ALGEBRA I Course Syllabus: Phelps ACE High School

Sunday, November 1, 2009


COURSE DESCRIPTION:
This course is designed to prepare students for Geometry and Algebra II class as well as for End-of-Course Assessment, DCCAS, and DCBAS, Mathematics Test, and SAT. Specifically, this course requires students to explore through discovery and investigations the major principles and concepts of algebra and their applications to real life situation. In addition, this class will use manipulative tools, technology and hands-on experiences to develop solid understanding of different concepts in algebra. Students will then use their prior knowledge from previous math classes to solve algebraic equations.
ANNUAL STUDENT ACHIEVEMENT GOAL:
Every student will increase his benchmark score to reach advanced level and maintain being advanced. Every student will demonstrate mastery of DCPS Algebra I curriculum standards by scoring 80% or higher on all assignments, quizzes, and tests. Every student will score proficient or advanced on Algebra I End-of-Course Assessment.
COURSE OBJECTIVES AND GOALS
Upon successfully completing this course, students will:
Interpret and understand multiple uses and forms of numbers and how they relate to each other, fluently use computational tools and strategies and estimates when appropriate.
Generalize patterns and functional relationships, use symbols to represent mathematical situations, and analyze changes in real and abstract situations.
Collect, organize, represent, evaluate and interpret data, make predictions based on data, apply basic understanding of chance probability.
Select and use appropriate tools and units for systems of measurements, apply several techniques to determine measurement.
COURSE OUTLINE
Chapter 1: Connections to Algebra, Chapter 2: Properties of Real Numbers, Chapter 3: Solving Linear Equations, Chapter 4: Graphing Linear Equations and Functions, Chapter 5: Writing Linear Equations, Chapter 6: Solving and Graphing Linear Inequalities, Chapter 7: Systems of Linear Equations and Equalities, Chapter 8: Exponents and Exponential Functions, Chapter 9: Quadratic Equations and Functions, Chapter 10: Polynomials and Factoring, Chapter 11: Rational Equations and Functions, Chapter 12: Radical and Connections to Geometry
REQUIRED TEXT
Larson, Boswell and Stiff. Algebra I: McDougal Littell: A Houghton Mifflin Co.
MATERIALS NEEDED
Math notebook, line paper, pencils
4 AAA’s batteries
Graphing Calculator ( TI-83 + or TI-84+) (Provided by the school for classroom use.)
3-ring binder (1inch)
CRITERIA for GRADING
Warm-Up/Homework--------------------------20%
Behavior/Attendance/Class Standing----------20%
Classwork/Group Presentation----------------20%
Daily Quizzes/Short Cycle Assessment--------20%
Tests/Projects---------------------------------20%
Total----------------------------------------------------------100%
District of Columbia Public School Grading Scale
A .......93 - 100%..............................................C+... 77 – 79%
A-.... .90 - 92%...............................................................C.... 76%
B+...87 - 89%..................................................C-...70 – 72%
B..... 83 - 86%..................................................D+...67 – 69%
B-.... 80 - 82%..................................................D......64 - 66%
..............................................................F...63 and below
HOMEWORK POLICY
Students are expected to turn in their homework at the start of class everyday. Make-up works and additional assignments will be posted at my weblog at http://mpddc.blogspot.com/. Homework assignment is given everyday. The highest score for every homework is ten (10).
CLASS EXPECTATIONS
You are expected to enter the classroom and be seated quickly and quietly. You have to do the warm-up exercise right away.
You are expected to be in class on time. Attendance score for being on time is ten (10). If you are tardy and have no excuse slip, your score is five (5).
You should come to class prepared with all the materials needed.
Unless it is a real emergency, you will not be allowed to leave the room during class. Make sure you use the bathroom before and after class.
There will be no food or drinks in class.
Calculators are to be used for math purposes only. Any teacher has the right to reset them or confiscate them if they are being used inappropriately.
Make up quiz or test can be given only for excused absences.
Opportunities for Academic Support:
I am available on Tuesdays and Thursdays from 3:30 – 5:00 pm for free tutoring in Room
C 104. Visit our weblog at http://mpddc.blogspot.com/
You may e-mail questions and concerns to elsa.domingo@dc.gov
PARENTAL AND STUDENT ACKNOWLEDGEMENT
Parents/ guardians and student are requested to sign below as an indication that they have read the syllabus. If you have any questions, comments or concerns about the syllabus or the class, please contact me at 202-729-4360 or by sending me an email at elsa.domingo@dc.gov.
________________________________
Printed Name & Signature of Student Date: ___________
Email Address:________________________
Mobile Phone No. _____________________
______________________________________ Date:___________
Printed Name & Signature of Parent/Guardian Email Address:_________________________ Contact Number:____________________

Start of Second Advisory (November 2, 2009)

On Monday, November 2, 2009, we will start the second advisory grading. Students will be given a 2nd advisory divider for their portfolio. Students will be given a starting grade of an "A". They will be reminded to maintain their "A" grade by completing all the class activities properly and correctly. Students will be revisiting our classroom norms, routines, and procedures.

I will be posting three sets of students' rosters on the wall to monitor their warm-up exercises, homework assignment, and standards mastery.

Our first lesson for the second advisory is Lesson 2.4 Adding and Subtracting Matrices. Prior to the lesson, the students will revisit addition and subtraction of real numbers. They will also define columns and rows. Homework #1: Exercise 29 a, b, and c on page 91 of Algebra 1 (McDougal Littell).

Reflection on the First Advisory (August 26-October 30, 2009)

The first advisory was really all about knowing my students' characteristics, their learning styles, and in what level of their learning. I started the first advisory by giving my students a diagnostic test. Ninety percent of them had difficulty on operating fractions and signed numbers. From time to time, I had to give mini lessons on fractions and signed numbers. Students were fast in following the routines and procedures that I set up for our classes. They also got used to having homework every meeting. Students learned about variables in Algebra, Exponents and Powers, Order of Operations, Equations and Inequalities, A Problem Solving Plan Using Models, Tables and Graphs, An Introduction to Functions, The Real Number Line, Addition of Real Numbers, and Subtraction of Real Numbers.

During the first advisory, students finished 20 homework assignments, 13 quizzes, 3 short cycle assessments, and one test. For their project, each student created his/her own weblog to post his/her journals of his/her learning reflection in Math class.

When we were starting the advisory, only 10% of the class were getting the proficiency level (80% or above correct answers on assigned tasks). As we ended the first advisory, 50% of the class were getting the proficiency level.

We started our Saturday classes at 9:00 to 12:00 am for students who need more intervention in math. We also have tutoring at 8:10 am, lunch time, and after school.