About This Course
Course Description:
Basic understandings
(1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns,
relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students will
continue to build on this foundation as they expand their understanding through other mathematical experiences.
(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to
express generalizations. Students use symbols in a variety of ways to study relationships among quantities.
(3) Function concepts. A function is a fundamental mathematical concept; it expresses a special kind of relationship between two quantities. Students use functions to determine
one quantity from another, to represent and model problem situations, and to analyze and interpret relationships.
(4) Relationship between equations and functions. Equations and inequalities arise as a way of asking and answering questions involving functional relationships.
Students work in many situations to set up equations and inequalities and use a variety of methods to solve them.
(5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of
representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data
collection devices, and computers) to model mathematical situations to solve meaningful problems.
(6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem solving, language and
communication, and reasoning (justification and proof) to make connections within and outside mathematics. Students also use multiple representations, technology,
applications and modeling, and numerical fluency in problem-solving contexts.
Purpose of Course:
Apply mathematics to problems arising in everyday life, society and the workplace.
Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution and evaluating the
problem-solving process
Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and language.
Create and use representations to organize, record, and communicate mathematical ideas.
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications
Prerequisite Skills and Knowledge:
(1)
Use basic principles of algebra to analyze and represent both proportional and non-proportional linear relationships and using probability to describe data and make
predictions.
(2)
Have a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial
reasoning; measurement; and probability and statistics. Understand and use concepts of algorithms, and properties of rational numbers to explore mathematical relationships and
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to describe increasingly complex situations. Understands and use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and
connect verbal, numeric, graphic, and symbolic representations of relationships. Understand and use geometric properties and relationships, as well as spatial reasoning, to model
and analyze situations and solve problems. Communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement
experiences, and use the procedures to solve problems. Use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate
arguments, and make recommendations.
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Problem solving in meaningful contexts, language and communication, connections within and outside mathematics, and formal and informal reasoning under lie all
content areas in mathematics. Understand and use these processes together with graphing technology and other mathematical tools such as manipulative materials to develop
conceptual understanding and solve problems as they do mathematics.
Prerequisite Courses
8th grade mathematics
Subsequent Courses
Geometry
Algebra 2
How to Get Assistance in This Course
Instructor Website: www.sisd.net
How to Succeed in This Course:
Students must be on time to class. Tardies will not be tolerated. All assignments must be complete and legible in order to receive credit and work must be shown as well. All
homework is due at the beginning of class.
Quizzes will be given on a weekly basis to assess the students understanding of the material presented to them.
How to Get Assistance:
I am available after school if help is needed from 4 p.m. - 5 p.m.
About the Teacher
Instructor: Miriam Esparza
Phone number: 915-937-9400
Email: mespar03@sisd.net
Office Hours: 7:30-8:00 a.m. and 4-4:30 p.m.
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Course Materials
Textbooks
Burger, Edward. Holt Algebra 1. Holt, Rinehart, and
Winston, 2007. (Required)
Materials
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1 subject spiral Notebook
Highlighter
Pack of erasers
Pencils
Scissors
Glue sticks
Index cards
Course Policies
Grading Rubric:
Daily Work- 50%
Test\Quizzes- 30%
9 weeks Final- 20%
Grading Policies:
• It shall be the student’s responsibility to seek the opportunity to redo an assignment or test for which he/she received a failing grade within five school days uponwhich he/she
received notification of a failing grade.
• The grade earned when redoing an assignment or test shall be averaged with the grade earned on the first attempt, and the averaged grade shall replace the failinggrade.
• Students shall be given one opportunity to redo a failed assignment or test.
Students will have one day for each day absent to make up work missed.
Incomplete Policy:
• The grade earned when redoing an assignment or test shall be averaged with the grade earned on the first attempt, and the averaged grade shall replace the failinggrade.
• Students shall be given one opportunity to redo a failed assignment or test.
Partial Credit Policy:
Students may accrue credit for recovery and/or acceleration through District approved on-line credit recovery programs and/or the Texas
Virtual Schools Network (TxVSN). Credit recovery and/or acceleration accrued in this manner shall not substitute as credit by examination as
stated in policy EEJA (Legal and Local) and EEJB (Legal and Local). Credit acceleration requires the approval of the campus principal. (Reg.
EHD)
Credit Recovery Policy:
Students may accrue credit for recovery and/or acceleration through District approved on-line credit recovery programs and/or the Texas
Virtual Schools Network (TxVSN). Credit recovery and/or acceleration accrued in this manner shall not substitute as credit by examination as
stated in policy EEJA (Legal and Local) and EEJB (Legal and Local). Credit acceleration requires the approval of the campus principal. (Reg.
EHD)
Make-Up Assignment and Exam Policy:
If student is absent, student will have the opportunity to make up the assignment that was done in their absence. If an assessment was given, student will need to come in during
tutoring hours to complete the assessment.
Students will have one day for each day absent to make up work missed.
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Late Assignment Policy:
5 points will be taken of for each day an assignment is late. It is the students’ responsibility to turn in any late assignments.
Attendance Policy:
ABSENCE LIMIT/LOSS OF CREDIT
A student in Grades 1-5 may not be promoted to the next grade unless he/she is in attendance at least 90 percent of the days during the school year, has a grade of 2 or above in
reading, writing, mathematics, science and social studies and meets other promotional requirements. A student in Grades 6-12 may not be given credit for a class unless he/she is
in attendance at least 90 percent of the days during a semester, and the students has a grade of 70 or above.
TARDIES
A student is tardy if he/she is not inside the room or at the assigned area for class at the designated class time, unless he or she has an authorized excuse.
Tardies may count against a student’s perfect attendance if the school’s School Improvement Team adopts this as a policy.
Plagiarism/Academic Dishonesty Policy:
Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of
Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination.
The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking
into consideration written materials, observation, or information from students. (EIA Local)
Classroom Conduct:
Be respectful
Be prompt
Be prepared
Be productive
Be positive
Follow district, school and classroom policies
Curriculum and Course Schedule
Unit 1: Functions, Linear Functions and linear inequalities. Semester 1.
(August 4th, 2014 - December 19th, 2014)
Students will describe functional relationships in a variety of ways.
The student will demonstrate an understanding of the properties and attributes of functions.
The student will demonstrate an understanding of linear functions.
The student will formulate and use linear equations and inequalities
Unit 2: Linear Systems, Exponents and Quadratic Functions. Semester 2.
(January 6th, 2015 – May 29th, 2015)
The students will demonstrate an understanding of linear functions
The student will formulate and use linear equations and inequalities.
The students will demonstrate an understanding of quadratic and other nonlinear functions.
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Parent/Guardian Signature Statement
I have the read and understood the policies regarding classroom materials, procedures, conduct and grading. I understand if my son/daughter does not adhere to these policies
consequences will be administered accordingly.
Parent/Guardian Signature
Date
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Student Signature Statement
I have the read and understood the policies regarding classroom materials, procedures, conduct and grading. I understand if I do not adhere to these policies consequences will be
administered accordingly.
Student Signature
Date
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