Algebra 1 (A)
Course Description:
What are algebraic expressions? How are they structured, and how can they be combined to create equations and inequalities? How do you know that the solutions you find are correct? In Algebra 1, students create expressions from verbal descriptions, manipulate and transform them, and create visual models. Requiring students to explain each step helps them understand mathematical processes. Exploring functions, sequences, and their corresponding graphs helps students determine the best ways to represent each. Students examine functions graphically, numerically, symbolically, and verbally, and learn how to translate between these different forms. Students’ depth of understanding increases as they complete proofs and describe data, fitting functions to their data. Students then extend their knowledge of linear and exponential relationships and apply their new understanding to create quadratic and exponential expressions as models of real-life phenomena.
Course Details:
| Course Title (District): |
Algebra 1 (A) |
| Course Title (NCES SCED) : |
Algebra I |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
Edison Learning |
| Online Instructor Provided By : |
Edison Learning |
| Standards Addressed : |
Common Core State Standards, National Collegiate Athletic Association |
| Academic Terms : |
Semester |
| NCES SCED Code : 02052 |
| Subject Area : |
Mathematics |
| Course Identifier : |
Algebra I |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 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: (412) 863-4403
Additional Cost: $0.0
Additional Cost Description:
None
- Model and solve real-world problems with equations, inequalities, and functions.
- Compare and contrast features of linear, quadratic, and exponential functions.
- Understand that polynomials form a system analogous to the integers.
- Relate the roots of a quadratic function to the horizontal intercepts of its graph.
- Fit a linear model to a data set and use it to predict future values.
- Use real number properties to simplify algebraic expressions.
- Solve one-variable equations and inequalities using inverse operations.
- Create one-variable equations and inequalities to model and solve problems.
- Explain the difference between a relation and a function.
- Use real number properties to simplify algebraic expressions.
- Solve one-variable equations and inequalities using inverse operations.
- Create one-variable equations and inequalities to model and solve problems.
- Explain the difference between a relation and a function.
NSQ National Standards for Quality Online Courses: Third Edition (2019)
|
Rating
|
Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
|
|
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
|
|
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
|
|
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
|
|
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
|
|
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
|
|
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
|
|
| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
|
|
|
Rating
|
Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
|
|
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
|
|
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
|
|
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
|
|
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
|
|
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
|
|
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
|
|
| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
|
|
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
|
|
| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
|
|
|
Rating
|
Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
|
Fully Met
|
|
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
|
|
| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
|
|
| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
|
|
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
|
|
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
|
|
| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
|
|
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
|
|
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
|
|
|
Rating
|
Comments |
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
|
|
| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
|
|
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
|
|
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
|
|
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
|
|
|
Rating
|
Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
|
|
| E2. The online course design facilitates readability.* |
Fully Met
|
|
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
|
|
| E4. Course multimedia facilitate ease of use.* |
Fully Met
|
|
| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
|
|
|
Rating
|
Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
|
|
| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
|
|
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
|
|
| F4. The course allows instructors to control the release of content.* |
Fully Met
|
|
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
|
|
|
Rating
|
Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
|
|
| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
|
|
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
|
|
Review Conducted By: Edison Learning
Date of Review:
02/24/2022
- Literal equations and formulas
- Features of linear, quadratic, and exponential functions
- Arithmetic and geometric sequences
- Systems of equations and inequalities
- Radicals and rational exponents
- Polynomial operations
- Factoring polynomials
- The quadratic formula
- Linear regression
- Two-way frequency tables
- Simplifying algebraic expressions
- Solving one-step and multi-step linear equations
- Isolating variables in formulas
- Solving compound and absolute value inequalities
- Graphs of simple functions
- Function notation
- The vertical line test
- Simplifying algebraic expressions
- Solving one-step and multi-step linear equations
- Isolating variables in formulas
- Solving compound and absolute value inequalities
- Graphs of simple functions
- Function notation
- The vertical line test
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
This is an asynchronous course. The instructor will send a course intro announcement that will have this information.
