# Fall Semester, SY Mrs. Abejero John Burroughs Middle School

## Presentation on theme: "Fall Semester, SY Mrs. Abejero John Burroughs Middle School"— Presentation transcript:

Fall Semester, SY 2009-2010 Mrs. Abejero John Burroughs Middle School
Algebra Readiness Fall Semester, SY Mrs. Abejero John Burroughs Middle School

Course syllabus Unit 1 – Scope and Sequence
Number Sense, Integers, Fractions, & Algebraic Thinking. Students work with whole numbers, integers and their operations. Next they study the properties of fractions. Recommended Focus Standards 7 NS 1.2 Add, subtract, multiply and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole number powers. 7 NS 2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. 7 AF 1.3 Simplify numerical expression by applying properties of rational numbers (e.g. identity, inverse, distributive, associative and commutative) and justify the process used. 7 AF 2.1 Simplify and evaluate expressions that include exponents (including positive whole number powers and negative whole number powers) Students will be give an addendum to these topics if the teacher deems it necessary to make any modifications.

Unit 2 –Scope and Sequence
Fractions, Decimals, Ratios and Proportions. Students transition to operations on fractions and mixed numbers and then move to work on decimals and operations with them then study ratios, rates &proportions. Recommended Focus Standards 7 NS 1.2 Add, subtract, multiply and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole number powers. 7 NS 1.3 Convert fractions to decimals and percents and use these representations in estimations, computations and applications. 7 NS 1.5 Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions. 7 AF 4.2 Solve multistep problems involving rate, average speed, distance and time or a direct variation. 7 MG 1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems, check the units of the solution; and use dimensional analysis to check the reasonableness of the answer.

teacher deems it necessary to make any modifications.
Algebra Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root. They understand and use the rules of exponents. Students will be give an addendum to these topics if the teacher deems it necessary to make any modifications. Unit 3 –Scope and Sequence Percents and Algebraic Problem Solving. The unit opens with the study of percents, including percent increase and decrease. Students make the transition to algebraic problem solving including word problems including those involving average speed, distance and time. They solve simple (one and two step) equations and inequalities. Recommended Focus Standards 7 NS 1.3 Convert fractions to decimals and percents and use these representations in estimations, computations and applications.

teacher deems it necessary to make any modifications.
7 NS 2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. 7 AF 1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A) 7 AF 1.3 Simplify numerical expression by applying properties of rational numbers (e.g. identity, inverse, distributive, associative and commutative) and justify the process used. 7 AF 4.1 Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results. 7 AF 4.2 Solve multistep problems involving rate, average speed, distance and time or a direct variation. Algebra Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to fractional power. They understand and use the rules of exponents (excluding fractional powers). Students will be give an addendum to these topics if the teacher deems it necessary to make any modifications.

Unit 4 – Scope and Sequence
Linear Functions and their Graphs, Linear Equations, and Pythagorean Theorem. Students use the Cartesian coordinate system to graph points and lines and work with proportional relationships and linear functions using the slope to graph linear functions. Additionally students continue algebraic problem solving including multi-step problems. Note: As students in this course will take the General Mathematics CST examination, in Unit 4 they study additional topics in Statistics, Data Analysis and Probability, Measurement and Geometry and the Real Number System. Recommended Focus Standards 7 AF 3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.

teacher deems it necessary to make any modifications.
7 AF 3.4 Plot the values of quantities whose ratios are always the same (e.g., cost tot the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. 7 MG 3.3 Know and understand the Pythagorean Theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. Algebra Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root. They understand and use the rules of exponents. Algebra Students simplify expressions before solving linear equations in one variable, such as 3(2x – 5) + (4(x – 2) = 12. Algebra Students solve multi-step problems, including word problems, involving linear equations in one variable and provide justification for each step. Students will be give an addendum to these topics if the teacher deems it necessary to make any modifications.

Grade = Assignments Average + Quizzes Average 2 or (Grade = 50% Assignments Ave + 50% Quizzes Ave) (Assignments include Class Work, Homework, Dispatch) Grade Scale: Note: Poor Grades will be due to the 90% - 100% A following reasons: 80% - 89% B  Missing assignments 70% - 79% C  Poor test grade 60% - 69% D  Lack of effort below 60% Failed  Not paying attention  Not taking notes in class  Not studying at home & at school  Not bringing the required materials in everyday

Excellent (E) Satisfactory (S) Complete assignments  85% of assignments completed [accomplished with honesty and integrity]  Active participation in Satisfactory participation in [class discussions and activities]  95%Attendance/No tardy marks  90% Attendance/Two excused tardy marks Unsatisfactory(U)  50% of assignments accomplished.  Little participation in class discussions and activities.  Irregular attendance  Not bringing the required materials in class in everyday