Boston Latin School
Course Syllabus Revised September 2015
Mathematics Department
Algebra 1
I.
Course Description
The foundation for the study of algebra will be laid by learning about the language of
algebra, its properties, and methods of solving equations. Students will learn how
linear and nonlinear functions, tables, and their graphs can model many real-world
situations. They will use mathematical models to represent and understand
quantitative relationships and analyze change in various contexts. They will apply
algebra to geometry problems and extend it to statistics and probability.
II.
Power Standards
Students should be able to
1. Represent, analyze, and generalize a variety of patterns with tables, graphs,
words, and, when possible, symbolic rules
2. Relate and compare different forms of representation for a relationship
3. Identify functions as linear or nonlinear and contrast their properties from
tables, graphs, or equations
4. Develop a conceptual understanding of different uses of variables
5. Explore relationships between symbolic expressions and graphs of lines,
paying particular attention to the meaning of intercept and slope
6. Use symbolic algebra to represent situations and to solve problems, especially
those that involve linear relationships
7. Recognize and generate equivalent forms for simple algebraic expressions and
solve linear equations
8. Model and solve contextualized problems using various representations, such
as graphs, tables, and equations
9. Use graphs to analyze the nature of changes in quantities in linear
relationships
III.
School-wide Expectations
A. Critical Thinking Goals and Objectives
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build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
recognize and apply mathematics in contexts outside of mathematics.
recognize reasoning and proof as fundamental aspects of mathematics;
make and investigate mathematical conjectures;
Boston Latin School
Course Syllabus Revised September 2015
B. Researching and Presenting Goals and Objectives
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organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers,
teachers, and others;
use the language of mathematics to express mathematical ideas precisely.
recognize and use connections among mathematical ideas;
C. Writing Goals and Objectives
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create & use representations to organize, record, & communicate mathematical ideas;
select, apply, & translate among mathematical representations to solve problems;
use representations to model physical, social, & mathematical phenomena.
develop and evaluate mathematical arguments and proofs;
D. Speaking Goals and Objectives
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communicate mathematical thinking coherently & clearly to peers, teachers, and
others;
select and use various types of reasoning and methods of proof;
use the language of mathematics to express mathematical ideas precisely.
E. Listening Goals and Objectives
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IV.
analyze and evaluate the mathematical thinking and strategies of others;
clarify mathematical ideas through discussing them with peers
Instructional Strategies
Teacher directed lessons, small group-work, guided discovery, problem
solving (draw a sketch, make a table, simplify the problem, work
backward, guess and check, act it out) collaboration ( group presentation,
jigsaw, think-pair-share), reading (graphic organizer, read and think aloud,
summarizing/paraphrasing), writing ( graphic organizer/concept maps,
journal, peer editing)
Major Classroom Activities, Assignments, Projects
Math Competitions
As part of the department’s goal to strive for excellence, an integral part of the
curriculum is to engage and challenge students in the art of problem solving with
academic competition. Therefore, all students in Class V will participate in the
Continental Math League, which is a nationally sponsored mathematical competition.
Students are challenged to solve six difficult problems in thirty minutes. The problems
are designed to encourage students to use a variety of problem solving techniques in the
areas of mathematical and visual problem solving.
Boston Latin School
Course Syllabus Revised September 2015
Five monthly contests will be given from November to March.
Students and parents should be alert to notices for other math contests during
the year. A schedule of these events will be posted in the Bulletin and on the
BLS Website.
MathCounts
MATHCOUNTS is a national math enrichment, coaching and competition program
that promotes middle school mathematics achievement through grassroots
involvement in every U.S. state and territory. After several months of coaching,
BLS selects students to compete individually or as part of a team in one of the more
than 500 written and oral competitions held nationwide and in U.S. schools
overseas. Winners at the local level proceed to state competitions, where the top 4
Mathletes and top coach earn the right to represent their state or territory at the
national level. At all levels, MATHCOUNTS challenges students' math skills,
develops their self-confidence and rewards them for their achievements.
Assessments
Ancillary text testing materials, Best of Exemplars tasks , a department
midyear exam and a department final exam.
VII. Scientific Calculator Usage
Students should be able to
 Enter and evaluate numerical expressions which contain addition, subtraction,
multiplication, division, roots, exponents, and parentheses.
 Be able to round answers correctly from the calculator and understand when
an answer does or does not make sense.
VIII. Resources
Suggested guideline for pacing Algebra 1 by term:
Term I
Chapters 1, 2, 3, 4-1 through 4-4
Term II Chapters 4-5 through 4-7, 5, 6-1 through 6-6
Term III Chapters 7, 8, 9-1 through 9-4
Term IV Chapters 9-5 through 9-8, 12, 10, 11, Prerequisite Skills, and
PARCC practice
Term V Chapters 12, Graphing Calculator Skills
Text: Pearson Algebra 1 2015 edition. ISBN 9780133315684
Comments:
The sequential and progressive nature of the BLS mathematics curriculum is
spiral by design. As topics are revisited in subsequent years, they are
extended and explored in greater depth and rigor. Through a use of
technology and special projects, students are expected to demonstrate their
ability to reason mathematically, articulate their reasoning, and to apply their
problem solving skills, as they are relevant to understanding the real world.