MACON COUNTY HIGH SCHOOL

Coordinate Algebra Syllabus - CCGPS – 9th Grade

Title of the Course:

Coordinate Algebra

Teacher of the Course:

Mr. Stephen Chapman

Teacher Contact Information:

706-566-3675

The School’s Contact Information:

Phone: 478-472-8579
Fax: 478-472-6206

Rationale for the Course:

The Common Core Standards Initiative was conceived of by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). They wanted to get all the states together to come to agreement on what a quality education looks like in the United States and a common formula for assessing mastery of those standards.

It was not an easy task to undertake. States had widely varying standards of their own and although coming to consensus like this had been talked about for years, it wasn’t until this initiative that states really sat down and brought all stakeholders to the table to come to an agreement. Why did it work this time? Probably it is because the US is no longer the best in education in the world. In fact, our students have been falling progressively behind other countries in comparative tests. Also, the nature of the work environment is changing. Most jobs in the next century will require a college degree. That means students need to be prepared for higher levels of learning.

The group set out to research the best practices not only in the US, but around the world. They found that the countries that were besting us taught fewer concepts, but went much deeper into the subject area. So the foundation was formed. After much discussion and research, the initiative determined that the standards must be aligned with college and work expectations; clear, understandable and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; be informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and are evidence-based.

Common Core Standards are all about preparing students for the 21st Century & beyond.

Course Description:

The high school math standards are organized around five conceptual categories: number and quantity, algebra, functions, geometry, and statistics and probability.

The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

The fundamental purpose of Coordinate Algebra is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understandingof linear relationships, in part by contrasting them with exponential phenomena, and in part by applyinglinear models to data that exhibit a linear trend. Coordinate Algebra uses algebra to deepen and extend
understanding of geometric knowledge from prior grades. The final unit in the course ties together thealgebraic and geometric ideas studied. The Standards for Mathematical Practiceapply throughout eachcourse and, together with the content standards, prescribe that students experience mathematics as acoherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

Format:

This class will be focused on students actively engaging in mathematics, explaining their thinking, justifyingtheir work, using multiple representations, making connections, and using appropriate technology. Studentswill have opportunities to work individually, in pairs, and in groups. We will include a variety of activities, with an emphasis on working through learning tasks designedto promote critical thinking.

Course Outline:

  • UNIT 1: Relationship between Quantities
  • UNIT 2: Reasoning with Equations and Inequalities
  • UNIT 3: Linear and Exponential Functions
  • UNIT 4: Describing Data
  • UNIT 5: Transformations in the Coordinate Plane
  • UNIT 6: Connecting Algebra and Geometry through Coordinates

Materials needed for this course:

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“WORKING HARD TO BE THE BEST; FOR EVERY STUDENT TO GRADUATE!”

MACON COUNTY HIGH SCHOOL

Essential

Pencils (if mechanical, plus extra lead)

Erasers

Notebook Paper

Graph Paper

1½ to 2 inch binder (with dividers)

3 prong folder (for EOCT prep information)

(to be compiled all year)

Helpful

Protractor/Ruler

Non-graphing Calculator (e.g. TI-30XS)

Color Pencils

Highlighters

1

“WORKING HARD TO BE THE BEST; FOR EVERY STUDENT TO GRADUATE!”

MACON COUNTY HIGH SCHOOL

Coming to class prepared for learning is essential!

Bring several sharpened pencils, notebook, paper, completed assignments, and textbook to class everydayunless otherwise instructed.

Make-Up Work

Make-up work is accepted for excused absences only.

Due upon return if known prior to absence. Because tests are announced several days in advance, you will be expected to take them even if you were absent the day before. If you are absent on test day, you will be expected to take it on the day you return.

Make-up assignments are due within 3 days for new assignments.

It is the student’s responsibility to complete and turn in make-up assignments.

Failure to make up work will result in a zero.

A substitute assignment may be given.

Expected Classroom Behavior

  • Be in your seat before the tardy bell rings.
  • Be respectful to the teacher, visitors, and peers.
  • Raise your hand to be recognized.
  • Remain in your seat, unless you are given permission.
  • Come prepared for class and work everyday.
  • Follow instructions the first time.
  • No eating, sleeping, or drinking in class.
  • No cell phones or electronic devices are to be used in the classroom.
  • All Macon County High School and Macon County rules and regulations must be followed at all times.

Failure to follow these rules will result in the following consequences:

  1. Student Conference (implement suggested modification)/ Warning
  2. Watch Form submission (Counselor) and/or Phone Call to Parent
  3. Counselor or Administrative Conference/ Parent Conference
  4. Office Referral (usually resulting in ISS or OSS)

Semester Final Exam Exemption Policy

Students who meet the following criteria are exempt from taking the semester exam:

Must have a 93 average in the course

Must not be absent from school more than 5 days, regardless of the reason, during the semester in the course

Must not have more than 3 unexcused tardies in the course

Must not have been a discipline problem in the course

Must not have been assigned to ISS or OSS

1

“WORKING HARD TO BE THE BEST; FOR EVERY STUDENT TO GRADUATE!”

MACON COUNTY HIGH SCHOOL

Content standards to be explored and mastered: Tentative pacing guide table for the course:

Subject: Coordinate AlgebraContent Area: MathGrade Level: 9th

Time Frame / August / September / October / November / December / January / February / March / April / May
Number of Days / 20 / 18 / 20 / 17 / 12 / 20 / 18 / 21 / 15 / 19
Unit Topic / Relationships Between Quantities / Relationships Between Quantities / Reasoning with Equations and Inequalities / Linear and Exponential Functions / Linear and Exponential Functions / Describing Data / Describing Data / Transformations in the Coordinate Plane / Connecting Algebra and Geometry Through Coordinates / Connecting Algebra and Geometry Through Coordinates
Standards / MCC9-12.N.Q.1
MCC9-12.N.Q.2
MCC9-12.N.Q.3
MCC9-12.A.SSE.1a,b
MCC9-12.A.CED.1
MCC9-12.A.CED.2
MCC9-12.A.CED.3
MCC9-12.A.CED.4 / MCC9-12.N.Q.1
MCC9-12.N.Q.2
MCC9-12.N.Q.3
MCC9-12.A.SSE.1a,b
MCC9-12.A.CED.1
MCC9-12.A.CED.2
MCC9-12.A.CED.3
MCC9-12.A.CED.4 / MCC9-12.A.REI.1
MCC9-12.A.REI.3
MCC9-12.A.REI.5
MCC9-12.A.REI.6
MCC9-12.A.REI.12 / MCC9-12.A.REI.10
MCC9-12.A.REI.11
MCC9-12.F.IF.1
MCC9-12.F.IF.2
MCC9-12.F.IF.3
MCC9-12.F.IF.4
MCC9-12.F.IF.5
MCC9-12.F.IF.6
MCC9-12.F.IF.7a,e
MCC9-12.F.IF.9
MCC9-12.F.BF.1a,b
MCC9-12.F.BF.2
MCC9-12.F.BF.3
MCC9-12.F.LE.1a,b,c
MCC9-12.F.LE.2
MCC9-12.F.LE.3
MCC9-12.F.LE.5 / MCC9-12.A.REI.10
MCC9-12.A.REI.11
MCC9-12.F.IF.1
MCC9-12.F.IF.2
MCC9-12.F.IF.3
MCC9-12.F.IF.4
MCC9-12.F.IF.5
MCC9-12.F.IF.6
MCC9-12.F.IF.7a,e
MCC9-12.F.IF.9
MCC9-12.F.BF.1a,b
MCC9-12.F.BF.2
MCC9-12.F.BF.3
MCC9-12.F.LE.1a,b,c
MCC9-12.F.LE.2
MCC9-12.F.LE.3
MCC9-12.F.LE.5 / MCC9-12.S.ID.1
MCC9-12.S.ID.2
MCC9-12.S.ID.3
MCC9-12.S.ID.5
MCC9-12.S.ID.6a,b,c
MCC9-12.S.ID.7
MCC9-12.S.ID.8
MCC9-12.S.ID.9 / MCC9-12.S.ID.1
MCC9-12.S.ID.2
MCC9-12.S.ID.3
MCC9-12.S.ID.5
MCC9-12.S.ID.6a,b,c
MCC9-12.S.ID.7
MCC9-12.S.ID.8
MCC9-12.S.ID.9 / MCC9-12.G.CO.1
MCC9-12.G.CO.2
MCC9-12.G.CO.3
MCC9-12.G.CO.4
MCC9-12.G.CO.5 / MCC9-12.G.GPE.4
MCC9-12.G.GPE.5
MCC9-12.G.GPE.6
MCC9-12.G.GPE.7 / MCC9-12.G.GPE.4
MCC9-12.G.GPE.5
MCC9-12.G.GPE.6
MCC9-12.G.GPE.7
Type of Formative Assessments / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal / -Performance Task
-Written Assessment
-Discussion
-Weekly Formal
Type of Summative Assessments
(tentative dates) / 1 or 2 exams per unit (cumulative)
8/24 / 1 or 2 exams per unit (cumulative)
9/7
9/21 / 1 or 2 exams per unit (cumulative)
10/5
10/19 / 1 or 2 exams per unit (cumulative)
11/2
11/16 / 1 or 2 exams per unit (cumulative)
12/7 / 1 or 2 exams per unit (cumulative)
1/18 / 1 or 2 exams per unit (cumulative)
2/1
2/14 / 1 or 2 exams per unit (cumulative)
3/1
3/15 3/29 / 1 or 2 exams per unit (cumulative)
4/26 / 1 or 2 exams per unit (cumulative)
5/10

1

“WORKING HARD TO BE THE BEST; FOR EVERY STUDENT TO GRADUATE!”

MACON COUNTY HIGH SCHOOL

Grading procedures

In order to receive credit for work, you must

write legibly in pencil and all work must be shown!

A pretest will be given at the beginning of each unit to establish a baseline to gauge the level of improvement on the posttest such as teacher-made assessment, EOCT results, performance project or final exam. This data will be used to assess the gains of each student (50 to 100 questions based on Bloom’s Taxonomy and/or use of a rubric as a checklist to guide the learning process).

Semester Assessments:

These assessments can be in the form of unit tests, quizzes, formative assessments, performance tasks, homework, daily participation, reports, notebooks, or group work.

Remember that the student must meet all the requirements as stated in the handbook.

Progress Report/9 weeks Averages

The averages for both the progress reports at the 4th week mark and the 9 weeks average mark should be calculated based upon daily work grades and tests grades posted.

Type Examples ofWeight

Daily Work(Classwork/Homework, Quizzes, Participation) = 45%

Unit Tests(Summative Assessments, Writing Portfolio) = 55%

Average of multiplied by (0.45) + Average of multiplied by (0.55) = Progress/

Daily Work Unit Tests 9 Weeks

Grade

Example:

Jane Johnson Grade Sheet:

Daily WorkGradeUnit TestsGrade

Functions Quiz 82Graphing Function Test73

Homework pg 13276Writing Portfolio90

Participation/Groupwork60Polynomial Test83

Paula’s Peaches Learning Task 65

Vocabulary Review74

Average71Average82

71 multiplied by (0.45) + 82 multiplied by (0.55) = 77%

Progress Report or

9 weeks Grade

Semester Grade

To calculate the average for the semester, add the grades for both nine weeks to the final exam grade and divide by 3. (1st Semester grade calculation utilizes only 1st and 2nd 9- weeks averages; while 2nd Semester calculation utilizes only 3rd and 4th9-weeks averages)

Example:Nine Weeks Average≈ 33%

Nine Weeks Average≈ 33%

Final Exam≈ 33%

End of the Course (EOCT) = 20% of the final grade (2nd Semester)

Summative assessment possible formats

Each summative assessment will be weighted and calculated accordingly with daily work assignments to present to the student, parent and administration to document the level of mastery of the content under study. Summative assessments could be constructed in written format using the school-wide testing construct procedures (with a study guide), performance-based projects (with a guiding rubric), research paper (with a guiding rubric), persuasive essays (with a guiding rubric), comparative essays (with a guiding rubric), extended-lab study (with a lab checklist), power-point presentation (with a rubric) or oral presentation (with a rubric).

What can I expect from a written math assessment (test)?

Multiple Choice Questions (60%)

Fill-In the Blank/Matching Questions (25%)

Open Ended Questions/Short Answer(15%)

All Tests will be cumulative to ensure retention of previous lessons.

Cognitive Level Questions %Math is the Problem

Knowledge50 % EasyThinking is the Solution!

Comprehension20 %

Application10 % ↓

Analysis10 % ↓

Synthesis5 %

Evaluation5 %Difficult

Formative assessments application of the classroom

The purpose of formative assessments is to help guide the teaching and learning process in order that the students may be assessed on each standard explored for a significant level of cognitive development to support mastery learning.

A formative assessment is an evaluation tool used to guide and monitor the progress of student learning during instruction. Its purpose is to provide continuous feedback to both the student and the teacher concerning learning successes and failures. Formative assessments diagnose skill and knowledge gaps, measure progress, and evaluate instruction. Teachers use formative assessments to determine what concepts require more teaching and what teaching techniques require modification. Educators use results of these assessments to improve student performance. Formative assessments would not necessarily be used for grading purposes. Examples include, but are not limited to pre/post tests, portfolios, benchmark assessments, quizzes, teacher observations, teacher/student conferencing, teacher commentary and feedback.
-Georgia Department of Education 2007

Extra Credit Opportunity

Homework is due at the beginning of class the next school day after it was assigned. Students who turn their work in on time receive points which can be accumulated and added to quiz or test scores as needed. Two points will be awarded for each homework assignment that is turned in on time which shows genuine work. Homework turned in one day late can receive one point.

Most asked questions about this subject:

  1. What will it take to earn an “A” for this class?
  2. How much homework will I have each week?
  3. Will I earn a grade for doing my homework?
  4. Can I earn extra credit for this class?
  5. How can I get help when I do not understand the standard being studied?
  6. How will you inform me when I am failing the course?
  7. How will my grade be calculated?
  8. Is there an End of Course Test connected to this course?
  9. What should I do if my home phone number or address changes?
  10. If I have a question, when can I speak with you?

Answers:

  1. Good Attitude, Exceptional Work Ethic, Consistent Effort, Completing All Work, Mastery of Standards
  2. Everyday! If a formal assignment is not given, your homework is to study.
  3. Yes, some homework assignments will count toward your daily work average and some will add points to your test and quiz scores.
  4. Yes, there may be some assignments given for bonus points. However, do not just rely on extra credit to pass the course.
  5. Ask questions during the class period, Early School, 7th period, peer tutoring
  6. Progress Reports, Recovery Sheets, Parent Phone Call/Letter Home
  7. See pages 7 and 8 (progress report averages and semester grade calculations)
  8. Yes, the EOCT will be administered in May. This test will count 20% of your second semester grade. Each student is required to take this test in order to receive credit for the course; there are no exemptions/exceptions
  9. Notify all of your teachers and the counseling department so that your records can be updated
  10. Before or after school, and by appointment

Maintaining the student’s work sample file

The teacher will keep a copy of all graded assessments for review by the student, parent or administration to assess potential concerns in the learning process. The student’s work samples will be used to confirm any possible appeals that may arise during the course of study. The student should also keep track of graded work.

Plagiarism or cheating
Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source. For example:

  • Wholesale copying of passages from works of others into an assignment, paper, discussion board posting, or thesis or dissertation without acknowledgment
  • Using the views, opinions, or insights of another without acknowledgment
  • Paraphrasing another person's characteristic or original phraseology, metaphor, or other literary device without acknowledgment

A student proven to commit plagiarism or cheating will be referred to the administration staff and the teacher will call or write the parents or guardians to inform them of their child’s disposition. The student may or may not be given an opportunity to retake or re-do the assessment. If the teacher selects to give the student a second opportunity to retake or re-do the assessment the student maximum score can only be a 75.

Parent contact
The teacher will contact the parent in the following manners beyond parent connect, progress reports cards, report cards, or open house activities:

  • Infinite Campus status report
  • Recovery Sheets
  • Academic conferences via phone or face-to-face
  • IEP meetings or SST process
  • E-mail

Student’s Self-Efficacy
Macon County High believes that it is important to nurture students’ self-efficacy by positive verbal persuasion, mastery experiences, vicarious support, and reducing stressful issues to improve their self-regulatory skills for learning by developing academic and physiological attributes to support improved academic outcome. MaconCountyHigh School will also use formative assessments and data analysis to support improving students’ motivation and self-regulatory skills.

Each student must sign to confirm receipt of the syllabus and understand the items outlined. The following page needs to be returned to the teacher within 1 week of receipt. Each student should retain the course syllabus in his/her notebook for reference.

Course: Coordinate Algebra Period:______

Teacher: Mr. Chapman

Parent and Student Confirmation of Receipt of the Syllabus

I, the student, ______(print name) confirm that I have received a copy of the course syllabus and fully understand the expectations of this course of study. I understand that I must take an active and supportive part in this course of study in order to be successful in this course. I understand that extended instructional support is available to me before school, after school, and during the Bulldog E.I. period.

I, the parent/guardian, ______(print name) confirm that I have read this course syllabus and fully understand that I must support the teacher and school to ensure that my child is working diligently at home to meet the standards of this course. I understand that the school and the teacher will be available for parent/teacher conferences at 7:30 AM, during the teacher’s planning period or after school to discuss my child’s academic progress.

Student Signature: ______Date: _____

Parent Signature: ______Date: _____

Teacher Signature: ______Date: _____

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“WORKING HARD TO BE THE BEST; FOR EVERY STUDENT TO GRADUATE!”