MONDAY:
Topic – 1st - Solving Inequalites by Using Additon and
Subtraction
5th - Review Linear Functions
HW - 1st - page 388, 17-31 odd
5th - study chapter 6n for quiz
TUESDAY:
Topic - 1st - Solving Linear Inequalties
5th - Quiz and Review - Linear Functions
HW - 1st - page 396; 20-33
5th - study section 6IIA
WEDNESDAY:
Topic - 1st - Milti-Step Inequalites
5th - Line of Best Fit
HW - 1st - pages 402-403; 21-31 odd and 32-33
5th - WS H, 1-11 and WS 6.3, 1-10
study for chapter 6 quiz
MONDAY:
Topic – 1st - Line of Best Fit
5th - Graphing Linear Equations
HW - 1st - WS H; 1-11 and WS 6.3, 1-10
5th - Extra Practice A, 13-23 and Extra Practice B, 13-20
TUESDAY:
Topic - 1st - Line of Best Fit
5th - Graphing Linear Equations
HW - 1st - Study Chapter 6
5th - WSD, 1-8 and 13-10
WEDNESDAY:
Topic - 1st - Chapter 6 Test Review
5th - Writing Linear Equations
HW - 1st - study for Chapter 6 Test and Notebook
Quiz
5th - WS D; 1-6
WS E; 1-6
WS F: 1-6
THURSDAY:
Topic – 1st - Chapter 6 Test and Notebook Quiz
5th - Graphing Linear Equations
HW - 1st - none
5th - WS G, 1-18
FRIDAY:
Topic – 1st - Post Test Review
5th - Writing Linear Equations Review
HW – 1st - none
5th - none
******************************************************************
GRADING POLICY ALGEBRA I MRS. MANN
1. COURSE DESCRIPTION: Algebra I introduces variables and their abstract application in the area of applied problems. Topics to be studied include fundamental algebraic language, the real number systems, equations, inequalities, polynomials, factoring, graphing, rational expressions, radicals, quadratics and systems of equations.
2. CLASS MATERIALS: Pencil, binder and graphing calculator (may purchase own or check one out of the library – replacement cost - $100) are to be brought to class each day. Textbook (replacement cost - $52.97) will be kept at home. A textbook will be available for use in class.
3. GRADING SCALE: A - 90-100
B - 80-below 90
C - 70-below 80
D - 60-below 70
F - below 60
4. GRADES:
A. There will be 2-3 major tests and 6-10 quizzes per six
weeks.
B. There will be 2-3 Notebook quizzes per six weeks.
These quizzes will cover notes taken in class.
Students will be taught proper note taking skills.
It is the student’s responsibility to get notes missed
because of absence.
C. Six week grades count 25% and the exam grade 25% of the
semester average.
5. HOMEWORK: Some homework will be assigned each day. Students and parents are
encouraged to visit www.schoolnotes.com to access homework assignments.
6. LATE WORK: Late work will be accepted if turned in by the end of the day. Half credit will be give in turned in the next day.
7. MAKE-WORK: Students will be expected to take a test or turn in work on the day
of his/her return following an absence if the test or due date was announced before the
absence. If work is assigned during the student’s absence, the student will have one day per absence to complete missed assignments. Extenuating circumstances will be given consideration on an individual basis. IT IS THE STUDENT’S RESPONSIBILITY TO ARRANGE FOR MAKE-UP WORK.
8. HOME-SCHOOL COMMUNICATIONS:
A. I can be reached at 268-2262 after 2:37 each day.
B. You may call Guidance at the same number to arrange for
a conference.
C. Special announcements and homework assignments can be
found at www.schoolnotes.com and on the 7th grade web
page www.mcps.org/sms/sms7.html.
D. You may e-mail me at annmann@mail.mcps.org.
*Students who meet the following attendance/grade standards for the year will be eligible for SECOND SEMESTER EXAM EXEMPTION. Studentswith an “A” or “B” average through the week preceding the exam with no more than six (6) total absences in the class for the year are eligible. Students may choose to take the exam if they qualify for exemption. The exam will only count if it raises the grade for those students who qualify for exemption but who opt to take the exam. Any assignment to out-of-school suspension (OSS) will eliminate the student from exempting the exam. Four (4) cumulative days if in-school supervision (ISS) will eliminate a student from exam exemption
Basic Rules
1. Be in your seat when class begins.
2. Raise your hand to speak.
3. Respect the rights of others.
4. Believe in yourself and do your very best.
5. Remember that Shawsville Middle School is a place to
learn.
The standards below outline the content for a one-year course in Algebra I. All students are expected to achieve the Algebra I standards. When planning for instruction, consideration will be given to the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the arithmetic to the symbolic. Students should be helped to make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Connections also should be made to other subject areas through practical applications. This approach to teaching algebra should help students attach meaning to the abstract concepts of algebra.
These standards require students to use algebra as a tool for representing and solving a variety of practical problems. Tables and graphs will be used to interpret algebraic expressions, equations, and inequalities and to analyze functions. Matrices will be used to organize and manipulate data.
Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. Graphing utilities enhance the understanding of functions; they provide a powerful tool for solving and verifying solutions to equations and inequalities.
Throughout the course, students should be encouraged to talk about mathematics, use the language and symbols of mathematics in representations and communication, discuss problems and problem solving, and develop their confidence in mathematics.
A.1 The student will solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable, and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.
A.2 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil.
A.3 The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects; pictorial representations; and the properties of real numbers, equality, and inequality.
A.4 The student will use matrices to organize and manipulate data, including matrix addition, subtraction, and scalar multiplication. Data will arise from business, industrial, and consumer situations.
A.5 The student will create and use tabular, symbolic, graphical, verbal, and physical representations to analyze a given set of data for the existence of a pattern, determine the domain and range of relations, and identify the relations that are functions.
A.6 The student will select, justify, and apply an appropriate technique to graph linear functions and linear inequalities in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator.
A.7 The student will determine 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. The graphing calculator will be used to investigate the effect of changes in the slope on the graph of the line.
A.8 The student will write an 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.9 The student will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to solve practical problems. Graphing calculators will be used both as a primary tool for solution and to confirm an algebraic solution.
A.10 The student will apply the laws of exponents to perform operations on expressions with integral exponents, using scientific notation when appropriate.
A.11 The student will add, subtract, and multiply polynomials and divide polynomials with monomial divisors, using concrete objects, pictorial and area representations, and algebraic manipulations.
A.12 The student will factor completely first- and second-degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.
A.13 The student will express the square root of a whole number in simplest radical form and approximate square roots to the nearest tenth.
A.14 The student will solve quadratic equations in one variable both algebraically and graphically. Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.
A.15 The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph.
A.16 The student will, given a set of data points, write an equation for a line of best fit and use the equation to make predictions.
A.17 The student will compare and contrast multiple one-variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs.
A.18 The student will analyze a relation to determine whether a direct variation exists and represent it algebraically and graphically, if possible.
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