Mr Galicia_s Syllabus Panorama Alg 1 - Panorama High School

Panorama High School (818) 9094500
Algebra 1 Syllabus
Mr. Galicia
Room B204
Course Description:
Students will work further with irrational numbers. Students will learn to work with linear equations that include tables,
graphs and data. Students will solve linear equations, inequalities, systems of linear equations and linear inequalities.
Students will learn equivalent expressions and will use formulas that will help solve real life situations. Students will also
simplify, and learn to factor polynomials including quadratic polynomials. Overall students will develop multiple strategies
for solving complex mathematical situations as well as apply analytical skills and make meaningful connections to
mathematics in their own life experience.
Textbook:
California Algebra 1 Concepts, Skills and Problem Solving, by Glencoe McGrag-Hill.
Supplies Needed/ Required Material at ALL TIMES:
A three ring binder for 200 sheets capacity, one hundred sheets of college rule paper, graph paper, 2 Sharpened pencils
(preferable a mechanical pencil with plenty of refills), a big eraser, a sharpener and a ruler.
The Standards covered in the course are attached to this document.
Semester Grades:
There is a letter grade that is earned for what the student accomplishes in the course. The following is a breakdown on what
is included in the letter grade.
Test/Quizzes =40%
Homework =15%
Classwork =15%
Concept Lessons =10%
Unit Assessments =10%
Final Exam =10%
Grading:
90 –100% =A
80 – 89% =B
70 – 79% =C
60 – 69% =D
0 –59% =F
Tests:
Tests are a major part to evaluate the student’s progress and learning. These are always given at the end of every chapter
these constitute 30% of the 40% of the Test/Quiz assessments.
Quizzes:
Quizzes are expected at any time students who are absent can retake a missing quiz but it might be a harder version.
Quizzes are usually given at the beginning of the period. Quizzes are 10% of the 40% of the Test/Quiz assessment.
Homework:
Homework is an essential part of the student learning process and it will be assigned on a daily basis. Only complete
homework (all problems must be attempted) will be given credit. Unless the student is absent, late homework will not be
accepted. Absent students have only one extra day to turn in their late assignment.

Classwork:
Classwork just like homework will be assigned on a daily basis and collected before class ends. Class Notes: Are very
important and therefore need to be taken every day. They are graded as part of the classwork, students are to take notes on a
chronological matter and these are expected to be clear and complete. The required three-ring binder should be used to take
notes. Notes can be checked any point during the semester and will be given classwork points.
Concept lessons:
These are lessons based on real life situations and involve mathematical reasoning and CST-like rigor. Usually
these are carried out as classroom-group activities and are based on CA standards. These lessons are 10% of the
student's grade.
Unit assessments:
These are standard based assessments mandated by the district and are given approximately every ten weeks.
These assessments are standard-based and graded by the district. In the classroom these exams are worth 10% of
the student's grade.
Final Exam:
The final exam is given at the end of each semester. Final exams are cumulative, meaning that students are
responsible for the material covered from the first lesson. The final exam is 10% of the total grade.
Work Habits:
Work habits will be assigned accordingly with the guidelines below.
E=EXCELLENT = student turns at least 90% of all assignments
S=SATISFACTORY= student turns in between 75% and 89% of all assignments.
U=UNSATISFACTORY= student turns in fewer than 75% of all assignments.
Cooperation:
Cooperation is a major requirement from all students at all times. Students are to be respectful with everyone at all times. In
the classroom everyone is learning. Attitude and behavior will be taken into account for a student’s cooperation grade.
E=EXCELLENT = student follows class rules, is consistently on task, well-behaved (sitting at all times, paying attention,
avoiding any distractions such as cell phones) or at most 3 absences.
S=SATISFACTORY= student follows class rules, is mostly on task, well-behaved (sitting at all times, paying attention,
avoiding any distractions such as cell phones) or at most 5 absences.
U=UNSATISFACTORY= students consistently does not follow class rules and/or is not on task for large portions of the
class period, and/or does not behave well (sitting at all times, paying attention, avoiding any distractions such as cell
phones) or has more than 5 absences.
How to help your child succeed:
Help your child set a consistent block of time aside each day to work on homework and other class assignments. Provide a
quiet study area in which your child can study uninterrupted. Encourage him or her to form study partners or study groups
with other students in his or her classes. Please always ask the student for his/her agenda in there you can find the
assignments of the day and if these are done ask the student to show them to you. Please feel free to contact me with
any questions, comments and/or concerns.
Classroom Rules/Procedures:
Prompt-in classroom and in assigned seat BEFORE the tardy bell rings. If student is late for class, the student is expected
to have a late pass, and will be mark late on roll book.
Prepared-students should come to class with proper supplies already mentioned above. Borrowing and lending take time
away from learning.
Polite-to classmates, teacher, substitutes, guests and everyone.
Productive- take notes, complete assignments, participate during class activities.
*Students should follow directions the first time they are given. Disruptive behavior will not be tolerated
Consequences
When a student comes to class without a late pass, comes to class unprepared, or is disruptive, the following procedures
will take place:

1 st time-Student conference
2 nd time-Lunch detention (or as permitted by the school) and parent notification
3 rd time-Parental and student conference
4 th time-Office Referral 5 th time-Administrator/parent/student/teacher conference
Algebra 1 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.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. 3.0 Students solve equations and
inequalities involving absolute values. 4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.
5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. 6.0
Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they
sketch the region defined by 2x + 6y < 4). 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. 8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a
line perpendicular to a given line that passes through a given point. 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.10.0 Students add, subtract, multiply, and divide
monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques.
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.12.0 Students simplify fractions with polynomials in the numerator and denominator by
factoring both and reducing them to the lowest terms.
13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these
techniques.
14.0 Students solve a quadratic equation by factoring or completing the square. 15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent
mixture problems.
16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations
and functions. 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic
expression.
18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.
19.0 Students know the quadratic formula and are familiar with its proof by completing the square.
20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations.
21.0 Students graph quadratic functions and know that their roots are the x- intercepts.
22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two
points.
23.0 Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.
24.0 Students use and know simple aspects of a logical argument:
24.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each.
24.2 Students identify the hypothesis and conclusion in logical deduction. 24.3 Students use counterexamples to show that an assertion is false and recognize that a single
counterexample is sufficient to refute an assertion.
25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements:
25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions.
25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each
step.
25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true
sometimes, always, or never.
Dear Parent/Guardian,
As your child’s teacher, I am both pleased and excited to have your child in my math class this year.
Each year is a fresh start and a new beginning for all of us. My goal is to provide your child with an excellent
course of standard-based instruction in Algebra 1 as well as a positive classroom environment where he/she can
learn and grow as an individual.
Sincerely,
Mr. Galicia
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Student Name________________________ Student Signature___________________
Class_____________ Period________
I have read and understood the grading policy and classroom rules/procedures.
Parent Name_________________________ Parent Signature_____________________
Phone #(_____)_________________ and the best time to call me is _______________.