Robert E. Lee High School
ALGEBRA I Syllabus
2013-2014
TEACHER: Will O’Brien
wkobrien@staunton.k12.va.us
540-332-3926
TEXTBOOK: Big Ideas Math Algebra 1, Big Ideas Learning, LLC, 2014.
A class set of the text book will be available for use throughout class only. Access to the online
edition of the textbook will be provided to the student by the teacher. The online edition will be
necessary to complete homework assignments. If the student does not have internet access available,
they will be given a CD version of the textbook to be uploaded to their personal computer. If the
student does not have access to the internet or a computer, materials will be provided to the student as
needed.
COURSE DESCRIPTION:
This course contains content that reviews or extends concepts and skills learned in previous grades and
new, more abstract concepts in algebra. Students will gain proficiency in computation with rational
numbers (positive and negative fractions, positive and negative decimals, whole numbers, and
integers) and algebra properties. New concepts include solving two-step equations and inequalities,
graphing linear equations, simplifying algebraic expression with exponents, factoring, solving systems
of equations, investigating and analyzing function families, analyzing relationships of direct and
inverse variation, interpret mean absolute deviation, standard deviation, z-scores, use box-and-whisker
plots to compare and contrast, and mathematical modeling.
MAJOR ALGEBRA OBJECTIVES:
The student will...
... represent verbal quantitative situations algebraically and evaluate these expressions for given
replacement values of the variables.
... perform operations on polynomials, including applying the laws of exponents, adding, subtracting,
multiplying, dividing, and factoring.
... express the square roots of whole numbers and the square root of a monomial expression in simplest
radical form.
... solve multistep linear and quadratic equations in two variables in various forms (graphically, realworld situations, algebraically).
... solve multistep linear inequalities in two variables in various forms (graphically, algebraically, realworld problems).
... graph linear equations and linear inequalities in two variables.
... determine the slope of a line when given an equation, graph, or two points.
... write the equation of a line when given the graph, two points, or the slope and one point.
... investigate and analyze linear and quadratic function families and their characteristics both
algebraically and graphically.
… analyze a relation, in real-world context, to determine whether a direct or inverse variation exists,
and represent algebraically.
… compare and contrast multiple univariate data sets, using box-and-whisker plots.
... collect and analyze data, determine the equation of the curve of best fit in order to make predictions.
COURSE OUTLINE
The following list correlates the topics in the book with the Virginia Standards of Learning for Algebra
I. We will also extensively review for the SOL that will take place in the spring.
Chapter
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Title
Solving Linear Equations
Graphing and Writing Linear Equations
Solving Linear Inequalities
Solving Systems of Linear Equations
Linear Functions
Exponential Equations and Functions
Polynomial Equation and Factoring
Graphing Quadratic Functions
Solving Quadratic Equations
Square Root Functions & Geometry
Rational Equations & Functions
Data Analysis & Displays
SOL(s)
A.4a,b,d
A.1, A.4d, A.6a,b
A.1, A.4b, A.5a-d
A.4e,f
A.4d, A.7a-f
A.2a, A.7a-f
A.2b,c
A.4c, A.7a-f
A.2c, A.3, A.4c
A.3, A.7a-f
A.7a-f, A.8
A.9, A.10, A.11
MATERIALS NEEDED
Pencils/eraser
3-ring binder for math only
Loose leaf paper
Strongly recommended: Calculator (A graphing calculator will be very helpful)
Optional: Ruler, Box of tissues,
*You will be assigned a graphing calculator for periodic use in class. It is YOUR responsibility to
ensure that your assigned calculator is turned in prior to the end of class in the same condition as
when it was assigned to you. In the event that damage is detected or your calculator is not accounted
for at the end of class, you will be fined $90 by Robert E. Lee High School and be held to
consequences set forth in the Student Handbook for unpaid fines and fees.
GRADING
Your 9-week averages account for 85% of your grade for this course. The midterm and final exams
count for the other 15%. Your 9-weeks average is the total points earned divided by the total points
available, but generally is broken down as follows:
Type of Grade
Homework
Classwork/Project
Quiz
Test
(A) 93-100 (B) 85-92
Percent of Average
10%
15%
30%
45%
(C) 77-84
(D) 70-76
(F) below 70
ASSIGNMENTS
 Homework: All homework assignments will be checked and assigned a grade between 0 and
5, based on completeness. Late homework will be accepted only due to absence from class.
 Classwork: Classwork will be assigned daily and will be finished by the end of class.
 Tests and Quizzes: You will have approximately one quiz per week. You will have a
cumulative test about every 3 weeks. All tests and quizzes will be announced.
 Absences: It is the responsibility of absent students to make up notes, homework, assignments,
tests, or quizzes missed. Please see the Student Handbook to determine the timeline for
submitting work missed during an absence. Also, refer to the course calendar on your teacher’s
website for missing work.
CONDUCT GRADE RUBIC FOR MATH DEPARTMENT
Conduct grade will be based on a student exhibiting the following qualities:
Respect
Non-disruptive behavior
Participation
Following school policies
Conduct grades will be earned as follows:
A: Consistently exhibits desired qualities
B: Regularly exhibits desired qualities
C: Sometimes exhibits desired qualities
D: Seldom exhibits desired qualities
F: Consistently does not exhibit desired qualities
Please read the Student Handbook and Code of Conduct in its entirety and especially note
procedures on absences, tardiness, and cell phones. The rules will be strictly enforced.
AFTER-SCHOOL TUTORING
Students who need extra help are strongly encouraged to make an appointment to see me after school
for tutoring.
PARENT/TEACHER COMMUNICATION
Parents can communicate with me in person, by telephone, in writing, or through email about any
questions or concerns. If needed, please make an appointment to see me during planning (3rd block),
after school, or by setting up an appointment through your guidance counselor.
THIS PAGE IS TO BE SIGNED AND RETURNED
Student’s Name: (Last, First) ________________________________________________
Class/Block:
_________________________
I have read and understand the Math Department’s expectations for the Algebra I class.
Student Signature:
Date: ____________
Parent/Guardian Signature:______________________________________ Date:_____________
Please provide the following contact information so that I can communicate with you.
Parent/Guardian:______________________________________________
Please indicate how you would prefer that I contact you.
Telephone: (Home)____________________________________________
Telephone: (Cell)_____________________________________________
Telephone: (Work)____________________________________________
Email:_______________________________________________________