The Department’s Educational Philosophy
The study of mathematics will enhance the ability of all students to problem
solve and to reason. Through a strong standardized
departmental program that emphasizes problem solving, communicating, reasoning
and proof, making connections, and using
representations, students will develop self-confidence and a positive attitude
towards mathematics.
Our curriculum matches that of the Massachusetts Mathematics Curriculum
Framework, and we are philosophically aligned with the
National Council of Teachers of Mathematics Standards.
Guiding Principles
• Mathematical ideas should be explored in ways that stimulate curiosity, create
enjoyment of mathematics, and develop depth of
understanding.
• Effective mathematics programs focus on problem solving and require teachers
who have a deep knowledge of the discipline.
• Technology is an essential tool in a mathematics education, and all students
should gain facility in using it where advantageous.
• All students should have a high-quality mathematics program.
• Assessment of student learning in mathematics should take many forms to inform
instruction and learning.
• All students should understand the basic structure of mathematics.
• All students should recognize that the techniques of mathematics are
reflections of its theory and structure.
• All students should gain facility in applying mathematical skills and
concepts.
• All students should understand the role of inductive and deductive reasoning
in mathematic and real life situations.
Background to the Curriculum
This course formerly used the Glencoe Algebra I text, 1996 edition, and has
been updated to the 2000 edition. The Glencoe text
replaced the University of Chicago text, which had been used since 1990. The
Glencoe text is followed quite closely, since it matches
both the 2000 edition of the National Council of Teachers of Mathematics
curriculum standards and the 2000 edition of the
Massachusetts State Framework recommendations for a first-year algebra course .
This course exposes students to the first-year
Algebra 1 curriculum and is well aligned with national and state guidelines.
Teachers bring in other material where appropriate and
make minor changes as to the specific sections taught each year, after
consultation with the RDL.
Core Topics/Questions/Concepts/Skills
Simplifying expressions and solving equations
Solving everyday word problems
Using ratio, proportion, and percent
Solving equations in more than one variable
Equations of lines and graphing
Introductory statistical concepts
Solving and graphing inequalities in one and two dimensions
Factoring polynomials and solving equations by factoring
Operations on polynomials
Simplifying radical expressions and solving radical equations
Course-End Learning Objectives
| Learning objectives |
Learning objectives |
| 1] simplifying numerical expressions |
Algebra I.N.2 |
| 2] solving linear equations and inequalities |
Algebra I.P.10 |
3] solve word problems involving perimeter,
coins, percentage,
mixture, investment, etc. |
Algebra I.P.11 |
| 4] add, subtract, multiply , and divide
polynomials |
Algebra I.P.7 |
| 5] factor polynomials |
Algebra I.P.8 |
| 6] solve quadratic equations by factoring |
Algebra I.P.9 |
| 7] graphing points and lines in the plane |
Algebra I.P.5 |
| 8] graphing line using slope and y - intercept |
Algebra I.P.5 |
| 9] solving systems of equations in two variables |
Algebra II.P.10 |
| 10] simplifying square root radicals |
Algebra II.N.2 |
| 11] applying the Pythagorean Theorem |
Geometry.G.7 |
| 12] solving word problems using two variables |
Algebra I.P.12 |
| 13] solving absolute value equations and
inequalities |
Algebra I.P.10 |
| 14} finding the domain and range of functions |
Algebra I.P.3 |
| 15] using function notation and evaluating
functions |
Algebra I.P.4 |
| 16] solving direct and inverse, variation
problems |
Algebra I.P.11 |
| 17] fit a line to data |
Algebra I.D.2 |
| 18] applying introductory techniques in
Probability and Statistics |
Algebra I.D.1 |
| 19] solving compound inequalities |
Algebra I.P.10 |
Assessment
Students are generally assessed by in-class tests and quizzes, which are
administered regularly throughout a marking period.
Generally, two quizzes are equivalent to a test . The students’ attitude, effort,
and quality of homework preparations will also impact
their term grade to a small degree. Teachers informally assess students every
day by asking pivotal questions, as well as questions
involving mechanics or concepts, and the students’ term grades may be positively
affected to a small degree based on their responses.
A standardized midyear examination and final examination
are administered to all students in this course in order to assess their
longterm
retention of the course material.
Technology Learning Objectives Addressed in This Course
(This section is for faculty and administrative reference; students and parents
may disregard.)
| Course activity: skills &/or topics taught |
Technology standard(s) addressed
through this activity |
1] Graphing calculators to introduce graphing of
linear and
polynomial functions |
|
| 2] Graphing calculators to solve systems of
linear equations |
|
3] Graphing calculators to introduce the concept
of Data
Analysis and Best Fit Lines |
|
Materials and Resources
Teachers use other resources for supplementary ideas, such as the “Algebra with
Pizzazz” series of activities. Review materials that
resemble the departmental exams are used by all teachers of the course. Some
teachers may employ the software package "Algebra
Plotter Plus" to have students investigate a concept at the Mac Lab. Teachers
may also have students investigate problems using
graphing calculators.
