# Honors Algebra I (A)

## Course Description:

This class constitutes the Algebra I requirements from the State of Michigan as well as National Common Core State Standards. Algebra I is the study of functions and representations. Key areas of study include linear, quadratic, radical, and exponential functions and their graphs, equations, and solving skills including factoring quadratics. It includes the broadening of the study of linear relationships including piecewise functions, systems of equations, and formalized function notation. Linear regression, correlation, statistics, and probability are part of the data unit. Exponential and quadratic function families are deepened to include the rules of exponents, and standard and vertex forms of quadratic functions.

## Course Details:

Course Title (District): Honors Algebra I (A)
Course Title (NCES SCED) : Algebra I
Course Provider : Novi Community School District
Content Provided By : Novi Community School District
Online Instructor Provided By : Novi Community School District
NCES SCED Code :
 Subject Area : Mathematics Course Identifier : Algebra I Course Level : Elem/Middle School (Prior to Secondary) Available Credit : 0.5 Sequence : 1 of 2

## How To Enroll:

Email : [email protected] 248-675-3159

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.

U1:LT1 - I can simplify expressions using a calculator

U1:LT2 - I can simplify and evaluate expressions

U1:LT3 - I can translate verbal phrases

U2:LT1 - I can use inverses to solve equations

U2:LT2A - I can use inverses to solve inequalities

U2:LT2B - I can use inverses to solve multi-step inequalities

U2:LT3 - I can solve problems that have infinite or no solutions

U2:LT4 - I can use eqns/ineq to solve real world problems

U2:LT5 - I can solve compound ineq and graph their solutions

U2:LT6 - I can solve absolute value equations

U2:LT7 - I can solve abs value ineq and graph their solutions

U3:LT1 - I can use the coordinate plane

U3:LT2 - I can identify and calculate slope

U3:LT3 - I can identify and find parallel and perpendicular slo

U3:LT4 - I can graph a line

U3:LT5 - I can evaluate and graph linear inequalities

U3:LT6 - I can write an equation in any form

U3:LT7 - I can identify x and y intercepts

U3:LT8 - I can solve for a variable

U4:LT1 - Domain and Range

U4:LT2 - I can identify a function

U4:LT3 - I can use function notation

U4:LT4 - I can graph linear inequalities

U4:LT5 - I can evaluate piecewise functions

U4:LT6 - I can graph piecewise functions

U5:LT1 - I can solve a system of linear equations by graphing

U5:LT2 - I can solve a system of linear inequalities by graphing

U5:LT3 - I can solve a system of linear eqs by substitution

U5:LT4 - I can solve a system of linear equations by elimination

U5:LT5 - I can solve a system of linear eqn with inf or no sol

U5:LT6 - I can use a system of eqns to solve real world problems

#### NSQ National Standards for Quality Online Courses

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
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
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
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
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
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
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
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: Novi Community School District
Date of Review: 05/26/2022

Unit 1 - Introduction to Algebra

Unit 2 - Solving Equations and Inequalities

Unit 3 - Writing and Graphing Linear Equations/Inequalities

Unit 4 - Functions and Linear Extras

Unit 5 - Systems of Equations and Inequalities

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 09/05/2023 09/30/2023 09/05/2023 01/26/2024 30 \$0
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Per District Policy Per District Policy Semester 09/05/2023 09/30/2023
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting. Students are expected to regularly check school email, reply accordingly, and schedule meetings with instructors, as needed, during on demand time.

Students will need the following:

• A Chromebook (or similar device) with camera and microphone enabled