Integrated Algebra / Geometry 1

Course Syllabus and Outline Course Title – Integrated Algebra/Geometry 1

Grade Level - 9th

Text (adopted) - Contemporary Mathematics in Context, Core 1, Everyday Learning Corporation, Chicago, Illinois, 1998.

Method of contacting teacher
Phone number - (302) 846-9544
E-mail address - usefulmath@aol.com *** Best method

I. Course description - Students will develop mathematical and problem solving skills through investigations of real-life situations in algebra, statistics, and geometry.

II. Course rationale - This course is needed to give the students the skills they will need to function successfully in today's world and on the state assessment.

III. Major learning goals -
A) Students will be successful on the state assessment.
B) Students will be able to interpret and analyze basic statistics.
C) Students will understand the basic foundations of algebra.
D) Students will understand the basic foundations of geometry.
E) Students will understand the basic foundations of probability.

IV. Learning outcomes -
A) The student will be able to make sense of real-world data through the use of graphical displays and summary data.
B) The student will be able to recognize important patterns of change among variables.
C) The student will be able to represent patterns using tables, graphs, verbal descriptions and symbolic equations.
D) The student will be able to use linear equations to model and solve problems.
E) The student will be able to find area, perimeter, surface area, and volume, and use these skills to solve real world problems.

V. Learning activities -
A) Students will be assigned to cooperative learning groups to aid in the learning process for different activities.
B) Students will experience as much as possible of the different topics being covered through the use of manipulatives.
C) Students will be working with graphing calculators daily.

VI. Teaching methods - A variety of teaching methods will be used throughout the course of the year. They include but are not limited to: lecture, cooperative learning groups, demonstrations, guided discovery, use of graphing calculators, and student presentations.

VII. Homework policy - Homework will be assigned when it is appropriate, approximately three times a week. Homework will not be accepted late without extenuating circumstances.

VIII. Assignments, projects, expectations - They will be announced throughout the year. It is expected that all students come to class prepared for the days lesson everyday. This includes bring all notes, the textbook, and any assignments.

IX. Grading, assessment, and evaluation procedures -
A) Grades:
Tests/Quizzes 50% (Notebooks count as a test grade.)
Participation 10%
Homework/Classwork 40%
B) The board policy grading scale:
A 93% - 100%
B 84% up to 93%
C 75% up to 84%
D 66% up to 75%
C) Any student who earns a 3 or better on the March DSTP Mathematics Assessment will be excused from their final exam in this class.

X. Topical outline -
1. Exploring Data
2. Relationships and Trends
3. Now Next equations
4. Variables and Rules
5. Linear and Nonlinear Patterns
6. Graphs, Tables, and Rules
7. Geometric Constructions
8. Perimeter, Area, Surface Area, Volume
9. Pythagorean Theorem
10. Classify Polygons
11. Exponential Growth and Decay
12. Compound Growth
13. Probability

XI. Expectations/Results - This course lies the groundwork for all other mathematics courses. As with all mathematics courses, a firm understanding of mathematics is becoming more and more invaluable as the world becomes more technological advanced.

XII. Technological perspectives - Students will be assigned a graphing calculator for classwork use, which they will use daily.

XIII. Supplies needed - textbook, calculator, pencils, notebook, dividers, paper