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Syllabus

 

Course Title: Algebra 1                                                                                                                             Teacher: Ms. Gunzenhauser

 

Phone: 410-266-5240     Ext: 255                                                                                                            E-mail: kgunzenhauser@aacps.org

                                                                                                                                                                                         

Planning periods:       A Day: 4th Period                           Time: 12:35 – 2:05 PM

                                 

                                        B Day:  4th Period                          Time: 12:35 – 2:05 PM

 

 

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better more peaceful world through intercultural understanding and respect.

 

 

This International Baccalaureate Middle Years (IB MYP) course covers the AACPS curriculum and is taught and assessed using IB methodology.  The IB’s student-centered philosophy, with its focus on inquiry, action and reflection, empowers students for a lifetime of learning, both independently and in collaboration with others.  An IB education centers on learners, develops effective approaches to teaching and learning, and explores significant content within global contexts.

 

 

PARCC Testing Dates- Partnership for Assessment of Readiness for College and Careers

PBA: Nov. 30 – Dec. 18                                       EOY: Dec.14 – Jan. 15

Paper Apr. 4 – May 27                                        Online: Apr. 4 – June 10

 

 

Course Overview

Algebra is an abstraction of the concepts first used when dealing with number and is essential for further learning in mathematics. Algebra uses letters and symbols to represent numbers, quantities and operations, and employs variables to solve mathematical problems.

 

Students who wish to continue studying mathematics beyond the MYP will require knowledge of concepts and skills in algebra. Teachers should assist students’ understanding of algebra by using real-life contexts for the application of algebraic knowledge and skills in problem-solving situations. To develop deeper problem-solving understanding, algebra topics can be linked to modelling, representations and connections.

 

Key Concepts in MYP mathematics include logic, form, and relationships. Form in MYP mathematics refers to the understanding that the underlying structure and shape of entity s distinguished by its properties. Form provides opportunities for students to appreciate the aesthetic nature of the constructs used in discipline. Logic in MYP mathematics is used as a process in making decisions about numbers, shapes, and variables. This system of reasoning provides students with a method for explaining the validity of their conclusions. Relationships in MYP mathematics refers to the connections between quantities, properties, or concepts and these connections may be expressed as models, rules or statements. Relationships provide opportunities for students to explore patterns in the world around them. Connections between the student and mathematics in the real world are important in developing deeper understanding.

 

IB MYP Course Aims                                                                                     Course Objectives

Aims: The aims of the teaching and study of MYP Algebra 1 are to

encourage and enable students to:                                                             A. Knowing and Understanding

  • Recognize that mathematics permeates the world around us        B. Investigating Patterns

  • Appreciate the usefulness, power and beauty of mathematics       C. Communicating

  • Enjoy mathematics and develop patience and persistence when   D. Applying Mathematics in Real-life Contexts
    solving problems

  • Understand and be able to use the language, symbols and,
    notation of mathematics

  • Develop mathematical curiosity and use inductive and
    deductive reasoning when solving problems

  • Become confident in using mathematics to analyze and solve
    problems both in school and in real-life situations

  • Develop the knowledge, skills and attitudes necessary to pursue
    further studies in mathematics

  • Develop abstract, logical and critical thinking and the ability to
    reflect critically upon their work and the work of others

  • Appreciate the international dimension of mathematics and it
    multicultural and historical perspectives

 

 

Intercultural Understanding

Intercultural awareness is developing students’ attitudes, knowledge and skills as they learn about their own and others’ social, national, and ethnic cultures.  In mathematics courses, students will understand that math is a universal language.  Students will explore how mathematical concepts are seen throughout the world.

 

Assessment

Students will be informally assessed throughout each unit, and formally assessed at the end of each unit. In Algebra 1, students are assessed using the following IB MYP criteria:

 

Criterion A: Knowing and Understanding

 

Students should be able to:

 

  •  select appropriate mathematics when solving problems in both familiar and unfamiliar situations

  •  apply the selected mathematics successfully when solving problems

  • solve problems correctly in a variety of contexts.

 

 

Criterion B: Investigating Patterns

 

Students should be able to:

 

  • apply mathematical problem-solving techniques to recognize patterns

  • describe patterns as relationships or general rules consistent with correct findings

  • verify whether the pattern works for other examples.

 

 

Criterion C: Communicating

 

Students should be able to:

 

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written statements

ii. use different forms of mathematical representation to present information

iii. communicate coherent mathematical lines of reasoning

iv. organize information using a logical structure.

 

 

Criterion D: Applying Mathematics in Real-life Contexts

                 

Students should be able to:

   

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations

iii. apply the selected mathematical strategies successfully to reach a solution

iv. explain the degree of accuracy of a solution

v. describe whether a solution makes sense in the context of the authentic real-life situation.

 

Required materials

Students are expected to bring the following materials to every class every day.

1. 3” Binder (with dividers)

2. Lined Paper

3. Pencil and/or Pen

4. Agenda (given out on Day 1, kept in binder)

 

Textbooks and Resources

Algebra 1: A Common Core Math Program, Carnegie Learning

Cognitive Tutor

 

Grading/Assessment:

A (89.5-100%) - Outstanding level of achievement

B (80-89%) - High level of achievement

C (70-79%) - Satisfactory level of achievement

D (60-69%) - Low level of achievement

E (59% -50)- Failure

0 – If student does not attempt the work

 

Grades will be assessed in the following weighted categories:

40%- Summative Assessments

10%- Quarterly Assessments

15% -Projects

25%  - Formative Assessments to include: warm ups, classwork, exit tickets, etc

10% - Homework

 

Minimum: A minimum grade of 50% will be given for all assignments or assessments for which the student made a good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero.

 

Approximate expectations for assignments and assessments:

Homework- daily

Classwork- every other day

Major Projects- one per quarter

Summative Assessments - weekly

Quarterly Assessments – one per quarter

 

 

Parent Notification:

 

Parents will be notified at least three weeks prior to the end of a marking period if a student is currently earning a failing grade. At any time, parents may check parentconnect.aacps.org to see their student’s grade. Please contact the guidance office if you do not already have a login.

 

Late Work/Redo’s:

 

Late Work:

Please endeavor to turn all work in when due. If you have a reason that the work must be late please meet with me.

 

Redo’s:

Students shall have ONE additional chance to improve their score on a major test or assessment (as designated by the teacher). In order for this to happen the student MUST have submitted the original assignment ON TIME and set up a time with the teacher for re-teaching within 5 days of getting the graded assignment back. After the re-teaching, the student will have 10 days to resubmit the assignment. The higher grade will be the grade of record.

Work that will be reassessed includes unit assessment, unit quizzes, and project based learning explorations.

 

Work that will not be reassessed includes homework and classwork.

All student re-teaching will take place after school Tuesdays please endeavor to schedule this meeting in advance so that we both are prepared.

 

The re-do policy does not apply to quarterly assessments.

 

Attendance/Tardiness:

  • IF YOU ARE ABSENT, PLEASE CONTACT Ms. Gunzenhauser at kgunzenhauser@aacps.org to receive your make up work.

  • All effort will be made to facilitate students when absent. Please make prior arrangements, if possible, to collect work from the instructor for days that are to be missed.

  • It is the Annapolis High School expectation that all students will be on time. The policies for the tardy table will be followed.

 

Academic Integrity:

 

In order to promote the pursuit of academic excellence and learning, Anne Arundel County Public Schools expects its students to conform to specific standards of academic integrity. Academic integrity is an integral part of promoting self-respect, trust, student achievement, and positive relationships among all stakeholders in our school community. Academic integrity means exhibiting honesty in all academic exercises and assignments. Academic dishonesty refers to any form of misconduct that occurs in relation to all formal academic exercises.

 

Cell Phone Expectations:

 

Teachers need to outline the green/red expectations in their class using positive language

 

Behavioral Expectations:

 

Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission. In doing so, students show respect for themselves, learning, others, and property.

 

Self

  • Be prepared

  • Use appropriate school language

  • Have respect for yourself

  • Try your best!

  • Have a “Can Do” Attitude!

 

Others

  • Listen when others are talking

  • Participate in class activities

  • Use language appropriate for school

  • Avoid conflict in class

  • Offer and accept constructive criticism

 

Learning

  • Come to class daily and on time

  • Bring all required materials

  • Participate in class

  • Study for tests and quizzes by doing practice problems

  • Ask for help when needed

  • Follow instructions and stay on task

  • Complete all assignments on time

 

Property

  • Keep an organized notebook complete with quality notes

  • Keep your space clean

  • Stay in your seat and keep the desk clean

 

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