Fall 2012 Math 1 Foundations Syllabus
Contact information: Ms. Raven Hayes
Email:
Phone: 704-799-8555 ext. 605 Website: LNHS website, click our staff
Welcome to Math 1 Foundations! Simply stated, Math 1 is like a stepping stone to high school mathematics. We work on continuing and refining the skills you learned at a middle school level, while building on to your foundation of knowledge to prepare you for the things to come. Integrated Math 1 is more than just formulas and procedures, it’s training your brain to think mathematically and developing new problem solving skills. Integrated Math 1 is a discovery based learning class. This means there will be times where I will purposely not answer a question so that you are given the opportunity to discover the answer on your own. One thing I ask of you is that you approach this course with an open mind, willing and ready to learn. I look forward to this semester and to help each one of you be successful in this class.
Here are some tips to help you succeed in this class.
· Do all homework the night it is assigned and check it in class the next day. Homework is your easy grade and will help you out on tests. Make sure you bring it to class daily.
· Seek help IMMEDITATELY! If you do not understand today’s lesson, chances are you will not get tomorrow’s either. “I do not understand” is not an excuse in this class. The tutoring schedule is posted outside my classroom and on my Website.
· Do not be absent. If you are, then plan to stay after school to make up the lesson and get your missing assignments off my Edmodo.com page. You will still be expected to take tests on time. The longer you wait to make up missing work, the harder the work becomes.
· Communicate with me and your parents. We both want to help you succeed.
· Do not whine about too much work or it being too hard. Positive attitudes are the way to an enjoyable class.
· Be responsible. Follow school rules and use good judgment. Be prepared for class, have your materials organized, and use in class time wisely. Be to class on time and use class change to visit friends or use the restroom.
· Do not cheat on Assessments or Homework. Appropriate consequences will be enforced.
· I expect all students to treat their peers, themselves, and me with respect. You need to be courteous, stay alert, and keep all unnecessary comments to yourself. Any assignments or notes not pertaining to my class will be confiscated.
· I will let you know when it is ok to use electronic devices. At all other times they will be confiscated.
Materials Needed
Notebook to take notes and do class work. PENCILS for assessments and a colored pen for checking.
TI-83 or TI-84 Calculator to use in and outside of classroom. Box of tissues and hand sanitizer for the classroom.
Grading
50% Tests: Tests will cover chapter material and review material. If you are out the day before a test and I cover new material, then you may make-up the test. However, if no new material is covered, you will be expected to take the test on test day. ALWAYS be prepared. If you are out the day of the test then you will be expected to take the test the day you return.
15% Homework, Classwork, and Participation: Your chance to know how prepared you are for the test. You must show all work in order to receive credit. You will receive 1 homework pass.
35% Quizzes: Given mid unit to see how much you understand.
25% Final Exam: You will take final exam at the end of this semester. At the end of your Integrated Math 1 class you will take the EOC on what you learn this semester and next semester. According to state law, you must make a level 3 or 4 on the test in order to pass Integrated Math 1.
I have read and agree to the terms of the syllabus along with the needs and expectations of this course.
Student Printed Name: ______
Student Signature:______Date: ______
Parent Printed Name: ______
Parent Signature: ______Date: ______
My Checklist to Pass Integrated Math 1.
Common Core Standards for Integrated Math 1.
If you can check off all the bullets, then you are ready to pass your End Of Course Test.
· I can explain why a rational exponent can be written as a radical expression.
· I can rewrite a rational exponent into a radical expression and simplify the expression and vice versa.
· I can identify an algebraic expression as linear, quadratic or exponential.
· I can identify the parts of a linear, exponential, or quadratic expression.
· I can breakdown complicated expressions into simple parts.
· I can rewrite algebraic expressions by adding, subtracting, multiplying or factoring and identifying the new form as linear, quadratic, or exponential.
· I can use units as a way to understand and guide the solution to a problem.
· I can graph data and interpret a data display using the appropriate scale and units.
· I can state and use the appropriate level of accuracy of a measurement.
· I can define and identify a function.
· I can define and identify domain and range.
· I can evaluate functions and explain the input and output in context.
· I can explain the parts of a function in context.
· I can explain the formulas for the circumference of a circle, area of a circle, and the volume of cylinder, pyramid, and cone.
· I can find the volume of cylinders, pyramids, cones, and spheres using a formula.
· I can identify the dependent and independent variables in the context of a problem.
· I can identify the important features of a graph and explain them in the context of a problem.
· I can determine the appropriate domain based on the context of a problem.
· I can find the average rate of change.
· I can use technology to identify the important features of a graph.
· I can compare functions represented in different forms (algebraically, verbally, graphically, and with numerical tables).
· I can translate a function.
· I can create and interpret a function in the context of a problem.
· I can distinguish between situations that can be modeled with linear
· functions and with exponential functions
· I can interpret the parts of a linear function in context.
· I can interpret the parts of an exponential function in context.
· I can use a given function to solve a problem.
· I can describe a point, line, and plane.
· I can define a segment, ray, angle, midpoint, and endpoint.
· I can classify pairs of angles.
· I can use the measures of angles to set up and solve equations (through out the entire unit)
· I can explain my reasoning for each step in solving an equation.
· I can define a solution to one variable equations and inequalities.
· I can solve linear equations and inequalities with one variable.
· I can define solutions to two variable equations and inequalities.
· I can solve and graph an equation or inequality with two variables.
· I can solve for a variable in a formula equation.
· I can use factoring to solve quadratic equations.
· I will use technology to find the zeros of quadratic equations.
· I can find the solution to a system of linear equations.
· I can graph the solution to a system of linear inequalities.
· I can explain how the solution to any single variable equation is related to the solution of the system of equations created by setting each side of the equation equal to y. (Explain how the solution of f(x)=g(x) is related to the solution of y=f(x) and y=g(x).)
· I can identify and explain the geometric definition of significant shapes and lines.
· I can use the properties of parallel and perpendicular lines to find other lines.
· I can use the properties of a midpoint to solve problems.
· I can identify and solve problems using the properties of significant geometric shapes on the coordinate plane.
· I can use basic patterns to solve problems.
· I can create a linear or exponential model and use the model to solve problems.
· I can describe an arithmetic or geometric sequence explicitly and recursively using the NOW-NEXT.
· I can rewrite a function written explicitly as recursive and vice versa.
· I can use data to create a quadratic model to solve problems.
· I can compare a quadratic model to linear and exponential models.
· I can classify examples of exponential growth or decay.
· I can take a set of data and plot it on the number line.
· I can compare data sets using statistics that are appropriate to the shapes of the distributions.
· I can draw conclusions from the shape and individual points of a data set.
· I can summarize two categorical variables using two way tables.
· I can create and use scatter plots to describe how two quantitative variables are related.