ALGEBRA 1AB (Annual Course-Grade 8-12)
Prerequisite: none
August 18, 1997

31-03-01/02 Algebra 1AB

COURSE DESCRIPTION

Algebra 1 is designed to generalize the concepts learned in arithmetic. This generalization is necessary if students are to learn how to organize their thoughts to solve problems that they are certain to encounter in everyday life and how to prepare for continued studies in mathematics and science. Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc., and communicate their process and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations. They work in small groups or independently, doing investigations and projects. They consult with each other and with the teacher, keeping journals and other written reports of their reports of their work. The curriculum is rich in solving real problems and investigations and includes a full range of mathematical concepts. Assessment is integrated with the curriculum and instruction. As a result, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier-free access to postsecondary education, advanced technology education, or entry into a technology-rich workplace.

STANDARDS

Upon graduation from LAUSD, students will be able to: 

1. Use operations (addition, subtraction, multiplication, and division), estimation, mental arithmetic, and number sense to solve problems using whole numbers, integers, fractions, decimals, rational numbers, and scientific notation. S 

3. Solve problems based on algebraic relationships and functions; explore the relationship between the symbolic mathematical form of a function (expressed in equalities or inequalities) and a two- or three- dimensional graph of that function. S 

7. Summarize data from real-world situations by collecting, organizing, and analyzing data; draw statistical inferences from charts, tables, and graphs. S, H 

10. Make connections among related mathematical concepts and apply these concepts to other content areas and the world of work. S, H 

12. Use mathematical language and concepts to validate and communicate the solutions of given problems in oral, written, and graphic forms. LA 

*H=History/Social Sciences        LA=Language Arts        S=Science
Interdisciplinary connections are indicated at the end of each standard. They illustrate the connections between and among content areas. Teachers should establish additional connections which will promote interdisciplinary instruction.

REPRESENTATIVE OBJECTIVES

The student gives evidence of having achieved the objectives of the course when he or she has the ability to demonstrate mastery and understanding of the concepts as described below.

MASTERY - Upon completion of this course, the student will demonstrate comprehension through consistent performance (scoring 75% or better) on tests or in applications of these skills and concepts.

- Arithmetic operations and absolute values of positive and negative numbers
- Arithmetic operations with literal symbols
- Linear equations and their graphs
- Inequalities
- Ratio, proportion and variation
- Operations with integers exponents
- Operations with polynomial and rational expressions
- Systems of linear equations with two unknowns; solutions and applications
- Special products and factoring
- Solutions of quadratic equations by factoring, formula, graphing, and completing a square
- Square roots and operations with radicals
- Solution of standards word problems
- Application of formulas for perimeter, areas, and volumes of simple geometric figures

PROFESSIONAL DEVELOPMENT

All teachers implementing this program should attend professional development activities such as: content specific, network groups, mathematics conferences, training etc.

WHAT THE CLASSROOM SHOULD LOOK LIKE

Students engage in intellectual activities that include analyzing, classifying, planning, comparing, etc. and communicate their processes and results. They draw on mathematical and scientific ideas and use tools, such as manipulatives, calculators, computers, and assorted instructional materials. They use various techniques to solve problems and investigations and projects. They consult with each other and with the teacher keeping journals and written reports of their work. The curriculum is rich in real problem solving and investigations and include full range of mathematical concepts. Assessment is integrated with the curriculum and instruction. This visions is at work in every part of the classroom.

As a result of this vision, all students will exhibit high levels of achievement by completion of rigorous mathematics that provide barrier free access to post secondary education, advanced technology education, or entry into a technology rich workplace.

SUPPORT FOR THE CLASSROOM

All students shall have access to hands-on instruction that requires the use of manipulative materials and graphing calculators.

ASSESSMENT

Teachers and students should be involved in assessment strategies such as: benchmark objectives, performance assessment, journals, and portfolios.

PROGRAM RECOMMENDATIONS

Refer to Memorandum No. 12 Office of the Superintendent, August 26, 1996, LIST OF AUTHORIZED INSTRUCTIONAL MATERIALS, for listing of titles of textbooks and other instructional materials.