Resource Math Syllabus: Resource Algebra Syllabus: Mrs. Blanks English and Math Resource and Dyslexia Intervention

Resource Math Syllabus

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Algebra I /Modified for Resource Math 9, Resource Geometry Math Models/Algebra 2 Syllabus

Course Description This course will cover and extend material from Pre-‐Algebra as well as introduce more advanced topics. Areas of concentration will include: understanding our number system, solving, graphing, and writing linear equations and inequalities.

Upon successful completion of Resource Math 9, students will be ready to take Resource Math 10 (Geometry based) the following year. All class work is subject to individual student IEP regulations.

The problem solving and critical thinking skills that students learn in Math class are valuable tools that can be taken to and applied in other disciplines as well as for the career/technical track.

Instruction will more often than not include a bell ringer assignment (pre-‐assess/post-‐ assess), guided lecture with teacher/student practice, and, at times, collaborative work (pairs, triads, groups). These sessions will almost always end with an in class assignment with teacher prompting and intensive extra help as needed. There may be days when students are asked to discover information on their own, or in peer groups. Technology (in the form of calculators) will be utilized most every day. Other technology usage will vary by teacher.

Course Goals

• Review of operations, percent conversion, decimals, fractions, and other pre-‐ algebra concepts.

• Manipulate and simplify real numbers.

• Solve, graph, and write linear equations, inequalities, and functions.

• Utilize literacy skills through reading and writing assignments which pertain to mathematics
Major Assignments

• In class work will include the following; Independent Practice, Participation, Projects, and tests/quizzes

• Class work will require students to apply, analyze, synthesize, and/or evaluate concepts, skills, and information learned in class, based on content standards.

• Chapter reviews will more often than not precede chapter tests.

• Weekly literacy assignments Major Projects and Assessments

• Quizzes will be given throughout each chapter based on teacher discretion.

• There will be a test at the end of each chapter.

• A cumulative exam will be given at the end of each semester.

• Assessments will require students to apply, analyze, synthesize, and/or evaluate concepts, skills, and information learned in class, based on content standards.

• Students will be required to complete one weeklong project each semester. Students may choose to create an interactive poster (Glogster), a brochure (created from software such as iWork or Keynote) or some other product (approved by the teacher) outlining a concept from class. Each student will present their product to the class.

Grading Plan

A 93 – 100% B 85 – 92% C 77 – 84% D 70 – 76%

*Independent practice, Participation, Projects, and Tests are equally weighted for the final grade.

Re-‐Do Policy Mastery Learning-‐ Students may correct test/quiz answers that are missed to receive a reduced point value and master the specific concepts in which they did not comprehend.

Teach/Re-‐teach and Test/Re-‐test-‐ teacher option if students collectively struggled on a concept(s).

Late or Missing Work Policy The Power of “I”-‐ students who are missing assignments will be given an “Incomplete” until the “quality” work is turned in. Eventually, work that is not turned in will result in an “F.”

Extra-‐Help
Study Tables are available every Tuesday and Wednesday after school from 2:45 – 3:15 by appointment only for students who need extra help. Teachers are also willing to give extra help before or after school. Further additional help will be available through appointment.

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[{:section_type=>"rich_text", :content=>"&nbsp;Algebra &nbsp;I &nbsp;/Modified &nbsp;for &nbsp;Resource &nbsp;Math &nbsp;9, Resource Geometry&nbsp; Math Models/Algebra 2 Syllabus &nbsp; &nbsp; Course &nbsp;Description &nbsp; This &nbsp;course &nbsp;will &nbsp;cover &nbsp;and &nbsp;extend &nbsp;material &nbsp;from &nbsp;Pre-‐Algebra &nbsp;as &nbsp;well &nbsp;as &nbsp;introduce &nbsp;more &nbsp; advanced &nbsp;topics. &nbsp;Areas &nbsp;of &nbsp;concentration &nbsp;will &nbsp;include: &nbsp;understanding &nbsp;our &nbsp;number &nbsp;system, &nbsp; solving, &nbsp;graphing, &nbsp;and &nbsp;writing &nbsp;linear &nbsp;equations &nbsp;and &nbsp;inequalities. &nbsp; &nbsp;\nUpon &nbsp;successful &nbsp;completion &nbsp;of &nbsp;Resource &nbsp;Math &nbsp;9, &nbsp;students &nbsp;will &nbsp;be &nbsp;ready &nbsp;to &nbsp;take &nbsp; Resource &nbsp;Math &nbsp;10 &nbsp;(Geometry &nbsp;based) &nbsp;the &nbsp;following &nbsp;year. &nbsp; &nbsp;All &nbsp;class &nbsp;work &nbsp;is &nbsp;subject &nbsp;to &nbsp; individual &nbsp;student &nbsp;IEP &nbsp;regulations. &nbsp; &nbsp;&nbsp; &nbsp;&nbsp;\nThe &nbsp;problem &nbsp;solving &nbsp;and &nbsp;critical &nbsp; thinking &nbsp;skills &nbsp;that &nbsp;students &nbsp;learn &nbsp;in &nbsp;Math &nbsp;class &nbsp;are &nbsp;valuable &nbsp;tools &nbsp;that &nbsp;can &nbsp;be &nbsp;taken &nbsp;to &nbsp; and &nbsp;applied &nbsp;in &nbsp;other &nbsp;disciplines &nbsp;as &nbsp;well &nbsp;as &nbsp;for &nbsp;the &nbsp;career/technical &nbsp;track. &nbsp; &nbsp; &nbsp; &nbsp;\nInstruction &nbsp;will &nbsp;more &nbsp;often &nbsp;than &nbsp;not &nbsp;include &nbsp;a &nbsp;bell &nbsp;ringer &nbsp;assignment &nbsp;(pre-‐assess/post-‐ assess), &nbsp;guided &nbsp;lecture &nbsp;with &nbsp;teacher/student &nbsp;practice, &nbsp;and, &nbsp;at &nbsp;times, &nbsp;collaborative &nbsp;work &nbsp; (pairs, &nbsp;triads, &nbsp;groups). &nbsp;These &nbsp;sessions &nbsp;will &nbsp;almost &nbsp;always &nbsp;end &nbsp;with &nbsp;an &nbsp;in &nbsp;class &nbsp;assignment &nbsp; with &nbsp;teacher &nbsp;prompting &nbsp;and &nbsp;intensive &nbsp;extra &nbsp;help &nbsp;as &nbsp;needed. &nbsp;There &nbsp;may &nbsp;be &nbsp;days &nbsp;when &nbsp; students &nbsp;are &nbsp;asked &nbsp;to &nbsp;discover &nbsp;information &nbsp;on &nbsp;their &nbsp;own, &nbsp;or &nbsp;in &nbsp;peer &nbsp;groups. &nbsp;Technology &nbsp; (in &nbsp;the &nbsp;form &nbsp;of &nbsp;calculators) &nbsp;will &nbsp;be &nbsp;utilized &nbsp;most &nbsp;every &nbsp;day. &nbsp;Other &nbsp;technology &nbsp;usage &nbsp;will &nbsp; vary &nbsp;by &nbsp;teacher. &nbsp; &nbsp;\nCourse &nbsp;Goals &nbsp;\n• Review &nbsp;of &nbsp;operations, &nbsp;percent &nbsp;conversion, &nbsp;decimals, &nbsp;fractions, &nbsp;and &nbsp;other &nbsp;pre-‐ algebra &nbsp;concepts. &nbsp;\n• Manipulate &nbsp;and &nbsp;simplify &nbsp;real &nbsp;numbers. &nbsp;\n• Solve, &nbsp;graph, &nbsp;and &nbsp;write &nbsp;linear &nbsp;equations, &nbsp;inequalities, &nbsp;and &nbsp;functions. &nbsp;\n• Utilize &nbsp;literacy &nbsp;skills &nbsp;through &nbsp;reading &nbsp;and &nbsp;writing &nbsp;assignments &nbsp;which &nbsp;pertain &nbsp;to &nbsp; mathematics &nbsp; &nbsp; &nbsp; Major &nbsp;Assignments &nbsp;\n• In &nbsp;class &nbsp;work &nbsp;will &nbsp;include &nbsp;the &nbsp;following; &nbsp;Independent &nbsp;Practice, &nbsp;Participation, &nbsp; Projects, &nbsp;and &nbsp;tests/quizzes &nbsp;\n• Class &nbsp;work &nbsp;will &nbsp;require &nbsp;students &nbsp;to &nbsp;apply, &nbsp;analyze, &nbsp;synthesize, &nbsp;and/or &nbsp;evaluate &nbsp; concepts, &nbsp;skills, &nbsp;and &nbsp;information &nbsp;learned &nbsp;in &nbsp;class, &nbsp;based &nbsp;on &nbsp;content &nbsp;standards. &nbsp;\n• Chapter &nbsp;reviews &nbsp;will &nbsp;more &nbsp;often &nbsp;than &nbsp;not &nbsp;precede &nbsp;chapter &nbsp;tests. &nbsp;\n• Weekly &nbsp;literacy &nbsp;assignments &nbsp; &nbsp; Major &nbsp;Projects &nbsp;and &nbsp;Assessments &nbsp;\n• Quizzes &nbsp;will &nbsp;be &nbsp;given &nbsp;throughout &nbsp;each &nbsp;chapter &nbsp;based &nbsp;on &nbsp;teacher &nbsp;discretion. &nbsp;\n• There &nbsp;will &nbsp;be &nbsp;a &nbsp;test &nbsp;at &nbsp;the &nbsp;end &nbsp;of &nbsp;each &nbsp;chapter. &nbsp;\n• A &nbsp;cumulative &nbsp;exam &nbsp;will &nbsp;be &nbsp;given &nbsp;at &nbsp;the &nbsp;end &nbsp;of &nbsp;each &nbsp;semester. &nbsp;\n• Assessments &nbsp;will &nbsp;require &nbsp;students &nbsp;to &nbsp;apply, &nbsp;analyze, &nbsp;synthesize, &nbsp;and/or &nbsp;evaluate &nbsp; concepts, &nbsp;skills, &nbsp;and &nbsp;information &nbsp;learned &nbsp;in &nbsp;class, &nbsp;based &nbsp;on &nbsp;content &nbsp;standards. &nbsp;\n• Students &nbsp;will &nbsp;be &nbsp;required &nbsp;to &nbsp;complete &nbsp;one &nbsp;weeklong &nbsp;project &nbsp;each &nbsp;semester. &nbsp; &nbsp; Students &nbsp;may &nbsp;choose &nbsp;to &nbsp;create &nbsp;an &nbsp;interactive &nbsp;poster &nbsp;(Glogster), &nbsp;a &nbsp;brochure &nbsp; (created &nbsp;from &nbsp;software &nbsp;such &nbsp;as &nbsp;iWork &nbsp;or &nbsp;Keynote) &nbsp;or &nbsp;some &nbsp;other &nbsp;product &nbsp; (approved &nbsp;by &nbsp;the &nbsp;teacher) &nbsp;outlining &nbsp;a &nbsp;concept &nbsp;from &nbsp;class. &nbsp;Each &nbsp;student &nbsp;will &nbsp; present &nbsp;their &nbsp;product &nbsp;to &nbsp;the &nbsp;class. &nbsp; &nbsp;\nGrading &nbsp;Plan &nbsp; &nbsp;\nA &nbsp; 93 &nbsp;– &nbsp;100% &nbsp; B &nbsp; 85 &nbsp;– &nbsp;92% &nbsp; C &nbsp; 77 &nbsp;– &nbsp;84% &nbsp; D &nbsp; 70 &nbsp;– &nbsp;76% &nbsp; &nbsp;\n*Independent &nbsp;practice, &nbsp;Participation, &nbsp;Projects, &nbsp;and &nbsp;Tests &nbsp;are &nbsp;equally &nbsp;weighted &nbsp;for &nbsp;the &nbsp; final &nbsp;grade. &nbsp; &nbsp;\nRe-‐Do &nbsp;Policy &nbsp; Mastery &nbsp;Learning-‐ &nbsp;Students &nbsp;may &nbsp;correct &nbsp;test/quiz &nbsp;answers &nbsp;that &nbsp;are &nbsp;missed &nbsp;to &nbsp;receive &nbsp;a &nbsp; reduced &nbsp;point &nbsp;value &nbsp;and &nbsp;master &nbsp;the &nbsp;specific &nbsp;concepts &nbsp;in &nbsp;which &nbsp;they &nbsp;did &nbsp;not &nbsp; comprehend. &nbsp;\nTeach/Re-‐teach &nbsp;and &nbsp;Test/Re-‐test-‐ &nbsp;teacher &nbsp;option &nbsp;if &nbsp;students &nbsp;collectively &nbsp; struggled &nbsp;on &nbsp;a &nbsp;concept(s). &nbsp; &nbsp;\nLate &nbsp;or &nbsp;Missing &nbsp;Work &nbsp;Policy &nbsp; The &nbsp;Power &nbsp;of &nbsp;“I”-‐ &nbsp;students &nbsp;who &nbsp;are &nbsp;missing &nbsp;assignments &nbsp;will &nbsp;be &nbsp;given &nbsp;an &nbsp;“Incomplete” &nbsp; until &nbsp;the &nbsp;“quality” &nbsp;work &nbsp;is &nbsp;turned &nbsp;in. &nbsp;Eventually, &nbsp;work &nbsp;that &nbsp;is &nbsp;not &nbsp;turned &nbsp;in &nbsp;will &nbsp;result &nbsp;in &nbsp; an &nbsp;“F.” &nbsp; &nbsp; &nbsp;\n&nbsp;\nExtra-‐Help &nbsp; Study &nbsp;Tables &nbsp;are &nbsp;available &nbsp;every Tuesday and Wednesday&nbsp; after &nbsp;school &nbsp;from &nbsp;2:45&nbsp; – &nbsp;3:15&nbsp; by appointment only for &nbsp; students &nbsp;who &nbsp;need &nbsp;extra &nbsp;help. &nbsp;Teachers &nbsp;are &nbsp;also &nbsp;willing &nbsp;to &nbsp;give &nbsp;extra &nbsp;help &nbsp;before &nbsp;or &nbsp; after &nbsp;school. &nbsp;Further &nbsp;additional &nbsp;help &nbsp;will &nbsp;be &nbsp;available &nbsp;through &nbsp;appointment. &nbsp; &nbsp;"}]

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