ring binder (1‐inch width or more) • 5‐tab divider 

o Tab 1:  Notes o Tab2 :  Homework o Tab 3:  Tests/Quizzes o Tab 4:  Warm Ups o Tab 5:  Paper 

• Loose leaf paper (college preferred but  wide ruled accepted) and graph paper – 4 squares by 4 squares (4 X 4) • Pencil (at least 2 at all times), erasers, and lead • Pen • Agenda • At home:  Ruler,  colored pencils and graphing calculator.  (Graphing calculators TI – 83 plus or T1‐84 plus must 

be used on the EOC Algebra 1 SOL in May .)  They may be checked out of the library, but lost calculators have an $84 fee if not returned. 

• Silent reading book  Classroom Expectations: In addition to the County and School policies the following will be expected of all students… 

• Be Respectful – “Treat others the way you would want your loved ones to be treated.” • Be Prepared and Ready to Learn – Bring all materials to class, be on time, and bring a positive attitude. • Be Honest/True – “Students are expected to do their own work on all tests, papers, projects, or other 

assignments to be done on an individual basis. Students should neither turn in another student’s work as their own nor give assistance to another student. Any student who turns in another student’s work as his or her own or who assists or gives his or her work to another student shall be given a grade of zero on that work. The incident will be reported to the principal and the parents…Using the work of others and representing it as one’s own is considered plagiarism, a form of cheating, and is similarly prohibited.” – LCPS Student’s Rights and Responsibilities. 

• Be Smart – “Think before you act”. 

Intervention when expectations are not met: Step 1: Warning Step 2:  Call(s) to Parent/Guardian Step 3:  Referral to School Guidance/Administration after 3 calls home (from any teacher). 

 Grading:  The grades in this course are weighted.  Please keep in mind that this is a high school course, so there is a midterm at the end of semester 1 and a final exam at the end of semester 2, and the EOC Algebra 1 SOL in early May.   

  Category  Weight Test  30% Quiz  25% 

Homework (practice)  10% Problem Sets/Projects  15% 

Warm‐ups  10% Exit Slips  10% 

TOTAL = 100% 

Grades will be posted in Clarity, and updated at least weekly. 

 Homework (practice) Assignments:  Homework assignments will be assigned most every class and will be checked for 

completeness and work shown by Mrs. Cox during the beginning of each class while the students are working on their warm up .  It is the expectation that students are to attempt each problem assigned and show all work.  Any assignment that is not complete and/or does not have work shown will not receive full credit. 

 Missed Assignments:  Work missed due to absences may be made up for credit, but it is the student’s responsibility to 

get the missed assignment and to hand it in.  If you are absent the day a quiz or test is given you must take it the day you return in resource or before/after school. 

 Late Work Policy:  Any homework assignment submitted beyond the assigned due date will be awarded no more than 

50% credit.  Late problem sets are not accepted because the lowest grade will be dropped from each quarter marking period. 

 Re‐take Policy:  Student may retake any test.  If a student wants to retake a test, they must make mathematical 

corrections to their errors, and give a written explanation of the error made.  The corrections must be made on loose‐leaf paper and stapled to the original assessment.  The student must turn in the corrections no later than the following block from the time they receive their graded test.  Mrs. Cox will check the corrections and return them to the student as soon as possible.  If any correction is not correct, Mrs. Cox will return the corrections back to the student.  Corrections must be 100% correct.  If the corrections are correct they will be returned to the student and the retake will be placed in resource the following day.  The retake will need to be completed within the student’s next two resource blocks.  Extenuating circumstances may arise, and adjustments may be made at Mrs. Cox’s discretion.   

    Please have a discussion about this handout with your parent or guardian.  When you both have read this information, please sign your names below.   

_________________________________  _________________________________ Parent Signature    Student Name (printed) 

Algebra 1 SOLS (2009)SOL Strand Topic

A.1

Expressions Operations

Expressions The student will represent quantitative situations algebraically and evaluate these expressions for given replacement values of the variables.

A.2

Exponents

× ÷+- polynomials Factoring

The student will perform operations on polynomials, including a) applying the laws of exponents to perform operations on expressions b) adding, subtracting, multiplying, and dividing polynomials c) factor completely first- and second-degree binomials and trinomials in one or two variables. Graphing

calculators will be used as a tool for factoring and confirming algebraic factorization.

A.3 Roots The student will express the square roots and cube roots of whole numbers and the square root of a monomial algebraic expression in simplest radical form.

A.4

Equations

Inequalities

Justify steps of simplifying and solving

Linear equations Quadratic equations

Systems of linear equations

The student will solve multistep linear and quadratic equations in two variables, including a) Solving literal equations (formulas) for a given variable b) Justifying steps used in simplifying expressions and solving equations, using field properties and axioms

of equality that are valid for the set of real numbers and its subsets c) Solving quadratic equations algebraically and graphically d) Solving multistep linear equations algebraically and graphically e) Solving systems of two equations in two variables algebraically and graphically f) Solving real-world problems involving equations and systems of equations.

Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.

A.5

Inequalities

System of inequalities Justify steps

The student will solve multistep linear inequalities in two variables, including a) Solving multistep linear inequalities algebraically and graphically b) Justifying steps used in solving inequalities, using axioms of inequality and properties of order that are

valid for the set of real numbers and its subsets c) Solving real-world problems involving inequalities d) Solving systems of inequalities

A.6 Graphing linear equations and

inequalities

The student will graph linear equations and linear inequalities in two variables, including a) Determining the slope of a line when given an equation of the line, the graph of the line, or two points

on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined b) Writing the equation of a line when given the graph of the line, two points on the line, or the slope and a

point on the line.

A.7

Functions Linear and quadratic

functions

The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including

a) Determining whether a relation is a function b) Domain and range c) Zeros of a function d) x- and y- intercepts e) finding the values of a function for elements in its domain f) Making connections between and among multiple representations of functions including concrete, verbal,

numeric, graphic, and algebraic.

A.8 Variation Inverse and direct

The student, given a situation in a real-world context, will analyze a relation to determine whether a direct or inverse variation exists, and represent direct variation algebraically and graphically and an inverse variation algebraically.

A.9

Statistics

Deviation z-scores

The student, given a set of data, will interpret variation in real-world contexts and calculate and interpret mean absolute deviation, standard deviation, and z-scores.

A.10 Box-and-Whisker Plots The student will compare and contrast multiple univariate data sets, using box and whisker plots.

A.11 Curve of best fit The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions.

Plots Plots Summation

First Quarter Scope and Sequence - Algebra 1 (2009 SOLs)Units Essential Knowledge and Skills

School Opening

Real Numbers

Chapter 1 and 2 - Real NumbersEvaluate expressions, Order of Operations, and Translating expressions, equations and inequalitiesReview Rational Number OperationsProperties and Rules; Real Number System

Quiz 1.1-1.4 and 2.2-2.4, 2.6

Distributing and Combining Like TermsCube Roots and Square Roots Quiz: Distributing and Combing Like TermsReview for Test - Chapter 1 and Chapter 2

Solving Equations

Algebraically

Chapter 3 - Solving Linear EquationsSolve and justify 2-step and multi-step equations 2-step, distribute, combine like terms, variables on both sidesTest - Chapter 1 and 2Mean, Median, Mode and RangeStem-and-Leaf Plots, Box-and-Whisker Plots, SummationStem-and-Leaf , Box-and-Whisker , Quiz Multi-Step Equations

Statisitcs

Sigma Notation and Mean Absolute Deviation (MAD)Variance, Standard Deviation, Z-scoresContinue StatisitcsQuiz: Box-and-whisker, MMMR, Summation NotationQuiz: MAD, mean applications, Variance, Standard Deviation, z-scores

Functions

Domain and Range, Input and Output, Independent and Dependent, Relations and Functions, Table of values to graph linear equationsTest: StatisticsGraphing with a limited domainGraphing vertical and horizontal lines

Test - Quarter 1 Material

11WAYS TO HELP YOUR CHILD SUCCEED IN Algebra 1

1. Keep track with what we are doing on class. I will be place handouts, notes and class outlines on my Smart’s Mill MS webpage. From the Loudoun County Public Schools website, select Smart’s Mill Middle School. From there, click on Staff, and click on Mrs. Kim Cox. I will have grades updated in Clarity as often as possible.

2. Ask your child nightly if their homework is complete. Encourage him or her to ask questions in class

or before class starts if something is not clear. If they don’t know what the homework is, you can check my website.

3. E-mail me if there is ever any question or concern. The best way to contact me is through e-mail, at

kimberly.cox@lcps.org.

4. You can also call the school at (571) 252-2030 and leave a message. Please allow 24 hours to return phone calls.

5. Stay involved! Ask to see returned quizzes and tests – they should all be found in their math binder. 6. Every student has a different learning style. Some learn best with music on, others in total silence.

Talk to your child and discuss the most conducive time and place to study. 7. It is important that your child become organized and develop a daily schoolwork routine. Students

that work on math every day tend to be more successful that those who wait until the evening before the math assignment is due to work on it.

8. Math can be a frustrating subject for some at times. It is important for your child to persevere! I

believe in a “never give up” philosophy, and it is a response I give when a student says, “I don’t get it!”

9. Encourage your child to bring all daily materials to class, including their textbook. Also, all students

should be keeping a well-organized notebook, with notes, homework, quizzes/tests, warm-ups, and paper clearly labeled.

10. All students should be making corrections to their homework and warm ups in class. We go over all

assignments, and I encourage the students to use these resources as review at home. It is vital that they have correct answers to study!

11. The textbook publishers for Loudoun County’s geometry textbook have a website that parents and

students can log on to. The website is: McDougall-Littell Algebra 1 (2005 edition) Online activation code: 2628985-10

BEST WISHES FOR A FANTASTIC SCHOOL YEAR!

Mrs. Cox

1

GRAPHICS TECHNOLGY…WHY?

Graphics technology gives a visual dimension to algebra that expands a student’s ability to manipulate and explore problems. Seeing what a graph of an equation look like helps students understand what an equation means. A visual approach to mathematics using the graphing calculator makes math more meaningful. A student can determine the reasonableness of a solution by looking at the graph of the equation, plotting the solution being tested and looking to see the intersection of the two graphs. In the past, this simple approach represented must time that prohibited checking and verifying solutions. Graphing calculators help students to visualize statistics and data, linear and quadratic functions, and many other algebraic functions. Students can readily examine the graph of equations and can construct visual models of algebraic expressions. Because the graphs can be created so quickly, there is an opportunity to explore and investigate all the “what-ifs” that times could not permit prior to the presence of this technology. Discovery learning becomes a reality when a student can explore mathematics using technology.

WHY the TI-83 PLUS or TI-84 PLUS?

Texas Instruments has done a superb job of not only creating an outstanding tool, but they have taken

the lead in the educational programs that support their products. I have been to numerous workshops over the years, and have lead workshops myself in teaching using the TI-83 Plus. We have the TI-Smartview model of the TI-84 Plus calculator here at Smart’s Mill for the Promethean Board, so that as the teacher presents a problem, students can follow step-by-step on their own calculator.

ARE OTHER MODELS ACCEPTABLE?

Yes! The only problem is that each model has keystrokes unique to that calculator. Even though there

are similarities, students often experience frustration in trying to follow using a model other than the ones used for instruction. We find the TI-83 Plus and TI-84 Plus to be user friendly and most textbooks contain directions for using these models throughout the program of study. It is a calculator that students can use throughout all academic courses in high school – mathematics and science.