Algebra Students: Textbook and Materials: Algebra students will use the following: Algebra 1, Holt, Reinhart, and Winston, 2001: Algebra 2000 and Beyond, Texas Education Agency, 2000(dittos); Student Planners, 3-subject notebook (or 3 1-subject notebooks), 1HW Folder, Ruler, Pencils, and a Scientific Calculator.

Pre-algebra Students: Textbook and Materials: Connected Mathematics, Prentice Hall, 2002 Student Planner, 2-inch binder, lined paper, 4 separators, ruler, and pencils.

Numeracy Students:Textbook and Materials: Connected Mathematics, Prentice Hall, 2002;Comprehensive Math Assessment, Options publishing, 2002;Student Planner, notebook, 1 HW folder, 1 marble journal notebook, ruler, and pencils

Standards: M1 Number and operations, M2 Geometry and measurement Concepts, M3 Function and Algebra Concepts, M4 Statistics and Probability Concepts, M5 Problem Solving and Mathematical Reasoning, M6 Mathematical Skills and Tools, M7 Mathematical Communication, M8 Putting Mathematics to Work, A5 Tools and Techniques for Working With Others

Grade Level Expectations: (GLEs): Numbers and Operations (N&O), Geometry and Measurement (G&M), Functions and Algebra (F&A), Data and Statistics and Probability (DSP),and the process standards (problem solving, reasoning and proof, communication, connections and representations)

Grading Policy: The quarterly grade consists of Tests 30%, Quizzes 20%, Projects 30%, and Homework 20%. All students will receive a mid quarter progress report and a progress report 1-week prior to grades closing that should be signed by parents and returned by students. All students will receive a report card at the end of each quarter that should be signed and returned to the community meeting teachers.

Tests: Tests are usually given after each chapter on concepts from the text and GLEs. Quizzes are open notebook and are given to practice understanding of concepts. Students are required to use pencils on all tests and quizzes. All tests and quizzes need a correction/reflection on lined paper and stapled to the Front of the test/ or quiz. All tests and quizzes are to be included in your portfolio. Do not throw anything away! All tests can be corrected by using the Rewrite Model for up to half the points lost.

Projects: There will be projects assigned in class and for homework. Each quarter students collect their work and create a working portfolio. Parents need to review the portfolio at the end of each quarter giving input/encouragement on their child’s work. Remember learning does not stop after a final grade on an assignment. We must use writing as dialogue, and all feedback need to be responded to. Each investigation is organized based on the given rubric and handed in for a project grade. Other long-term projects will also be assigned. Projects are included in portfolios as assessment. Projects may be corrected and resubmitted for half the points lost. Remember, we always learn from our mistakes. Do not throw anything away!All projects can be corrected by using the Rewrite Model for half the points lost.

Homework Policy: Homework is usually assigned each night whether it is a reading assignment, written work, or studying for a test. HW is usually due the next day unless otherwise stated. All work should be completed in your notebook with the appropriate heading. HW that is collected and corrected should be placed in your HW folder. All HW and class work missed due to an absence must be completed. Make sure to get the notes from a friend.

Classroom Management: Many of our projects and activities involve cooperative grouping and hands-on activities that must be completed in class. In order to ensure a safe environment that is conducive to learning exists, there are standards for appropriate classroom behavior. Lifelong success depends in part on learning to make responsible choices. This includes class participation and preparedness. You should remember to do the following each day:

1. Be on time. Take the most direct route possible to all your classes. Class time is used wisely and all class work is completed in a timely manner.

2. Come prepared and ready to learn. This includes having your textbook, pencil, notebook, and homework.

3. Respect others and property. Be polite and respectful while others are speaking. When working in-groups, full participation is required. (ROLES) {M&M, PI, RR, TK}. Please, return all classroom material and clean up before you leave the room.

4. Conflict resolution. Remember everyone has a problem to solve! Knowing strategies to solve problems before they occur and knowing the resources in your school, where you can get help will aid in avoiding or resolving problems. (Consult your planner on “Conflict Resolution” or your Community Meeting Teacher)

In our classroom, I will direct you toward using appropriate problem solving strategies. If problems persist, students will take a behavior journal home complete and have it signed by parents. If this does not aid in solving problems, then a student/teacher problem solving conference will be assigned after school. If problems persist, then parents will become involved by phone, conference, or written report.

Content: The following is an overview of the concepts for Algebra 1: Using patterns to identify relationships; Using samples to reason about populations and make predictions, comparing samples and sample distribution; calculating and using central tendency data; Calculating probability; calculating count understanding and modeling integers; order of operations using real numbers; four quadrant graphing; recognizing and representing linear relationships in tables, graphs, words and symbols; solving linear equations; representing relationships; functions and modeling slope; finding an equation of a line; recognizing equivalent equations, order of operations; recognizing and re presenting quadratic functions in tables, graphs, words, and symbols; The Pythagorean theorem; The Pythagorean distance formula; irrational numbers; connecting coordinates; distance; area; and introduction to exponential growth and decay; recognizing symmetry of functions, transformations and comparing transformations to the original function or the parent function.

Skills: The skills we will be developing or strengthening are the following: working in cooperative groups {ROLES}{M&M, PI, RR, TK}, problem solving {RAISE}{TASC}, reasoning, connections, applications, representation {using tables, graphs, words, and symbols; select apply and translate among representations}, communication {justify reasoning, summarizing activities, reflecting on work, peer editing }, using technology and tools {computer use: word processing, spreadsheets, Smart Board, internet, graphic calculators, and measuring devices}.

Student Outcomes: Students will be able to justify reasoning by using appropriate vocabulary by using different representations of relationships (tables, graphs, equations, and words) and by making comparisons and connections. Students will be able to apply prior-knowledge as well as knowledge, methods, and procedures developed over the year to make sense of new situations and to solve real life problems. Students will be able to predict, analyze, and generalize solutions. Students will summarize and reflect on their work in order to solidify learning.

Content: The following is an overview of the concepts we will study in pre-algebra: ratios & proportions, enlarging figures, identifying properties of similar figures; explore relationships of area and perimeter of similar figures; applications of similarity; Transformations; Making comparisons using percents, differences, ratios, rates, and fractions, estimating populations; Understanding and modeling integers; integer operations; four quadrant graphing; understanding and comparing large numbers; choosing appropriate units of measurement; representing large numbers in scientific notation; determining population density; understanding, calculating, and estimating surface area, volume, of rectangular prisms, prisms, and cylinders; identifying variables and using and creating coordinate graphs, analyzing tables and graphs, identifying patterns and rules, recognizing and representing linear relationships in tables, graphs, words and symbols; solving linear equations; representing relationships; introduction to functions and modeling slope; finding an equation for a line; using graphic calculators

Skills: The skills we will be developing or strengthening are the following: working in cooperative groups {ROLES}, problem solving {RAISE}{TASC}, reasoning, processing, connections, applications, representation {using tables, graphs, words, and symbols; select apply and translate among representations}, communication {explain your reasoning (EYR), summarizing activities, reflecting on work, peer editing}, and using technology and tools.

Student Outcomes: Students will be able to justify reasoning by using appropriate vocabulary by using different representations of relationships (tables, graphs, equations, and words) and by making comparisons and connections. Students will be able to apply prior-knowledge as well as knowledge, methods, and procedures developed over the year to make sense of new situations and to solve real life problems. Students will be able to predict, analyze, and generalize solutions. Students will summarize and reflect on their work in order to solidify learning

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Numeracy

What is Numeracy? Numeracy …is the understanding of the number system, a toolbox of mathematical techniques or strategies, and the ability to solve problems in a range of contexts. A numerate person is someone who is confident enough to tackle mathematical problems without going immediately to teachers or friends for help. Developing thinking skills will help foster using and applying mathematics in problem solving, communication, and reasoning, therefore building the confidence needed to be a numerate person.

Content: The following is an overview of the concepts we will study in pre-algebra: enlarging figures, identifying properties of similar figures; explore relationships of area and perimeter of similar figures; applications of similarity; Making comparisons using percents, differences, ratios, rates, and fractions, estimating populations; Understanding and modeling integers; integer operations; four quadrant graphing; understanding and comparing large numbers; choosing appropriate units of measurement; representing large numbers in scientific notation; determining population density; understanding, calculating, and estimating surface area, volume, of rectangular prisms, and cylinders; identifying variables and using and creating coordinate graphs, analyzing tables and graphs, identifying patterns and rules, recognizing and representing linear relationships in tables, graphs, words and symbols; solving linear equations; representing relationships; introduction to functions and modeling slope; finding an equation for a line; using graphic calculators

Skills: The skills we will be developing or strengthening are the following: working in cooperative groups {ROLES}, problem solving {RAISE}, reasoning, processing, connections, applications, representation {using tables, graphs, words, and symbols; select apply and translate among representations}, communication {justify reasoning, summarizing activities, reflecting on work, peer editing}, and using technology and tools.

Student Outcomes: Students will be able to justify reasoning by using appropriate vocabulary by using different representations of relationships (tables, graphs, equations, and words) and by making comparisons and connections. Students will be able to apply prior-knowledge as well as knowledge, methods, and procedures developed over the year to make sense of new situations and to solve real life problems. Students will be able to predict, analyze, and generalize solutions. Students will summarize and reflect on their work in order to solidify their learning. TOP