Essentials Algebra 1B
Course Description:
Algebra I is the foundation—the skills acquired in this course contain the basic knowledge needed for all future high school math courses. The material covered in this course is important, but everyone can do it. Anyone can have a good time solving the hundreds of real-world problems algebra can help answer. Each module in this course is presented in a step-by-step way right on the computer screen. Hands-on labs make the numbers, graphs, and equations more real. The content in this course is tied to real world applications like sports, travel, business, and health. This course is designed to give students the skills and strategies to solve all kinds of mathematical problems. Students will also acquire the confidence needed to handle everything high school math has in store for them.
Course Details:
| Course Title (District): |
Essentials Algebra 1B |
| Course Title (NCES SCED) : |
Algebra I |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Michigan Merit Curriculum, Common Core State Standards |
| Alignment Document : |
https://docs.google.com/document/d/1a33FMf6Hmn2g-mWyPDHaticLsgBg4CLU6dBpQPIzGus/edit?usp=sharing |
| Academic Terms : |
Semester, Open Entry / Open Exit, Accelerated |
| NCES SCED Code : 02052 |
| Subject Area : |
Mathematics |
| Course Identifier : |
Algebra I |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description:
Graphing Calculator or Online Graphing Calculator
Upon completion of the course, the student will be able to...
- Use dot plots, bar graphs, and histograms to analyze data
- Analyze the center, spread, and shape of data to determine how it should be interpreted
- Interpret data in a two-way frequency table to find associations and trends in data
- Interpret data in a scatter plot and determine the line of best fit
- Explain different ways to show correlation and explain the difference between correlation and causation
- Identify the components of a polynomial expression and how they are used to classify polynomials
- Add, subtract, multiply, and divide polynomials and monomials and identify special products that appear when multiplying polynomials
- Create a function by composing two existing functions and combine functions using addition, subtraction, multiplication, and division
- Factor polynomials using various methods such as grouping and the distributive property
- Understand the process of checking binomial factors to see if they are factors of a trinomial and determine mathematical patterns that can be seen in a perfect square trinomial
- Create a graph using the zeros of a polynomial function
- Use functions in various ways to calculate rate of change, compare properties of functions, and identify impacts on graphs
- Interpret key features of graphs and tables in terms of the quantities and sketch graphs showing key features given verbal descriptions of the relationship
- Use the method of completing the square to transform quadratic equations and show zeroes, extreme values, and symmetry of a graph
- Derive the quadratic equation and apply the equation to solve problems
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
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Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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Communication skills are taught via the discussion based assessments, communications with the teacher, and other items. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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EdReady and Unit 0 materials are available to students before they begin the course materials. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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The course overview is included in the syllabus and pacing guide. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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Multicultural representation through images. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
|
Provided in the Michigan Virtual Blackboard LMS. |
| Privacy policies are clearly stated. |
Fully Met
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Provided in the Michigan Virtual Blackboard LMS. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
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| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
Students have the ability to rate the lesson as completed and provide an evaluation of the course experience and support in an end-of-course survey. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
Rating
|
Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as a technical support ticketing system to request additional support for technical issues in a course. Students also have a Customer Care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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|
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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|
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the LMS homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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|
| Course, Unit and Lesson Design |
Rating
|
Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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Testing out options |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
|
Course encourages students to think about how they use course material in their everyday life. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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Testing out options for students. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
|
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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"Instructor-student interaction only due to nature of course. Feedback is given by the instructor, but students will work on assignments where they need recovery only. Instructors can use this information to touchbase with the student and analyze their need for help and progress. " |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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Instructor-student interaction only due to nature of course. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
|
EdReady |
| Evaluation Strategies |
Rating
|
Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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Pre-tests for students who have previously mastered knowledge and course materials for students who need to take lessons. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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Rubrics are provided for written assignments but not for auto-graded assignments or tests. |
| The grading policy and practices are easy to understand. |
Fully Met
|
|
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
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Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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The calendar within the learning management system permits adjustments to the pacing guides, though Michigan Virtual has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
|
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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Interactives, text, videos, etc. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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Communicated in the syllabus, the Michigan Virtual website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
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| The course uses content-specific tools and software appropriately. |
Fully Met
|
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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This rating is based upon limited testing of select WCAG 2.0 principles and guidelines. Further testing may be necessary to ensure full compliance. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
08/19/2019
Module 6: Statistics
Module 7: Polynomials
Module 8: Factoring
Module 9: Quadratic Functions
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
12/20/2024 |
12/06/2024 |
04/25/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
12/27/2024 |
12/13/2024 |
05/02/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/03/2025 |
12/20/2024 |
05/09/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/24/2025 |
01/10/2025 |
05/30/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
01/31/2025 |
01/17/2025 |
06/06/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
02/07/2025 |
01/24/2025 |
06/13/2025 |
100 |
$250 |
$0 |
|
Semester |
03/29/2024 |
03/21/2025 |
07/01/2024 |
02/14/2025 |
01/31/2025 |
06/20/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/06/2025 |
05/23/2025 |
08/01/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/13/2025 |
05/30/2025 |
08/08/2025 |
100 |
$250 |
$0 |
|
Accelerated |
01/02/2025 |
06/27/2025 |
04/01/2025 |
06/20/2025 |
06/06/2025 |
08/15/2025 |
100 |
$250 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
03/21/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Accelerated |
01/02/2025 |
06/27/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements
