Algebra I Course Syllabus

Dear Parent(s) or Guardian(s),

Hi, may name is Candice Lifsey and I will be your child’s Algebra I teacher for this upcoming year.  I am so pleased to be able to be a part of your child’s education.  Mathematics education is a very important component of any academic program in my opinion.  I hope that you feel the same way.  This will be a great year for each and every individual in this course.  Throughout Algebra I, the students will be exposed to many great problem-solving strategies to learn mathematics.  The implementation of the Interactive Mathematics Program, namely the IMP, will be a great tool for the class to use in learning many of the Algebra I concepts.  The semester will be filled with many collaborative group exercises that allow us to explore, and most importantly discover, many of the important concepts in the wide world of Algebra I.  Additionally, technology will be an integral component used to transfer mathematical concepts.  Contrary to past beliefs, mathematics can be fun and exciting.  I firmly believe that your child will feel the same way.  A great year has been planned, so let’s get started.  This will be an exciting year!

Throughout any part of this year, I encourage you to contact me if any questions or concerns arise.  It is my opinion that parental contact should be an integral part of any individual’s academic career.  I ask that you please provide your signature at the end of this letter, as well as your contact information, so that I may reach you at your convenience.   As the semester progresses, I will contact you for both positive and negative behaviors.  Parental contact will be made as soon as something occurs that I feel you need to be made aware of.  I also have a website that may be accessed at any time.  It provides information about the course.   

Please feel free to contact me at any time for any reason.  I will gladly discuss any concerns or questions you may have regarding your child’s academic progress.  

My Contact Information:   Phone Number:       887-1960      

                                                E-mail:                       cclifsey@auburnschools.org

                                                Website:         http://www.auburnschools.org/ajhs/cclifsey

There are certain materials that will be required for this course.  These include the following:

¨     3-ring binder

¨     Loose leaf paper, wide or college rule

¨     Notebook Dividers

¨     Pencils, if mechanical please ensure plenty of lead and erasers

¨     Small pencil sharpener with case to catch pencil shavings

¨     Graphing Paper

¨     Textbook – issued at the beginning of the course upon request, may be checked at any time.  Student is responsible for purchasing a replacement if lost.  The textbook is also available via laptop.

¨     Scientific calculator à Graphing calculator is optional; however, they will be used in this course, as well as in the higher-level math classes.

*If you would like to make any supply donations of any kind, they will be greatly appreciated.

As you are reading through the syllabus with your child, please note that I have provided great detail in our classroom policies and procedures.  For your convenience, I have provided a brief outline of them here. 

Grading Policy:

Tests / Projects …………………………………………………... 75%

Classwork / Homework / Groupwork / Journal ……………….. 25%

Participation is not included as a part of the total course grade.  I expect that every child come to class ready to participate in any class discussions or group assignments that take place.  In order to learn mathematics, I believe that you cannot be a passive learner, but must be ready to take on any challenge aggressively with your best effort.

Classroom Rules:                           Consequences for Failure to Comply with Rules:

Be Ready                                                                       I. Verbal Warning

Be Respectful                                                                II. Student-Teacher Conference

Be Responsible                                                             III. Parental Contact and Teacher-based Detention

                                                                                        IV. Parent Teacher Conference

                                                                                        V. Administrative Conference

                                                                                        VI. Office Referral

If your child happens to be absent from a class, it is school policy to allow the student 5 days to make up the work missed for an excused absence.  The student must contact the teacher to initiate all make-up work. Late work is not accepted.  Late projects or presentations will be accepted with a 5-point deduction per day it is late.  Late projects or presentations will not be accepted after 5 days.

Please read through the syllabus for amore detailed description of the course.  If there is anything that you feel I need to be made aware of, please let me know.  I would like to keep our lines of communication open. 

Please sign and return the bottom portion so that you may keep this outline to refer to throughout the semester.

By providing your signature, you acknowledge reading and understanding the course syllabus provided.  Please provide any contact information that you would like me to have, as well as the most convenient time(s) for contacts.

______________________________________                                                           ______________

           Parent or Guardian Signature                                                                                        Date

_____________________________________                                                 _______________

          Student Signature                                                                                                          Date

Contact Information:

Phone Number: _______________________                             Time(s) for Contact: _________________________

E-Mail: ______________________________                              Additional Information:

Course Description:

Algebra I is a formal and in-depth study of algebraic concepts and the real number system.  The content in this course focuses on the exploration of fundamental algebraic concepts, as well as covering High School Graduation objectives.  The content in his course relies heavily on simplifying and solving equations and inequalities.  Not only are equations and inequalities a major component of the Algebra I course, but the content introduced also familiarizes the student to function concepts and applying formulas to discover midpoint, slope, length of segments, perimeter, area, and circumference.  Other algebraic concepts that are studied include solving and graphing both linear equations and systems of equations, solving both quadratic and absolute value equations, simplifying polynomials, and determining rules that represent patterns and functions.  Tables and graphs are extensively utilized to help focus in on equations, inequalities, and algebraic expressions.  Topics in statistics are also addressed, including identifying lines of best fit and using mathematical modeling in data collection and to make predictions.  Calculators should be accessed on a regular basis, including use during a test or quiz.

Course Goals:

The emphasis of the mathematics program is the development of thorough mathematical understanding and problem solving.  Mathematical knowledge becomes a source of power for the student, regardless of his or her setting.  This power exists when the student is able to feel comfortable and confident to readily solve problems, produce a reasonable and coherent justification for mathematical thought processes, communicate mathematically, and make connections between real-world applications and other subjects to the mathematical concepts that have been explored.  All students should be provided with the necessary opportunities to posses this amazing power.

Course Objectives:

By the end of this course, students will be proficient in their written and verbal justifications for problem-solving techniques, as well as during presentations.  That is, students must be able to analyze results and synthesize information in order to explain their findings to others.  The student will also develop effective study and organizational skills, as well as proper classroom etiquette such as listening to others during presentations.  Also, by the end of this course, the student will be able to master objectives found in the High School Graduation Exam.

I will now address the logistics of the daily running of the classroom.  Remember, the classroom should be viewed as a community, where each and every student has an integral part ensuring our community stays intact.  It is of the utmost importance that we always keep the classroom policies and procedures into mind at all times.  We need to ensure that our community is the most conducive to learning that it can be.  It will not only be my responsibility, but also each and every one of yours, to make sure that we start and complete the course as a positive and caring community of learners.

Classroom Policies and Procedures:

Evaluation / Assessment of Student Learning:

Student learning will be assessed using the following methods:

¨     Tests

¨     Projects

¨     Presentations

¨     Journal Entry

¨     Student participation during class and group discussions

¨     Class work / Homework/  Group work

The following grading policy will be in place to determine the final grade for this course:

Tests / Projects / Presentations ………………………………………………..   75%

Class work / Group work / Homework / Journal  ………………………………   25%

Tests, Projects, and Presentations are worth 50 - 100 points.

The final exam will count as a regular test; i.e. 100 points.

All classwork, groupwork, homework, and journal entries are worth 10 points.

Behavior Expectations and Consequences:

There are certain rules that need to be followed in the classroom.  All official school rules are still in place.

Auburn Junior High School has also adopted a behavior plan called PBS, Positive Behavior Support Plan.  This plan focuses on the Tiger R’s: Respect, Responsibility, and Ready.  PBS encompasses a system of certain behavioral expectations and incentives to meet the objectives.  Also, our team has a behavior management plan that is followed by all Tiger Tracks teachers.  All of these policies will be visible throughout the classroom.

Classroom Rules:                                       Consequences for Failure to Comply with Rules:

Be Ready                                                                                                   I. Verbal Warning

Be Respectful                                                                                            II. Student-Teacher Conference

Be Responsible                                                                                        III. Parental Contact and Teacher-based Detention

                                                                                                                    IV. Parent Teacher Conference

                                                                                                                    V. Administrative Conference

                                                                                                                    VI. Office Referral

Our class learning environment must have structure so that it may remain conducive to learning.  If we all do our part, then we can create and maintain this conducive learning environment.

Positive Behavior Support Plan:

The mission of the Positive Behavior Support initiative is to support the mission of Auburn Junior High School in inspiring, educating, and empowering all students; to facilitate a consistent school-wide discipline management plan; to establish a consistent school-wide framework for student and faculty behavioral expectations.  This program focuses on three goals for the 2008 – 2009 school year.  Incentives are in place when the goals are reached.

Tiger Tracks Behavior Management Plan:

This behavior management plan strives to place consistent policies and consequences in each Tiger Track classroom.  This plan will be visible in each classroom. 

Entering, Remaining in, and Leaving the Classroom:

Entering the Classroom:

Upon entering the classroom, each student will need to immediately get their materials ready for class.  Sharpening pencils or throwing away any items must be done at this time.  You should find your assigned seat and begin to work on the Warm-Up problems.  The bell does not begin class, your arrival does.   Each student will receive 2 “free” tardies at the start of each nine weeks. The consequences for excessive tardies are as follows:

Tardy #3 – Tardy Office Referral and 1 assigned school-wide detention        

Tardy#4  - Tardy Office Referral and 2 assigned school-wide detentions       

Tardy #5 – Tardy Office Referral and 3 assigned school-wide detentions and parental contact

Tardy #6 – One day of ISS

Tardy #7 (+) – Multiple days of ISS placement

Remaining in the classroom:

While in the classroom, you may not get out of your seat unless given permission by the teacher.  Raise your hand if you have a question that needs to be asked.  Talking without permission is not an acceptable behavior.  There are times that we will be engaged in a classroom discussion when you may interact as needed.  Walking around the classroom is also not allowed.  Remember to handle all pencil sharpening, throwing away items, or retrieving items from others upon entering the classroom.

Leaving the Classroom:

Upon leaving the classroom, remember to take all of your belongings with you.  I am not responsible for items left in the classroom.  Make sure that the area around you is clean and free of any paper or trash.  The bell does not end our class, I do.  This is a bell-to-bell class.  The students are engaged as soon as entering the classroom until the teacher dismisses them. 

Missed or Late Work:

Missed Work:

According to our school’s policy, each student has a total of 5 days to make-up any missed work upon an excused absence.  The student must contact the teacher to retrieve any missed assignments.  Missed tests should be scheduled to make-up, or prior arrangements must be made if the need arises to test early.  It is not my job to be responsible for your work.  Any work not made-up will result in earning a 0.

Late Work:

Punctuality is important.  I will not accept any late work unless the work is late due to an excused absence.  Late projects or presentations will be accepted with a 5-point deduction per day.  After 5 days, late projects or presentations will not be accepted, unless there are extenuating circumstances.  The projects and presentations are assigned well in advance and there is class time available to work on any assigned project or presentation. 

Student Progress:

Progress Reports:

In addition to mandatory school progress reports, I will issue a progress report every two weeks, or following a test grade.  A student signature is asked for upon receipt of the progress report, and each progress report must be signed and returned with five days of their issuance.  I will print a progress report at any time if requested.

Extra Help:

I am available after school from Monday, Wednesday, and Thursday to provide extra help.  Auburn Junior High School also maintains an after-school tutoring program in which transportation is provided.  I can also provide a list of tutors.  I am relatively flexible and try to meet students halfway if they are really trying and putting forth effort.  You must let me know if you plan to attend tutoring so that I can make arrangements.

Credits Earned:

The student will receive his or her Algebra credit in the following way:  1.) The student must pass one semester of Algebra I-A to receive one full credit, and 2.) The student must pass one semester of Algebra I-B to receive one full credit. 

First 9-weeks:

Unit B:  The Language of Algebra and Real Numbers

Unit B may be omitted based on student’s prior knowledge and skills.

UNIT 1: Solving Equations and Inequalities

For students who need more practice solving equations and inequalities, you may also want to include sections 3-2, 3-3, 6-1 and 6-2.

2^nd 9-weeks:

Unit 2:  Relations and Functions

Unit 3: Linear Equations and Inequalities