Mrs. Gray’s Math 1 Syllabus
crystalgray@johnston.k12.nc.us School phone: 919-284-2031
Johnston County Schools
Course Description: The purpose of this course is to formalize and extend the mathematics that students learned in the
middle grades. In conjunction with Common Core Math I, this course deepens and extends understanding of linear
relationships, in part by contrasting them with exponential and quadratic phenomena, and in part by applying linear
models to data that exhibit a linear trend. In addition to studying bivariate data, students also summarize, represent, and
interpret data on a single count or measurement variable. The Geometry standards that appear in this course formalize and
extend students’ geometric experiences to explore more complex geometric situations and deepen their explanations of
geometric relationships, moving towards formal mathematical arguments. The Standards for Mathematical Practice apply
throughout each course and, together with the content standards, require that students experience mathematics as a
coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
Standard 1: Students must score at least a 70 on the End of Course Test. This score will count 20% of the final average in
the class.
Standard 2: Students must have an average of at least 70% in the course.
*Both standards must be met to receive credit.
Course Goals by Percentage on State Assessment:
Priority Goals
Goal 1 – Number and Quantity
•
•
N-RN.1 (rational exponents);
N-RN.2 (rewrite using properties of exponents);
Percentage on
State Assessment
5-10%
Goal 2 – Algebra
•
A-CED.1 (creating equations and inequalities in one variable and solving);
•
A-CED.4 (formulas);
•
A-REI.1 (justifying each step in solving equations)
•
A-REI.3 (solving equations/inequalities)
• A-CED.2 (creating equations in two variables and graphing);
• A-CED.3 (linear equations and inequalities and systems of equations and
inequalities);
• A-REI.5 (solving systems of equations)
• A-REI.6 (solving systems of equations);
• A-REI.12 (graphing linear inequalities);
• A-REI.10 (the graph is the set of all its solutions-domain/range);
• A-SSE.1 (know the different parts of exponential equations);
• A-CED.2 (creating equations in two variables and graphing)
•
A-CED.2 (creating equations in two variables and graphing);
•
A-SSE.2 (recognizing difference of squares);
•
A-SSE.3 (factoring quadratic expressions to find zeros);
A-APR.1 (adding and subtracting quadratics and multiply linear expressions);
25-31%
Goal 3 – Functions
35-40%
•
•
•
•
•
•
•
•
F-BF.2 (arithmetic sequences);
F-IF.1 (function vocabulary-domain, range, input, output, function notation,
function table);
F-IF.2 (using function notation, evaluate functions, interpret function
statements);
F-IF.3 (domain of a sequence is a subset of integers);
F-IF.5 (relate the domain of a function to its graph)
F-IF.8B (use properties of exponents to interpret exponential functions) ;
F-BF.2 (geometric sequences)
F-IF.8A (factoring to show zeros, extremes, symmetry)
Goal 4 – Geometry
•
•
•
•
•
•
•
10-15%
G-GMD.1 (area/circumference of a circle, volume of pyramid/cone/cylinder);
G-GMD.3 (use formulas for volume of pyramid/cone/cylinder/sphere to
solve problems)
G-GPE.5 (parallel/perpendicular lines)
G-CO.1 (definitions-this will be done through daily warm-up practice);
G-GPE.4 (prove given 4 points is a rectangle);
G-GPE.6 (find midpoint of a segment on coordinate plane);
G-GPE.7 (use distance to find area and perimeter on coordinate plane)
Goal 5- Statistics and Probability
• S-ID.1 (dot plots, histograms, box plots);
• S-ID.2 (shape of distribution, spread, mean, median, interquartile range, standard
deviation);
• S-ID.3 (outliers);
•
S-ID.5 (joint, marginal, conditional relative frequencies);
• S-ID.6 (scatter plots);
•
S-ID.7 (linear model in context of data);
• S-ID.8 (correlation coefficient);
• S-ID.9 (distinguish between correlation and causation)
15-20%
Course Requirements: Students are required to keep a three-ring binder with all notes, handouts, activities, classroom
assignments and homework assignments.
Materials list: Three ring binder, notebook paper, pencils, pen
Wish list items: Kleenex, dry erase markers, Extra pencils for class use, Notebook paper
Classroom Resources: Teacher webpage is found by: http://njhs.johnston.k12.nc.us/
Click on Staff Directory; Search for “Gray”; click on globe beside Crystal Gray for website. *Once you do this once, I
would create a bookmark to save this page for later*
Homework, Quizzes, Tests, Projects, etc. will be posted on the appropriate links on the website.
Course Outline/Timeline:
Unit Name
Unit 1 = Equations and Inequalities
Unit Timeline
5 days
Unit 2 = Linear Equations and
Systems
15 days
Unit 3 = Basics of Functions
5 days
Unit Breakdown
A-CED.1 (creating equations and
inequalities in one variable and solving); ACED.4 (formulas);
A-REI.1 (justifying each step in solving
equations)
A-REI.3 (solving equations/inequalities)
G-GMD.1 (area/circumference of a circle,
volume of pyramid/cone/cylinder); GGMD.3 (use formulas for volume of
pyramid/cone/cylinder/sphere to solve
problems)
A-CED.2 (creating equations in two
variables and graphing); A-CED.3 (linear
equations and inequalities and systems of
equations and inequalities); A-REI.5 and
A-REI.6 (solving systems of equations); AREI.12 (graphing linear inequalities); FBF.2 (arithmetic sequences); G-GPE.5
(parallel/perpendicular lines)
A-REI.10 (the graph is the set of all its
solutions-domain/range); F-IF.1 (function
Unit 4 = Coordinate Geometry
2 days
Unit 5 = Exponential Functions
15 days
Unit 6 = Polynomials and Quadratic
Functions
15 days
Unit 7 = Modeling and Comparing
Functions
5 days
vocabulary-domain, range, input, output,
function notation, function table); F-IF.2
(using function notation, evaluate functions,
interpret function statements); F-IF.3
(domain of a sequence is a subset of
integers); F-IF.5 (relate the domain of a
function to its graph)
G-CO.1 (definitions-this will be done
through daily warm-up practice); G-GPE.4
(prove given 4 points is a rectangle); GGPE.6 (find midpoint of a segment on
coordinate plane); G-GPE.7 (use distance to
find area and perimeter on coordinate plane)
N-RN.1 (rational exponents); N-RN.2
(rewrite using properties of exponents); ASSE.1 (know the different parts of
exponential equations); A-CED.2
(creating equations in two variables and
graphing)
F-IF.8B (use properties of exponents to
interpret exponential functions) ;F-BF.2
(geometric sequences)
A-CED.2 (creating equations in two
variables and graphing); A-SSE.2
(recognizing difference of squares); ASSE.3 (factoring quadratic expressions to
find zeros); A-APR.1 (adding and
subtracting quadratics and multiply
linear expressions);
F-IF.8A (factoring to show zeros,
extremes, symmetry)
A-REI.11(comparing the x-coordinates to
the equations, graphs, tables for linear
and exponential functions); F-IF.4
(interpreting the key features-intercepts,
increasing/decreasing intervals,
positive/negative, max/min, symmetry
and comparing those features between
linear/exponential/quadratic); F-IF.6
(calculating rate of change and estimating
rate of change from a graph); F-IF.9
(comparing properties of two functions
represented in a different way); F-BF.3
(transformations of graphs); F-LE.1
(parts a, b, and c); F-IF.7 (graphing of
linear/quadratic/exponential functions);
F-BF.1 (write a function between two
quantities); F-LE.2 (making linear and
exponential functions given graph, table,
Unit 8 = Statistics
10 days
Unit 9 = EOC Review
10 days
or description); F-LE.3 (graphs/tables);
F-LE.5 (observe using graphs and tables)
S-ID.1 (dot plots, histograms, box plots);
S-ID.2 (shape of distribution, spread,
mean, median, interquartile range,
standard deviation); S-ID.3 (outliers); SID.5 (joint, marginal, conditional relative
frequencies); S-ID.6 (scatter plots); SID.7 (linear model in context of data); SID.8 (correlation coefficient); S-ID.9
(distinguish between correlation and
causation)
All standards
Grading Expectations & Course Weights:
Homework is checked using a grade sheet. Students are required to keep the grade sheet in their three ring binder and
have with them each day. Homework not completed on the day it is due will result in an incomplete, which will lower the
student’s homework grade.
If absent, a student should check the “What did I miss” board to find any handouts that were given. All make up work
should be turned in within two days of the student’s absence. If a quiz or test was missed, the student should make
arrangements to come before school or after school to make up the assessment.
Grading Weight Guidelines:
Task
Percentage
Tests
50%
Quizzes
30%
Homework/Classwork
20%
Classroom Rules:
1) Be respectful at all times to everyone
2) Be on time everyday (2 tardies = 1 absence; 3 tardies = discipline referral)
3) Bring all materials to class everyday
4) Be in your seat and ready to learn.
5) Follow all school rules
Other Items to Consider:
• Acceleration schedule is as follows:
Monday: 1st block
Tuesday: 2nd block
Wednesday: Advisory/Club meetings
Thursday: 3rd block
Friday: 4th block
• After school tutoring will be held on Tuesday and Thursday afternoons from 2:45 to 3:15
• Group e-mails will be sent on Fridays; website will be updated on Fridays
• I have a limited amount of TI-83 plus calculators that students may use during class. I cannot loan these out to
students to use at home. If a student has one that they would like to bring and use at school, that is acceptable and
encouraged.
Student and Parent/Guardian Contract
I have read Mrs. Gray’s Math 1 syllabus and I understand and agree to abide by the rules and procedures of the
classroom. I understand the consequences that I will incur if I do not abide by the classroom rules and procedures.
Student Signature: ____________________________________ Date: ______________
Class Schedule:
Class
1st Block 2nd Block 3rd Block 4th Block -
Room #
Teacher
To be completed by the parent/guardian:
I have read and discussed the rules and procedures with my student. I understand and agree to encourage my
student to abide by these rules and procedures. I understand the consequences that my student will incur if my
student does not abide by the classroom rules and procedures.
Parent/Guardian Signature: _____________________________Date: ______________
Parent/Guardian Name(s): _________________________________________________
Address:_________________________________________________________________
Contact numbers: ________________________ (home) _________________________ (work)
___________________________________ (cell)
Email: __________________________________________________________________
**What is the best way to contact you?Questions/Comments? (This may be from the parent/guardian or the
student. If the student or the parent has any special interests, medical conditions, or concerns please feel free to
include these here.)