Materials:
1 inch binder for math class only
notebook or loose leaf paper for the binder
pencils (enough to last all year)
1 subject spiral notebook to leave in the classroom
1 folder with prongs to be left in the classroom
2 glue sticks to be left in the classroom
Graph paper to be left in the classroom
Donations of Kleenex, pencils, hand sanitizer, and colored paper
are appreciated.
1st Quarter Curriculum (August 6 – October 2nd)
Unit 1: Foundations of Algebra
**This unit covers standards that the students will miss going from 6th or 7th grade math to Algebra.
Common Core Standards addressed:
- 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
- 7.NS.2:: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
- 7.NS.3: Solve real-world and mathematical problems involving the four operations with rational numbers.
- 8.NS.1Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
- 8.NS.2Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of square root of 2, show that it is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
- 8.EE.2 – Use square root and cube root symbols to represent solutions toequations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
- 8.G.6 – Explain a proof of the Pythagorean Theorem and its converse.
- 8.G.7 – Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two dimensions.
- 8.G.8 – Apply the Pythagorean Theorem to find the distance between two points in coordinate system.
- A.SSE.1a and bInterpret expressions that represent a quantity in terms of its context.
- N.RN.3Explain why the sum or product of two rational numbers is rational; that the sum of a rational and irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Unit 1: Student Learning Targets
1.I can translate an algebraic expression from words or into words.
2. I can use the order of operations to evaluateexpressions.
3.I can use the properties of real numbers to find a sum or difference.
4.I can use the properties of real numbers to find aproduct or quotient.
5.I can evaluate square roots of small perfect squares.
6.I can find the solution(s) of equations of the form x2 = p.
7.I can use reasoning to determine between which two consecutive whole numbers a square root will fall.
8.I can plot the estimated value of an irrational number on a number line.
9.I can estimate the value of an irrational number by rounding to a specific place value.
10.I can estimate the value of an expression involving square roots by using the order of operations.
11.I can use estimated values to compare two or more irrational or rational numbers.
12.I can find the solution of equations of the form x3 = p.
13.I can evaluate cube roots of small perfect cubes.
14.I can classify a number as rational or irrational based on its decimal expansion.
15.I can justify that the square root of a non-perfect square will be irrational.
16.I can convert a repeating or terminating decimal into a rational number.
17.I can use visual models to demonstrate the relationship of the three side lengths of any right triangle.
18.I can use algebraic reasoning to relate the visual model to the Pythagorean Theorem.
19.I can use the Pythagorean Theorem to determine if a given right triangle is a right triangle.
20.I can calculate the length of the hypotenuse or a leg of a right triangle using the Pythagorean Theorem.
21.I can draw a diagram and use the Pythagorean Theorem to solve real-world problems involving right triangles.
22.I can connect any two points on a coordinate grid to a third point so that the three points form a right triangle.
23.I can calculate the distance between two points on a coordinate grid using the Pythagorean Theorem.
Unit 1: Vocabulary
Unit 2: Equations
Common Core Standards addressed:
- A.CED.1 Create equations and inequalities in one variable and use them to solve problems. (linear)
- A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
- A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
- A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by variables.
Student Learning Targets: Vocabulary:
- I can write and solve a one-step equation.
- I can write and solve a two-step equation.
- I can write and solve a multi-step equation.
- I can write and solve an equation with variables on both sides.
- I can solve a formula for a given variable.
Unit 3: Inequalities
- A.CED.1 Create equations and inequalities in one variable and use them to solve problems. (linear)
- A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by variables.
Student Learning Targets:
1.I can write, graph, and identify solutions of inequalities.
2.I can write and solve a one-step inequality
involving addition or subtraction.
3.I can write and solve a one-step inequality
involving multiplication or division.
4.I can write and solve multi-step inequalities.
5.I can write solutions in set-builder notation.
6.I can write and solve compound inequalities
containing the word “and”. (Intersection)
7.I can write and solve compound inequalities
containing the word “or”. (Union)
8.I can solve an absolute value equation and graph the solution.
9.I can solve an absolute value inequality and graph the solution.
Grading Policy:
Homework will be assigned on a daily basis. Students are expected to complete all assignments and keep all notes, class activities, homework, etc. in the one inch binder each quarter.
Notes/activities - Students are expected to take classroom lesson notes and complete all in-class activities. These will be kept in your binder to use for homework help and as study guides for quizzes and tests.
Quizzes – These will range from 30 to 50 points and will be given over multiple lessons in a unit.
Tests – These will be at the end of each unit and will be worth approximately 100 points each.
Extended Response Questions/Short Answer Questions–These will be at the end of each unit.
Bellringers/Flashbacks – This is completed at the beginning of class each day. These questions will review previous material.
Semester Final– This will be given at the end of the 2nd quarter and 4th quarter. It is 10% of the semester grade.
*The grades for tests, quizzes, bellringers, etc. will be entered into Infinite Campus within 5 days of the due date.
*Students are expected to complete all assignments, even if they are absent. If a student has a missing assignment due to absences, thenI will speak to him/her individually about a due date for those assignments. Quizzes and tests must be taken afterschool if an absence occurred on the day they were given.
According to the Kentucky Department of Education, a student taking a high school credit course at the middle school level must earn a final grade of a “B” or higher to earn the high school credit. If the final grade is lower than a “B”, then the student will be required to retake the course the following year. If a student’s average falls below 80% at the end of the 1st or 2nd quarter, then I will make a parent contact and require a parent meeting. If at this meeting, it is decided that the student should be removed from the algebra 1 class, then he/she will be placed in a pre-algebra class. If a student is in the algebra 1 class at the beginning of the 3rd quarter, then he/she will remain for the duration of the course no matter the average. After 3rd quarter begins, there will be no removing of students, even if parents request. This is according to the Bowling Green City Schools Policy.
Also, according to the Bowling Green City Schools Board Policy, if a student makes a “B” in the class for the year, then he/she can’t retake the course the following school year to improve his/her grade to an “A”. Once the grade is earned, it goes on the high school transcript and can’t be changed.
If you have any questions or concerns, please feel free to contact me by e-mail at or by phone at 746-2290. Also, please sign up to receive text messages about upcoming tests, projects, etc. See directions on the next page.
REMIND 101
Do you need a friendly reminder about your child’s upcoming math test?
Or what about a reminder of the due date for that math project?
Or even better, a reminder for when the permission slip is due for the upcoming field trip?
If so, REMIND 101 is for you.
In an attempt to keep parents informed of important dates and deadlines, I will be utilizing the Remind 101 text messaging system this school year. All you (parents and students) have to do is send two simple messages to the number below.
1-757-561-2074
Type the following message:
@9m9
After you send the above message, you will instantly receive a text stating that Mrs. Langford needs to know who you are before being added to the class.
Simply REPLY with your full name.
After replying with your name, you will receive a thank you message stating that as a member of your class, you will now receive all of Mrs. Langford’s notifications.
______Please sign and return to Mrs. Langford______
I have read the syllabus and understand that this is a high school class and will count towards my child’s high school grade point average. I am also aware that my child must earn an A or B in the class in order to receive the high school credit.
______Parent Signature
______Child’s Name