Tri-Cities High School

GSE Algebra I Syllabus

2015 2016
Teacher: Michele Terrell
Room #: L130
E-mail: terrellm@fultonschools.org
Students Name (Please print)____________________________________________
Course Overview
Algebra I is the first course in a sequence of three required high school courses designed to ensure career and college
readiness. The course represents a discrete study of algebra with correlated statistics applications.
The fundamental purpose of Algebra I is to formalize and extend the mathematics that students learned in the middle
grades. The critical areas, organized into units, deepen and extend understanding of functions by comparing and
contrasting linear, quadratic, and exponential phenomena. The Mathematical Practice Standards apply throughout the
course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful,
and logical subject that makes use of their ability to make sense of problem situations.
The order of the units listed below will allow students to gain a foundation in linear, quadratic, and exponential
functions before they are brought together to be compared/contrasted in Unit 5. Unit 5 will also provide an excellent
opportunity for review of many concepts in preparation for the administration of the Georgia Milestones EOC
assessment.

Curriculum
Unit 0: Readiness Students will review the pre-requisite skills for Algebra I. Concepts will include basic facts,
operations with integers, decimals and fractions, exponents and algebraic expressions. This unit will help build
students' confidence in their mathematical ability and enable them to quickly grasp new concepts.
Unit 1: Relationships Between Quantities and Expressions - Students will interpret the structure of expressions
and solve problems related to unit analysis. Students will address properties of rational and irrational numbers and
operations with polynomials in preparation for working with quadratic functions later in the course. Content
addressed in Unit 1 will provide a solid foundation for all subsequent units.
Unit 2: Reasoning with Linear Equations and Inequalities - Building on standards from middle school, students
will analyze linear functions only. Students will (1) investigate key features of graphs; (2) create, solve, and model
graphically linear equations and inequalities in one and two variables; (3) create, solve, and model graphically
systems of linear equations in two variables; (4) create and interpret systems of inequalities where applicable; for
example, students will create a system to define the domain of a particular situation, such as a situation limited to the
first quadrant; the focus is not on solving systems of inequalities; (5) rearrange formulas to highlight a quantity of
interest; (6) recognize arithmetic sequences as linear functions. Some of the Unit 2 standards will be repeated in Units
3, 4, and 5 as they also apply to quadratic and exponential functions.
Unit 3: Modeling and Analyzing Quadratic Functions - Students will analyze quadratic functions only. Students
will (1) investigate key features of graphs; (2) solve quadratic equations by taking square roots, factoring (x2 + bx + c
AND ax2 + bx + c), completing the square, and using the quadratic formula; (3) compare and contrast graphs in
standard, vertex, and intercept forms. Students will only work with real number solutions.
Unit 4: Modeling and Analyzing Exponential Functions - Students will analyze exponential functions only.
Students will (1) investigate key features of graphs; (2) create, solve, and model graphically exponential equations;
(3) recognize geometric sequences as exponential functions.
Unit 5: Comparing and Contrasting Functions - Students will compare and contrast linear, quadratic, and
exponential functions in this unit.
Unit 6: Describing Data - Students will summarize, represent, and interpret data on a single count or measurement
variable. Students will summarize, represent, and interpret data on two categorical and quantitative variables.
Students will interpret linear models.

Standards for Mathematical Practices

The following Standards for Mathematical Practice are focused on throughout the materials:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Textbook

(Parents Initials_________, Students Initials________)

Each student will be assigned a specific textbook and is responsible for that textbook throughout the school
year. If the textbook is not returned in the same condition issued, the student will be fined the price of the
textbook.

Calculators

(Parents Initials _________, Students Initials________)

A class set of calculators will be available for students to check out and use during class. If a borrowed
calculator becomes damaged or missing, while in possession of a student, the student/parent will be fined
the price of the calculator. If you are interested in purchasing a calculator for your childs personal use, the
TI 84 by Texas Instruments is the calculator they will be using for the administration of the Georgia
Milestones End of Course Test, as well as throughout their high school years. The approximate cost is
between $75 and $120.

Class Rules

(Parents Initials_________, Students Initials________)

1.
2.
3.
4.

Be on time!
Respect the teacher and classmates at all times.
Be prepared (bring pencil, paper, textbook and notebook to class daily)
No food, candy or beverages, other than water (no cups cans or open containers), may be consumed
in the classroom.
5. No use of profanity or inappropriate language.
6. All work must be completed in pencil.

Consequences for violators

-

(Parents Initials________, Students Initials________)

Student/teacher conference or warning

Parental contact and/or conference
Detention
Office Referral

Cell Phones/Electronic Devices (Parents Initials_________, Students Initials_______)

All cell phones and electronic devices, along with accessories (earphones, headsets, chargers, etc), should be turned
off and stored out of sight, in a book bag, purse or pocket.

Consequences for Violators

-

(Parents initials________, Students Initials________)

Phone confiscated until the end of the day

Failure to surrender phone = pass + referral to assistant Principal

Tardy Policy

(Parents Initials________, Students Initials________)

Each student must be seated before the beginning of class. If a student arrives late to class, he/she will sign
the class tardy log and follow the school Tardy Policy.
1. Verbal warning
2. Verbal warning
3. Friday after school detention
4. Parent Conference

Bathroom Passes

(Parents Initials________, Students Initials________)

Students are advised to use the bathroom before class. No hall passes will be issued during the first and last
15 minutes of class.

Notebook/Supplies

(Parents Initials________, Students Initials________)

Each student should maintain a math section in their organized academic binder. Students are expected to
bring their academic binder, pencils and all other supporting class related materials and supplies to class
daily.

Grading Policy
Students receive grade reports every six weeks. The grading scale and percentage policy for this class are listed
below.

Grading Scale
100 90
89 80
79 70
Below 70

A
B
C
F

Grading Percentages
Tests
Quizzes
Semester 1 Exam/End of Course
Classwork
Homework

40%
25%
20%
10%
5%

Help Sessions:
The Specific day(s) and time of help sessions will be posted in the classroom and on teachers web site.

Fulton County Recovery Policy:

1. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed
when all work required to date has been completed and the student has demonstrated a legitimate effort to
meet all course requirements and attendance. Students should contact the teacher concerning recovery
opportunities. The teacher is expected to establish a reasonable time period for recovery work to be
completed during the semester. All recovery work must be directly related to course objectives and must be
completed ten school days prior to the end of the semester.
2. Teachers will determine when and how students with extenuating circumstances may improve their grades.

Expectations
Students at Tri-Cities are expected to behave appropriately at all times. The Tri-Cities High School faculty, staff, and
community will not tolerate violence and unceasingly disruptive behavior. Fulton County School Resource Officers
will be called in all cases of violence and charges will be placed against the offenders whenever possible.
Tri-Cities High School is dedicated to providing a safe, productive, and organized academic environment for all
students. We believe that when all parties in the school environment are functioning as a single entity, teachers are
able to teach and students are able to learn. Education supplies a means of student development and adjustment that
when paired with exceptional teachers can empower students to change the world. Subsequently, Tri-Cities discipline
policy provides alternatives to immediate out of school suspension and progressive disciplinary steps where
appropriate. By utilizing the PBIS system, Tri-Cities has devised various alternative solutions to help promote growth
in our student body and provide alternative disciplinary actions that can help keep our students in school and learning.

To be signed and returned to the teacher

I have read the 2015-2016 Algebra I Course Syllabus and initialed in the indicated spaces.
Parent/guardians signature______________________________________________ Date_____________
Parents E-Mail Address: __________________________________________
Daytime Phone Number _________________

Evening/Weekend Phone Number__________________

Students signature ____________________________________________________ Date_____________