Algebra I B (2nd Semester)
Course Description:
Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structures. You've been asked to buy peanuts for you and your friends at a football game. You've collected $12.50. One bag is $2.75. You want to know how many bags you can buy. This is an algebra problem! Related problems are how much money will be left over, and what should you buy or in what proportions should you return the extra money to your friends. Algebra helps us to predict things that we don't yet know and to determine the relationships between the things we do. Algebra is a powerful and rich branch of mathematics that is useful in everyday life as well as business, engineering, and other technical fields.
Course Details:
| Course Title (District): | Algebra I B (2nd Semester) | ||||||||||
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| Course Title (NCES SCED) : | Algebra I | ||||||||||
| Course Provider : | Davison Community Schools | ||||||||||
| Content Provided By : | Davison Community Schools | ||||||||||
| Online Instructor Provided By : | Davison Community Schools | ||||||||||
| Standards Addressed : | Common Core State Standards | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 02052 |
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How To Enroll:
| Email : | [email protected] |
|---|---|
| Phone : | 810-591-0132 |
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: 810-591-0132
Additional Cost: $0.0
Additional Cost Description:
n/a
• Consider when a property can be used • Explain and demonstrate the rules for operations of signed numbers • Use appropriate properties to justify simplifying algebraic expressions • Compare what happens when exponents remain the same but the base changes • Demonstrate numerical relationships, such as: the sum of even integers is even, etc • Find patterns in data sets • Critique data displays • Apply the rules of exponents to allow expressions to be rewritten in an equivalent form. • Recognize which equations have no real roots • Recognize how the sign of the exponent affects the base • Manipulate/Simplify algebraic expressions • Convert verbal descriptions to algebraic expressions • Convert algebraic expressions to verbal descriptions • Recognize factors, GCF and chunks that can be factored out • Manipulate/Simplify algebraic expressions • Convert verbal descriptions to algebraic expressions • Convert algebraic expressions to verbal descriptions • Recognize factors, GCF and chunks that can be factored out • Solve systems of equations • Graph equations and inequalities • Recognize the domain and range of a function given a graph. • Write a function rule given a table of values, a graph, or a word problem. • Determine which function family is represented given the different ways the function is represented. • Translate between the different representations of a function. • Determine the intercepts symbolically, graphically, or from a table. • Determine minimums or maximums symbolically, graphically, or from a table. • Identify an asymptote given a graph or function rule. • Write equations of functions to create transformations • Graph, in stages, the different transformations • Recognize an Asymptote. • Recognize the function based on the key features • Find the pattern in the rate of change of the table and relate it to the function rule, symbolic form, and graphic form. • Identify which function will best fit with the model • Write a mathematical equation to solve • Write equations of linear functions • Manipulate equations of linear functions • Graph equations of linear functions • Sketch the graph of an exponential given a table of values or an equation. • Interpret the behavior of the graph and identify the key characteristics of the graph. • Determine if the exponential function is increasing or decreasing based on the graph or an equation. • Change a quadratic from standard form to vertex form and back. • From vertex form, write line of symmetry and state the vertex • Determine if vertex is maximum or minimum • Use Quadratic Formula/discriminant to determine • Use information to find the equation of a directly or inversely proportional relationship • Solve direct and inverse variations • Compare direct and inverse variations • Connect the graph to the direct or inverse variation • Sketch the graphs of the following types of power functions: y = ax, y = ax2, and y = ax3 • Use the symbolic form of the polynomial to o Name the polynomial o Determine the maximum number of zeros o State what the sketch of the polynomial looks like and produce the graph o Factor the polynomial to find the zeros • Construct Scatterplots • Read and interpret scatterplots including patterns, clusters and correlation patterns • Estimate and interpret correlations • Calculate the equation of the regression line • Interpret the slope of the regression line
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments | Rating | 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 | |
| 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 | |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. | Fully Met | |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. | Fully Met | |
| Multiple learning resources and materials to increase student success are available to students before the course begins. | Fully Met |
| Course Overview and Introduction | Rating | Comments |
|---|---|---|
| Clear, complete course overview and syllabus are included in the course. | Fully Met | |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. | Fully Met | |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. | Fully Met |
| 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 | |
| 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 | |
| Privacy policies are clearly stated. | Partially Met | Additional Details needed |
| Instructor Resources | Rating | Comments |
|---|---|---|
| Online instructor resources and notes are included. | Fully Met | Resources are avaliable outside the online course. |
| Assessment and assignment answers and explanations are included. | Fully Met | Feedback to students on all assignments are given. Hard copies avaliable outside the 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 |
| 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 |
| Instructional Strategies and Activities | Rating | Comments |
|---|---|---|
| The course instruction includes activities that engage students in active learning. | Fully Met | |
| 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 | |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. | Fully Met | |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. | Fully Met | |
| 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 | |
| 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 | |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. | Fully Met |
| Resources and Materials | Rating | Comments |
|---|---|---|
| Students have access to resources that enrich the course content. | Fully Met |
| 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 | |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. | Fully Met |
| Feedback | Rating | Comments |
|---|---|---|
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. | Fully Met | |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. | Fully Met |
| Assessment Resources and Materials | Rating | Comments |
|---|---|---|
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. | Fully Met | |
| Grading rubrics are provided to the instructor and may be shared with students. | Fully Met | |
| 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. | Fully Met | |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. | Fully Met |
| 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 |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| All technology requirements (including hardware, browser, software, etc...) are specified. | Fully Met | |
| Prerequisite skills in the use of technology are identified. | Partially Met | How to teach students the skills necessary for success in an online class are be planned. |
| The course uses content-specific tools and software appropriately. | Fully Met | |
| The course is designed to meet internationally recognized interoperability standards. | Partially Met | Not sure of all the internationally standards that are needed to be met. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. | Fully Met | To the best of my knowledge. |
| 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 |
| Data Security | Rating | Comments |
|---|---|---|
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). | Fully Met |
| Accessing Course Effectiveness | Rating | Comments |
|---|---|---|
| The course provider uses multiple ways of assessing course effectiveness. | Fully Met | |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. | Fully Met |
| Course Updates | Rating | Comments |
|---|---|---|
| The course is updated periodically to ensure that the content is current. | Fully Met |
| 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 |
| 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 | |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. | Fully Met | |
| 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 | |
| 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 | |
| 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 | |
| Students are offered an orientation for taking an online course before starting the coursework. | Fully Met |
Review Conducted By: Davison Community Schools
Date of Review:
10/24/2014
o Unit 5: Linear Equations and their Graphs o Unit 6: Systems of Equations and Inequalities o Unit 7: Exponents and Exponential Functions o Unit 8: Polynomials and Factoring o Unit 9: Quadratic Functions and Functions
| 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 |
|---|
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 18-19 | 0 | 0 | 0.0% | |
| 17-18 | 10 | 5 | 50.0% | Crongeyer, Lauren (formerly Draper) |
Computer and internet access