EL SEGUNDO UNIFIED SCHOOL DISTRICT

EL SEGUNDO HIGH SCHOOL

 

COURSE OF STUDY

 

Course Title:      Fundamentals for Algebra 1

Department:       Mathematics

Grade Levels:     11th & 12th grade only (graduating class of 2002 and 2003 only)

 

   COURSE DESCRIPTION

ALGEBRA 1

 

Symbolic reasoning and calculations with symbols are central in Algebra, and in the understanding of Algebra, a student develops an understanding of the symbolic language of mathematics.  In addition, algebraic skills and concepts are developed and used in a wide variety of problem solving situations.  By the end of Fundamentals for Algebra 1, students understand, use, and connect a variety of techniques for solving linear equations, and inequalities in applied contexts.  They understand the meaning of variables, expressions, equations, and inequalities, and their use as models for situations.  Students evaluate, graph, and interpret the graphs of a variety of functions, and connect the behavior of the graphs to their corresponding representations as tables, equations, and situations. 

 

Length:   One or two years

Prerequisite for Enrollment:  Individual Education Plan (IEP)

Recommendation for Enrollment:  Successful completion of 7th grade math or high school Pre-algebra as defined in the IEP.

Type of Course:  Meets Algebra 1 requirement for high school graduation

 

COURSE OUTLINE AND DIFFERENTIATED ALGEBRA 1 STANDARDS

California State Standards

 

1.0    Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable:

1.1:  Students use properties of numbers to demonstrate whether assertions are true or false. (Effective Communication)

 

2.0:  Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power.  They understand and use the rules of exponents.  (Meaningful Integration of Core Knowledge)

 

3.0:  Students solve equations and inequalities involving absolute values. (Meaningful Integration of Core Knowledge)

 

4.0:  Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5)+4(x-2)=12. (Meaningful Integration of Core Knowledge)

 

5.0:  Students solve multi-step problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

(Critical Thinking/Problem Solving; Meaningful Integration of  Core Knowledge; Effective Communication)

 

6.0:  Students graph a linear equation and compute the x- and y-intercepts.  They are also able to sketch the region defined by linear inequality. (Meaningful Integration of Core Knowledge)

 

7.0:  Students verify that a point lies on a line, given an equation of the line.  Students are able to derive linear equations by using the point-slope formula. (Critical Thinking/Problem Solving; Meaningful Integration of Core Knowledge)

 

8.0:  Students understand the concepts of parallel lines and perpendicular lines and how their slopes are related.  Students are able to find the equation of a line perpendicular to a given line that passes through a given point. (Meaningful Integration of Core Knowledge)

 

9.0:  Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically.  Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets. (Meaningful Integration of Core Knowledge; Critical Thinking; Effective Communication)

 

10.0:  Students add, subtract, multiply, and divide monomials and polynomials.  Students solve multi-step problems, including word problems, by using these techniques. (Critical Thinking/Problem Solving; Meaningful Integration of  Core Knowledge; Effective Communication)

 

 

11.0:  Students apply basic factoring techniques to second- and simple third-degree polynomials.  These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials. (Meaningful Integration of Core Knowledge; Critical Thinking; Effective Communication)

 

 

INSTRUCTIONAL METHODS

A.                 Lecture and Guided Practice

B.                 Investigations

C.                 Manipulatives

D.                 Class work and Homework

E.                  Individual work

F.                  Group Work

G.                 Computer work

 

 

EVALUATION/GRADING OF STUDENT WORK

A.                 Chapter tests

B.                 Semester exam

C.                 Comprehensive final exam

D.                 Homework and classroom participation

 

INSTRUCTIONAL MATERIALS

A.                 Text: Algebra 1, California Edition by Prentice Hall.

B.                 Accelerated Math Program

C.                 Scientific Calculator    

1.      Students will learn when it is appropriate to use the calculator as a valuable tool.

2.      Calculators are not to be used for skills; however are necessary for certain types of problem solving.