• Welcome to Algebra I Part I.

The following topics will be covered during each quarter. These are subject to change
at the teacher’s discretion, and students are advised to consult the weekly Edline document for an up-to-date list of concepts.

Quarter One

• Simplify expressions and solve equations, using the field properties of the real numbers and properties of equality to justify simplification and solution.
• Justify steps used in solving inequalities, using axioms of inequality and properties of order that are valid for the set of real numbers
• Detect patterns in data and represent arithmetic and geometric patterns algebraically.
• Evaluate algebraic expressions for a given replacement set to include integers and rational numbers.
• Evaluate expressions that contain absolute value, square roots and cube roots.
• Apply appropriate computational techniques to evaluate an algebraic expression.
• Find sums and differences of polynomials, aka combining like terms.
• Solve multistep linear equations in one variable.
• Confirm algebraic solutions to linear equations, using a graphing calculator.
• Determine if a linear equation in one variable has one, an infinite number, or no solutions.

Quarter Two

• Continue solving multistep linear equations in one variable.
• Confirm algebraic solutions to linear equations, using a graphing calculator.
• Determine if a linear equation in one variable has one, an infinite number, or no solutions.
• Solve multistep linear inequalities in one variable.
• Solve real-world problems involving inequalities.
• Solve a literal equation (formula) for a specified variable.

Quarter Three

• Determine whether a relation, represented by a set of ordered pairs, a table, or a graph is a function.
• Identify the domain, range, zeros, and intercepts of a function presented algebraically or graphically.
• For each x in the domain of f, find f(x).
• Represent relations and functions using concrete, verbal, numeric, graphic, and algebraic forms. Given one representation, students will be able to represent the relation in another form.
• Find the slope of the line, given the equation of a linear function.
• Find the slope of a line, given the coordinates of two points on the line.
• Find the slope of a line, given the graph of a line.
• Recognize and describe a line with a slope that is positive, negative, zero, or undefined.
• Write an equation of a line when given the graph of a line.
• Write an equation of a line when given two points on the line whose coordinates are integers.
• Write an equation of a line when given the slope and a point on the line whose coordinates are integers.

Quarter Four

• Write an equation of a vertical line as x = a.
• Write the equation of a horizontal line as y = c.
• Write an equation for a curve of best fit, given a set of no more than twenty data points in a table, a graph, or real-world situation.
• Make predictions about unknown outcomes, using the equation of the curve of best fit
• Use the parent function y = x and describe transformations defined by changes in the slope or y-intercept.
• Given a situation, including a real-world situation, determine whether a direct variation exists.
• Given a situation, including a real-world situation, determine whether an inverse variation exists.
• Write an equation for a direct variation, given a set of data.
• Write an equation for an inverse variation, given a set of data.
• Graph an equation representing a direct variation, given a set of data.

In addition to meeting the Virginia Standards of Learning, all projects and instructional activities, including PBL activities, will address the 5C's: Communication, Collaboration, Critical thinking, Creativity and Citizenship.

Students are expected to abide by the Code of Conduct in the PHS Student Handbook and the classroom rules. Students are expected to treat others (faculty, staff and peers,) with respect and courtesy at all times.

Classroom Rules.

1. Students will follow directions the first time they are given.
2. Students will be in their assigned seat, ready to work when the bell rings.
3. Students will bring their notebookcalculator, and pencil to class every day. You will have a much better chance for success if you keep a well, organized notebook. Copy all work from the board to help you with homework and studying for tests. Place all returned/graded worksheets in the notebook.
4. Students will raise their hand to be recognized before speaking or leaving their seat.
5. Students will remain seated until the dismissal bell rings. (No lining up at the door).
6. Students will not disrupt the learning atmosphere of the classroom.
7. No food or drinks allowed in this classroom.

Any interference with these rights will not be tolerated. If these rules are not adhered to, the student will serve detention or be referred to an administrator.

50 % Tests

30 % Quizzes

20 % Class work/Homework

All work is to be kept in a three-ring binder. Label every assignment with your name, and the date. All assignments are due at the designated time.

If you are absent, it is your responsibility to make up the missed work. If you are absent the day before or the day of a quiz or test, you will be expected to take the quiz or test the day you return. If you are absent more than one day from school, you need to schedule your make-ups with me the day you return. In accordance with school policy, unexcused absences will result in a zero on any missed assignments.

Let me know if you do not understand something. Extra help will be available after school.

Mid-term exams will be given, and grades will be figured as follows:

First quarter: 45%

Second quarter: 45%

Exam: 10%

Final exams will be given, and will follow the same grading practice as stated above, with each quarter counting 45% and the final exam counting 10%.