Course Syllabus 2014-2015
Teacher Name
Connie Madden
Teacher Email
maddenc@ltisdschools.org
Classroom Phone
512-533-5646
Course Title
Algebra 1 Honors
Grade Level
8th Grade
Type of Course
Pre Advanced Placement
Course Description
Algebra I – Honors is a two term (1 credit) course which strengthens the student’s ability to formulate and analyze algebraic
problems. Topics include linear functions, quadratic functions, the relationship between equations and functions, rational
expressions, and symbolic reasoning, interpretations of algebraic outcomes. It is differentiated from the core curriculum in middle
school through pacing, high school level concepts and credit towards high school graduation. This is NOT a middle school course
and therefore should NOT be compared to the rigor of other middle school courses. It is also required that algebra students will be
taking a state end of course exam.
Major Learner Outcomes
Consider TEKS
Students will be expected to master the Texas Essential Knowledge and Skills as set forth on the TEA website, and as tested on the
STAAR exam toward the end of the school year.
STAAR Algebra I Assessment
Reporting Category 1:
Functional Relationships
The student will describe functional relationships in a variety of ways.
(A.1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and
can be described in a variety of ways. The student is expected to
(A) describe independent and dependent quantities in functional relationships; Supporting Standard (B) gather and record data and
use data sets to determine functional relationships between quantities; Supporting Standard (C) describe functional relationships for
given problem situations and write equations or inequalities to answer questions arising from the situations; Supporting Standard
(D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and
inequalities; and Readiness Standard (E) interpret and make decisions, predictions, and critical judgments from functional
relationships. Readiness Standard
Reporting Category 2:
Properties and Attributes of Functions
The student will demonstrate an understanding of the properties and attributes of functions.
(A.2) Foundations for functions. The student uses the properties and attributes of functions. The student is expected to
(A) identify and sketch the general forms of linear (y = x) and quadratic (y = x2) parent functions; Supporting Standard (B) identify
mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and
discrete; Readiness Standard (C) interpret situations in terms of given graphs or create situations that fit given graphs; and
Supporting Standard (D) collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no
correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem
situations. Readiness Standard
(A.3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and
uses the power of symbols to represent situations. The student is expected to
(A) use symbols to represent unknowns and variables; and
Supporting Standard
(B) look for patterns and represent generalizations algebraically.
Supporting Standard
(A.4) Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to
solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and
inequalities in problem situations. The student is expected to
(A) find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem
situations; Readiness Standard (B) use the commutative, associative, and distributive properties to simplify algebraic expressions;
and Supporting Standard (C) connect equation notation with function notation, such as y = x + 1 and f (x) = x + 1. Supporting
Standard
Reporting Category 3: Linear Functions
The student will demonstrate an understanding of linear functions.
(A.5) Linear functions. The student understands that linear functions can be represented in different ways and translates among
their various representations. The student is expected to
(A) determine whether or not given situations can be represented by linear functions; Supporting Standard (B) determine the
domain and range for linear functions in given situations; and Supporting Standard (C) use, translate, and make connections among
algebraic, tabular, graphical, or verbal descriptions of linear functions. Readiness Standard (A.6) Linear functions. The student
understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets
and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is
expected to (A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic
representations; Supporting Standard (B) interpret the meaning of slope and intercepts in situations using data, symbolic
representations, or graphs; Readiness Standard (C) investigate, describe, and predict the effects of changes in m and b on the
graph of y = mx + b; Readiness Standard (D) graph and write equations of lines given characteristics such as two points, a point
and a slope, or a slope and y-intercept; Supporting Standard (E) determine the intercepts of the graphs of linear functions and
zeros of linear functions from graphs, tables, and algebraic representations; Supporting Standard (F) interpret and predict the
effects of changing slope and y-intercept in applied situations; and Readiness Standard (G) relate direct variation to linear functions
and solve problems involving proportional change. Supporting Standard
Reporting Category 4:
Linear Equations and Inequalities
The student will formulate and use linear equations and inequalities.
(A.7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to
solve them, and analyzes the solutions in terms of the situation. The student is expected to:
(A) analyze situations involving linear functions and formulate linear equations or inequalities to solve problems; Supporting
Standard (B) investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties
of equality, select a method, and solve the equations and inequalities; and Readiness Standard (C) interpret and determine the
reasonableness of solutions to linear equations and inequalities. Supporting Standard (A.8) Linear functions. The student formulates
systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of
the situation. The student is expected to (A) analyze situations and formulate systems of linear equations in two unknowns to solve
problems; Supporting Standard (B) solve systems of linear equations using [concrete] models, graphs, tables, and algebraic
methods; and Readiness Standard (C) interpret and determine the reasonableness of solutions to systems of linear equations.
Supporting Standard
Reporting Category 5:
Quadratic and Other Nonlinear Functions
The student will demonstrate an understanding of quadratic and other nonlinear functions.
(A.9) Quadratic and other nonlinear functions. The student understands that the graphs of quadratic functions are affected by the
parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions. The
student is expected to
(A) determine the domain and range for quadratic functions in given situations; Supporting Standard (B) investigate, describe, and
predict the effects of changes in a on the graph of y = ax2 + c; Supporting Standard (C) investigate, describe, and predict the
effects of changes in c on the graph of y = ax2 + c; and Supporting Standard (D) analyze graphs of quadratic functions and draw
conclusions. Readiness Standard (A.10) Quadratic and other nonlinear functions. The student understands there is more than one
way to solve a quadratic equation and solves them using appropriate methods. The student is expected to (A) solve quadratic
equations using [concrete] models, tables, graphs, and algebraic methods; and Readiness Standard (B) make connections among
the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the
graph of the function. Supporting Standard (A.11) Quadratic and other nonlinear functions. The student understands there are
situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to (A) use
patterns to generate the laws of exponents and apply them in problem-solving situations; Supporting Standard (B) analyze data and
represent situations involving inverse variation using [concrete] models, tables, graphs, or algebraic methods; and Supporting
Standard (C) analyze data and represent situations involving exponential growth and decay using [concrete] models, and tables.
Scope and Sequence of Units
1. List for each semester or full term course 2. Indicate each 9 week interval. 3. Indicate all major projects, research papers,
presentations, and performances. 4. Indicate major assessments (performance based, portoflios, written tests, etc.)
First Semester:
The Study of Functions
Second Semester:
Investigating Linear Functions, Linear Functions and Applications, and Systems of Linear
Equations
Third Semester:
Exponents and Polynomial Operations, Quadratic Functions and Quadratic Equations
Applications
Fourth Semester:
Inverse Variations, Growth and Decay-Exponential Functions and “Tying It All Together”
Testing of these concepts will be through CBA's, Chapter Tests, and EOC.
Textbooks and Other Major Resources
Algebra I Textbook and workbook:
Holt, Rinehart, & Winston.
An on-line version is accessible through my.hrw.com
Grading Policy
Term Grade:
10% Homework
30% Daily Average (Assignment grades, Quizzes, and Class participation)
60% Test Average (Tests and Projects)
Semester Grade:
40% Average of first nine week term
40% Average of second nine week term
20% Semester Exam
Testing Policy
Tests are given in the style of an AP test. They will usually include both multiple choice and free response questions, and students
MUST finish in the time period given in class. There are NO retests in honors courses.
When a student is absent for an exam, he/she needs to speak with the teacher upon return to
schedule a make-up exam. If you are absent the day before a test, you will still be expected to take the test upon the day of your
return.
Relevant Reading and Vocabulary Lists
All vocabulary will be found in each chapter of the textbook.
Tutoring Times
Before school from 8:15 to 8:40. After school by appointment.
Homework Policy
Daily Assignments:
Daily work will be assigned each class period and will be discussed during the following class. Credit for daily work will be given in
one of the following methods:
Teacher and/or student grading
Completion grades
Daily work quizzes
Student participation
Late Work: NO LATE WORK IS ACCEPTED!
This is a high school level course and we follow the high school grading policies.
Makeup Work (Class work and Daily Assignments):
Make-up work due to absences will be handled according to school policy (refer to the student handbook to review this policy). In
the case of an absence, it is the student’s responsibility to turn in any work, get any work to do, and make arrangements for a
missed quiz or test. Make-up tests and quizzes will ONLY be done before or after school. Any handouts will be in the in class file
system or attached to the White team calendar.
**If you turn in absent work, please be aware that it will take time to reflect this change on-line.**
Conference Period
11:24am to 12:12pm
Discipline Plan
The discipline policy is aligned with the plan outlined in the LTISD Student Handbook.