Hand in Hand with Christ
Course Purpose – Algebra B is a
course in which students will learn the basics of the mathematics of algebra
and its applications for life.
Course Goal – Students will utilize their knowledge of algebra by applying it throughout
their lives to solve problems in service to the Savior.
Mathematics Department Outcomes
Graduates of
the KMLHS Mathematics Department will be:
- Children of God who
- utilize their God-given abilities in
mathematics to serve Him.
- appraise their current math skills and,
building on their previous knowledge of mathematics, develop their math
skills in light of new developments in their lives and in society.
- evaluate data to guide their lives of
Christian stewardship.
- appreciate God’s order of creation in the
logical structure of math.
- Problem solvers who
- organize a plan to complete a project.
- decide upon an appropriate tool for
solving a problem.
- recognize and analyze patterns and
incorporate them into problem solving situations.
- Cooperative learners who
- contribute in solving group projects.
- develop and complete tasks assigned to
them.
- communicate effectively to
i.
relate their understanding of mathematics.
ii.
provide sound explanations of their reasoning in a problem-solving situation.
- Self-directed learners who
- integrate the rules of mathematics to
solve problems.
- incorporate the use of numbers and
variables effectively.
- justify solutions to their work.
- evaluate a problems solving situation,
decide on a problem solving strategy.
- integrate mathematical reasoning to
produce a solution
- solve problems using various
appropriate strategies.
- Informed citizens who
- analyze data in their lives.
- compare what they see to what they
know.
- incorporate mathematical knowledge as a
productive member of society.
Course Outcomes - ALL STUDENTS
WHO COMPLETE ALGEBRA B WILL BE:
1. Dedicated stewards who properly
prepare themselves for learning opportunities.
2. Discriminating thinkers who analyze
situations and evaluate data to determine the constants and variables.
3. Problem solvers who develop plans that
utilize patterns, proportions, linear equations, linear inequalities, and
exponential functions to solve problems.
4. Self-directed learners who distinguish
when to use mental calculations, pencil and paper, and computers and calculators
to most efficiently solve a problem.
5. Collaborative contributors
who relate their understanding of algebra concepts to others, compare problem
solving techniques, compose a common plan for solving a problem, and justify
their solutions using algebraic reasoning.
6. Self-directed learners who actively
pursue opportunities to grow in their knowledge and ability to use algebra.
Unit Outcomes
Ch.
FOLLOWING THE STUDY OF CHAPTER FOUR THE STUDENTS WILL BE:
1. Informed
citizens who can define and calculate the mean, median, mode, and range of a
set of data.
2. Problem
solvers who incorporate proportions, equivalent fractions, decimals, and
percents to deduce the value of a variable and the actual and experimental
probability of an event.
3. Discriminating
thinkers who can interpret and analyze graphs and number plots.
4.
Quality
producers who represent data on a graph and number plot.
Ch.
FOLLOWING THE STUDY OF CHAPTER ONE THE STUDENTS WILL BE:
1. Informed
citizens who can define a pattern and a variable.
2. Discriminating
thinkers who make predictions by using patterns in number sequences and
represent real-world problems with equations including variables and solve by
guess and check.
3. Self-directed
learners who accurately compute solutions using the algebraic order of
operations.
4. Dedicated
stewards who use variables to represent unknown quantities.
5. Problem
solvers who represent linear patterns with equations and graphs.
6. Discriminating
thinkers who interpret data in a scatter plot.
Ch.
FOLLOWING THE STUDY OF CHAPTER TWO THE STUDENTS WILL BE:
1.
Informed citizens who state and apply the commutative,
associative, distributive, identity, and zero properties of addition,
subtraction, multiplication, and division.
2.
Responsible stewards who add,
subtract, multiply, and divide positive and negative numbers.
3.
Problem solvers who can simplify expressions with
several variables.
Ch.
FOLLOWING THE STUDY OF CHAPTER THREE THE STUDENTS WILL BE:
1. Informed
citizens who can identify and solve equations for a variable by using addition,
subtraction, multiplication, and division.
2.
Problem solvers who write and solve multi-step equations.
3.
Discriminating thinkers who write equations that
represent real-world situations.
4.
Responsible stewards who select and use formulas to
solve problems.
Ch.
FOLLOWING THE STUDY OF CHAPTER SIX THE STUDENTS WILL BE:
1.
Informed citizens who can define an inequality and
absolute value.
2.
Problems solvers who solve and graph inequalities and
absolute value equations.
3.
Discriminating thinkers who can identify the
transformations a graph goes through.
Ch.
FOLLOWING THE STUDY OF CHAPTER FIVE THE STUDENTS WILL BE:
1.
Informed citizens who can define the slope of a linear
equation as a rate of change between the variables involved.
2.
Discriminating thinkers who can analyze the slope intercept
form of a linear equation to find the slope and y-intercepts.
3.
Problems solvers who can compute the slope of linear
equations from its equation, its graph, or any two points that are solutions to
the equation.
4.
Self-directed learners who can correctly modify a
linear equation to put it into slope-intercept, point-slope, and standard
forms.
5.
Discriminating thinkers who identify and write
equations for parallel and perpendicular lines.
Ch.
FOLLOWING THE STUDY OF CHAPTER SEVEN THE STUDENTS WILL BE:
1.
Informed citizens who can identify consistent,
inconsistent, dependent, and independent systems of equations.
2.
Problems solvers who utilize the graphing,
substitution, and elimination methods to solve systems of equations.
3.
Discriminating thinkers who can interpret the meaning
of a solution to a system of equations in a real-world context.
Ch.
FOLLOWING THE STUDY OF CHAPTER EIGHT THE STUDENTS WILL BE:
1.
Informed citizens who can state the rules that govern
the use of exponents and scientific notation.
2.
Problem solvers who simplify expressions containing
positive, negative, and zero exponents and perform computations involving
scientific notation.
3. Responsible
stewards who apply the general growth formula to calculate final
and initial
quantities.
Ch.
FOLLOWING THE STUDY OF CHAPTER NINE THE STUDENTS WILL BE:
1.
Informed citizens who know the definitions and usefulness of polynomials
and polynomial
functions
2. Discriminating
thinkers who can explain and model the addition, subtraction, and
multiplication of polynomials.
3. Self-directed
learners who can add, subtract, multiply, simplify, and factor polynomials.
4. Problem
solvers who can solve problems involving polynomial functions.
Ch.
FOLLOWING THE STUDY OF CHAPTER TEN THE STUDENTS WILL BE:
1. Informed
citizens who know the definition and usefulness of quadratic functions.
2. Problem
solvers who can solve polynomials by completing the square, factoring, or using
the quadratic formula.
3. Problem
solvers who can solve and graph quadratic inequalities and test solution
regions.
Instructional
Strategies
Establishing Individual and Group
Goals - 5%
Math Warm-Ups and Motivational
Activities - 5%
Teacher Demonstration – 30%
Individual Work with Teacher Assistance - 20%
Cooperative Work on Projects with Teacher Assistance – 20%
Responding
to Students Questions and Concerns - 20%
Grading
Assignments are to be completed by
the assigned day (usually the next school day). Unless otherwise instructed, the students
are to complete the assignments on loose-leaf paper, with the student’s name,
class, section, the date, and the assignment written on the top of the
paper. This is part of the assignment
and will be graded. All appropriate work
must be clearly shown so that I can see the steps that were taken to solve the
problems and also to help curb the temptation to copy the answers. Any problem submitted without appropriate
work will be marked wrong even though the answer may be correct and identified
with “NWNC” which means “No Work, No Credit.”
All daily assignments that are turned in late will be scored as
50%. If projects are not completed on time,
the grade will be lowered one grade for each school day that it is late. For example, if an assignment is due on
Monday, but not turned in until Wednesday, an “A” score will be lowered to a
“C” because it is two days late. The
lowest score a student can receive on a diligently completed assignment is a
50%. If a project is five or more days late will
be recorded as a 50%.
If a student is absent, the student is
required to turn in the assignment within three school days of his/her return
to class. If a parent feels that there
is a good reason why his/her child was not able to complete an assignment on
time, that parent is asked to write a note explaining that reason, and if the
excuse is valid I will not lower the grade of the assignment.
Most assignments can be redone, and
most quizzes and tests can be retaken, however, under normal circumstances only
one can be redone each quarter. If a
student wishes to redo an assignment, he/she must bring a note from a parent
that states the reason for redoing the assignment
If a student fails to complete an
assignment by the end of the semester, a score of 0% will be given for that
assignment. Failing to complete any
assignments will severely lower the student’s semester grade. Failing to complete major assignments will
result in failure of the course.
I will select assignments to grade that give
an accurate picture of how well the student is progressing.
I will e-mail grade reports on the first
day of each week and at various times after grades have been entered. Parents will receive a letter in the first
week of class in which they can choose whether grade reports are sent via
e-mail or on a report that is distributed to the student. In addition, I will post a list of missing
assignments in the classroom. Grades are
also posted on Parent Connect which can be viewed via the Internet at any
time. I hope these help both the
student and the parent(s) keep an eye on the student’s progress throughout the
year.
The students'
final grades will be based on the following estimated percent scale:
Daily Assignments - 20% - Daily practice of the skills
taught in class is very important.
Faithful completion of the daily practice problems enables the students
to recognize and successfully solve the new types of problems that were
introduced in class. Because all math
classes build on previous concepts, completing the daily practice problems will
also enable the students to understand other concepts that build on those types
of problems. For some assignments
students may make appropriate use of the answers in the back of the textbook to
check their own work. These answers are
there to help the student see whether or not they are completing the problems
correctly. A portion of this grade will
also be based on how often they bring all required materials to class. Some of the daily assignments will be
collected to evaluate the student’s work.
At times I will collect and grade these assignments. At other times students will grade their own
assignments or those of other students in a monitored fashion. All daily assignments handed in late will be
recorded as a 50% unless there are extenuating circumstances.
Quizzes - 10% - The students will receive quizzes
about twice a chapter on problems in which they have been instructed and had an
opportunity to ask questions about in class.
These may or may not be announced prior to the quiz.
Cooperative Skills – 5% - The students will be graded on
how well they actively participate, communicate, work efficiently, show respect
for peers, and use math terminology as they work with others.
Projects – 30% - The students will be assigned
various projects to demonstrate their ability to use their knowledge of
algebra, be creative and responsible, and, at times, to work with others.
Chapter Tests – 20% - Tests will be given at the
conclusion of each chapter.
Algebra Portfolio 5% Throughout
the semester the students will be creating a portfolio of materials that
represents some of their major accomplishments in algebra. They will choose what they believe are the
best examples of their best work at particular points in the semester.
Semester Exam – 10% - Semester exams will be given on
the assigned exam day and will cover much of the material that was studied
throughout the semester.
Student Materials
The students will be expected to bring the following materials
for each class period:
2 pencils, a red pen, TI-82
or TI-83 calculator, 4 extra AAA batteries, a CD or flash drive for saving
computer files, loose-leaf paper, binder, 5 binder tabs, the course textbook, and
student planner.
Classroom Procedures
Our
Lord has commanded us in his Holy Word to fear, love, and trust in him above
all things, to honor those he has placed in authority over us, and to love our
neighbor as ourselves. With these
commands in mind, the constant guidance of all parts of Scripture in everything
we do, and the following rules, which have been established for the
organization, productivity and safety of the students, the students will grow
spiritually, intellectually, and socially throughout the school year. The love of our Lord Jesus who suffered all
things for us will motivate us to serve our Savior in everything we do to the
best of our ability. The students will
be required to:
1.
Show respect
and listen to those whom God has placed in authority over us.
2.
Be on time
and prepared. The students will be
required to be in the classroom with all the materials necessary for class when
the bell rings.
3.
Get to work
immediately. Upon arrival
to class, the students will be required to find the assigned task for the day
and begin working on it at their assigned desk as soon as possible.
4.
Remain in
their seats and keep their hands, feet, and objects to themselves unless
otherwise instructed.
5.
Raise a hand
before speaking. Unless
otherwise instructed, the students will be required to raise their hand before
speaking and wait to speak until the teacher calls them upon. This is done to give all students time to
think about and respond to questions and instructions.
6.
Listen,
write, answer, and ask. The students
will be encouraged to listen carefully to directions and instructions, write
down important information, answer questions to the best of their ability, and
ask questions about things which they don’t understand.
7.
Find out. When they are absent, the students are
responsible to find out how to complete an assignment from the teacher or a
classmate as soon as possible.
8.
Finish all
assignments. Assignments
are due by the beginning of the next class period unless otherwise instructed
by the teacher. The students are
required to finish their assignments neatly according to the directions given.
9.
Care for the
property of the school. This includes
not bringing food or drinks into the classroom.
The students will be reminded, cautioned, and then appropriate
action will be taken if the inappropriate behavior is not corrected.
2 Cor. 8:7 But just as you excel in everything – in
faith, in speech, in knowledge, in complete earnestness and in your love for us
– see that you also excel in this grace of giving.
.