Algebra 1 (Competency-based)
Course Description:
This competency-based Algebra course covers one full year of high school Algebra 1 credit. In this course, students will learn about algebraic concepts such as integers, linear equations, inequalities and factoring. As students work through each interactive lesson, they will have the opportunity to complete several self-check activities and journal entries. Ultimately, this course will assist students in developing fundamental algebraic skills that will allow them to use problem-solving strategies in real-world situations as well as using graphing technology to interpret, represent, and communicate mathematical concepts.
This course uses similar lesson content and assessments found in our standard Algebra 1 course, but it employs three elements of a competency-based learning model.
(1) It aligns assessments to relevant Michigan content standards for high school mathematics as well as to objective competency statements adopted by Michigan Virtual, permitting users to better realize the relationship between a given assessment and Michigan’s math standards.
(2) It promotes learning for mastery, permitting multiple avenues and additional attempts at assessing competency, allowing students to show growth over time. For example, students will be assessed on most Algebra 1 competencies within the first half of the course and provided additional instruction and assessment opportunities on each competency in later units. On average, each competency will be assessed in six of the nine units of instruction.
(3) It utilizes the Learning Outcomes features in our learning management system to report student performance on mathematical skill competencies as well as select Portrait of a Learner competencies, while also providing an overall score (a final percentage of total points earned in the course) for transcript purposes. This advanced reporting allows users to easily identify when students have mastered Michigan’s math standards.
Students are encouraged to work with and at times meet with their instructor to set goals, remediate skill gaps, and repeat assessments to improve their performance before moving on in the course.
Course Details:
| Course Title (District): | Algebra 1 (Competency-based) | ||||||||||
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| Course Title (NCES SCED) : | Algebra I | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Academic and Career Education Academy | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, Common Core State Standards, National Collegiate Athletic Association | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1T69jFb_7em-IOK0DrkBdcx2MryJAXccxJhwj2zh2S2Y/edit?usp=sharing | ||||||||||
| Academic Terms : | Year Long | ||||||||||
| NCES SCED Code : 02052 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
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.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Use mathematical reasoning to manipulate symbolic expressions in terms of a given context
- Solve problems using number systems and complex numbers
- Use computational strategies and algorithms
- Develop mathematical arguments to justify and to support formal proofs
- Analyze algebraic functions, in pure and applied situations, in order to support conjectures and conclusions
- Solve problems involving geometry in pure/theoretical and authentic, applied contexts
- Apply statistical methods and reasoning, as well as the rules of probability, to analyze categorical and quantitative data in both authentic and applied scenarios
- Recognize and apply logical reasoning
- Connect and apply learning to the real world
Additional Cost Description:
Students will need a Scientific Calculator capable of finding Sin, Cos, Tan, ln|x|, ex, exponents and roots. Free calculators that meet this requirement can be found online. Students may instead use a graphing calculator if they possess one, but a graphing calculator is not required for this course.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | 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 |
| 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 |
| 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 |
Review Conducted By: Quality Matters
Date of Review:
10/31/2025
Unit 1: Introduction to Algebra
Unit 2: Equations and Inequalities
Unit 3: Linear Functions
Unit 4: Systems of Equations and Inequalities
Unit 5: Bivariate Data
Unit 6: Exponents & Polynomials
Unit 7: Factoring Polynomials
Unit 8: Quadratic Functions & Equations
Unit 9: Exponential Functions
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Year Long | 08/22/2024 | 09/20/2024 | 09/20/2024 | 09/13/2024 | 08/30/2024 | 06/06/2025 | 60 | $300 |
| 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. | Year Long | 08/22/2024 | 09/20/2024 |
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/