Lesson Plans week of Sept. 1

Algebra ½
Monday
O: Ch.th. prob
Ch: tht#1
Ln#9 notes
h: ln#9
Tuesday
O: cr.th.prb.
Ch: ln#9
Ln#10 notes
h: ln#10, evens
Wednesday
O: cr.th.prb.
Ch: ln#10
Ln#11 notes
H: ln#11 a-c & 1-4, ln#12 1-4
Thursday
O: cr. th. Prb.
Ch: ln#11
Ln#12 notes
H: study for test tomorrow
Friday
Test 2 (collect notebooks)

Algebra 1
Monday
o: cr. th. Ln#4
ch: ln#6
ln#7&8 notes
h: tht #1
Tuesday
O: cr. th.
Ln#9&10 notes
H: ln#9 4-12& 24-27; ln#10 evens
Wednesday
O: cr. th ln#10
Ch: ln#9 & 10
Tl: order of operations
H: worksheet
Thursday
O: review
Ch: worksheet
Ln#11-13 notes
H: ln# 13
Friday
O: cr. th.
Ch: ln#13
Special activity!
H: wkst

Algebra 2
Monday
o: graph
ch: tht #2
ln#7&8 notes
h: ln#8 odds
Tuesday
O: wkst practice
Ch: ln#8 odds
Ln#9&10 notes
H: ln#10, evens
Wednesday
O: cr. th.
Ch: ln#10, evens
Ln#11 notes
h: ln#11
Thursday
O: cr. th.
Ch: ln#11
H: tht #3
Friday
O: cr. th.
Ln#13-15 notes
H: ln#14 5-8 & 12-19, ln#15 evens

Lesson Plans week of Aug. 25

Algebra ½
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
O: cr.th. problem
tl ln#1-5
h – problem set 5 pg. 21-22
Thursday
o: review grp proced
ch
Grp – ln#6-8
H – ln#6 pg. 26-27 #6-18, evens
ln#7 pg. 30 #8-14, evens
ln#8 pg. 33-34, evens

Friday
o: cr. th.
in class - test #1
(normally a "take home test", this first one will be done in class, but students can use notes & book to complete it)
no homework

Algebra 1
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
o: cr.th.
work on review tests from algebra ½
Thursday
o: cr. th.
work on review tests from algbra 1/2
H – wkst on ln#1-3
Friday
o: cr. th.
ch
h - l#6

Algebra 2
Monday
o: student info sheet
introductions:
Supply List
Tuesday
o: classroom community brainstorm
1. class constitution
2. Syllabus
Wednesday
o: cr. Th.
tl ln# A&B
h – lnB, multiples of 3
Thursday
o: cr. th.
ch
Grp – test 2 work
H – finish test 2 #1-10
Friday
o: review test 2 #1-10
h: complete test #11-20

Supplies

Please have the following supplies as soon as possible, no later than Monday September 1:

calculator with square root function (algebra 2 needs cubed root function)
notebook(s) with graphing paper
2 black pencils with erasers
1 blue pen
1 box of facial tissues
Sturdy Book Cover

Syllabus - Class Policies & Procedures

Mexico City Christian Academy: Algebra 2008 – 2009
Ms. Kelly Nieman

I. Pre-Algebra/ Algebra I/ Algebra II
· 1 credit
· 1 period per day, two semesters
· prerequisite: successful completion of prior Math Class
II. Ms. Kelly Nieman
· B.A. Concordia University, Ann Arbor, MI (Secondary Ed. & Bible)
· M.L.S. Wayne State University, Detroit, MI (School Library Media)
· State of MI Professional Teaching Certificate
· 4 years teaching experience

· Available: after school M-F 3:30 – 4
by appointment 9-10am
· kelly@mcca-mexico.org
· 722-175-1434
III. Textbook & Materials
· Textbook: Saxon Math ½, 1, 2
· Materials: Graphing paper notebook(s) with a total of 200-400 pages, 2 black pencils with erasers, 1 blue pen, calculator with square root function, sturdy book cover (algebra 2 needs a calculator with cubed root function)

IV. Student Expectations (What I expect from you)
· Behavior should reflect the presence of Christ at all times
· Respect MCCA’s standard of conduct
· Accept reasonable discipline
· Be prepared
· Respect others through words and actions· Keep trying - persevere· Be an 'active learner'· Focus on understanding the concept, not only on getting the “right” answer.· Do your own work· Ask questions if you don't understand· Talk to me privately if you need help, have a suggestion, or have a grade concern

V. Teacher Expectations (What you can expect from me)
· To treat you with love and respect as a fellow child of God
· Fairness in grading· Challenging work · Example problems· Organized and prepared lessons aligned with course objectives
· An orderly classroom environment
· Correction and discipline when necessary · Test questions based on what was covered in class and on the quizzes
··Critical Thinking and real-world math application· A really corny joke or pun every now and then

VI. Procedures
Before Entering the Classroom:
· Finish your homework.
· Use the restroom.
· Make sure you have all necessary materials.
When You First Enter the Classroom:
· Sharpen pencil before class starts.
· Be seated in your assigned seat.
· Put assignment in collection bin (with name, date, course name, page number, assignment number, and problem numbers at top of page).
· Begin "warm up" problem in the correct section of binder.
During Class
· Correct your homework, marking errors with a blue pen.
· Take notes as presented by teacher in the correct section of binder
· Participate in all class activities
· Begin homework during worktimes provided during class
· Ask questions when you don’t understand
When the Bell Rings to End the Period:
· Pick up all books, papers, folder, trash, etc.
· Leave only when I dismiss you (normally at the bell).
When I Raise My Hand:
· Freeze! (Stop immediately whatever you are doing or saying.)
· Look at me.
· Wait for further instructions.
Before or after class, or before or after school
· get help, make a suggestion, ask about grade(s)
· complete missed tests or quizzes
· ask about work missed during absence(s)
· determine make-up homework assignment(s)

VII. Discipline Policies
Please see Parent-Student Handbook for more detailed information on MCCA discipline policies.

Note: An orderly classroom environment and general classroom policies have been created to prevent as much disruptive behavior as possible.

1. First disruption – verbal warning and explanation by teacher
2. Second disruption – student receives demerit
3. 3 demerits - school detention

Each tardy is 1 demerit.
Some extreme disruptions may warrant demerit without verbal warning.
Some extreme disruptions may warrant more severe punishment without verbal warning or demerit.

VIII. Evaluation Procedure/ Quarter Grade
· Homework: 50%
o Daily assignments: 30%
o Class Participation: 10%
o Complete Binder/ Notebook: 5%
o Minor Projects, supplemental activities: 5%
· Quizzes/ Take Home “Tests”: 20%
· Tests & Major Project: 30%
· Bonus Problem(s): Extra Credit

IX. Late Work Policy
Late and Incomplete work is NOT accepted.
MCCA policy allows students 2 days “grace period” to earn partial credit for missing assignments. If a student would like the opportunity to earn partial credit for assignments, s/he must meet with Ms. Nieman before or after class or after school to determine an appropriate alternate assignment. Students will not earn partial credit for homework turned in late because we correct daily assignments in class.
Quizzes will take the form of “take-home” open-note tests. These quizzes will be accepted late for partial credit.
Excused absences (illnesses, etc.) and homework: Homework assigned before absence is due on the day student returns to school. Homework assigned during absence is due after student returns to school. MCCA policy allows students one day to make up work for each day absent.

Excused absences (illnesses, etc.) and quizzes: Quizzes are announced one week before administered. Quizzes do not include problems relating to the lessons taught during that week. For this reason, students must complete the quiz on the day it is assigned, even if they were absent any of the 5 days before the quiz. If student is absent on the day the quiz is due, student must return quiz the next day s/he is in school. Exceptions to this policy will be determined individually.

Excused absences (illnesses, etc.) and testing: Tests are announced one week before administered. Tests do not include problems relating to the lessons taught during that week. For this reason, students must take tests on the announced testing day, even if they were absent any of the 5 days before the test. When a student is absent on the day a test is administered, s/he must take the test on the next day s/he is in school. Student must make arrangements to take the test during study hall, or before or after school so that they do not miss any additional days of instruction. Exceptions to this policy will be determined individually.

X. Course Description and Objectives.
· Description: Algebra is an important modern mathematical concept. This course builds on the students’ understanding of basic mathematic skills, develops problem solving, and prepares students for more advanced mathematics.
· Purpose: An ambitious mathematical foundation is important for all aspects of the workplace. A broad mathematical understanding guarantees access to a variety of career and educational options.
· Objectives: The objectives of this course have been determined by the National Council of Teachers of Mathematics. For complete course objectives, please see http://www.nctm.org/ or Ms. Nieman’s coordinating document, “Mathematics Standards for High School”

Successful algebra students will be able to:
Understand relationships among numbers and number systems
Understand meanings of operations and how they relate to one another
develop fluency in operations with real numbers, vectors, and matrices
judge the reasonableness of numerical computations and their results
Understand patterns, relations, and functions
Analyze and interpret functions of variables
Represent and analyze mathematical situations and structures using algebraic symbols
Use mathematical models to represent and understand quantitative relationships
interpret rates of change from graphical and numerical data
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
Specify locations and describe spatial relationships using coordinate geometry and other representational systems
Apply transformations and use symmetry to analyze mathematical situations
Use visualization, spatial reasoning, and geometric modeling to solve problems
Understand measurable attributes of objects and the units, systems, and processes of measurement
Apply appropriate techniques, tools, and formulas to determine measurements
Formulate questions that can be addressed with data
collect, organize, and display relevant data to answer questions
Select and use appropriate statistical methods to analyze data
Develop and evaluate inferences and predictions that are based on data
Understand and apply basic concepts of probability
Develop and apply problem solving skills
make and investigate mathematical conjectures
use the language of mathematics to express mathematical ideas precisely
recognize and use connections among mathematical ideas; and apply them in contexts outside of mathematics.
create and use representations to organize, record, communicate, model, and interpret mathematical ideas and phenomena

Mathematics Standards for High School

Mathematics Standards for High School
From http://www.nctm.org/ The National Council of Teachers of Mathematics

Understand numbers, ways of representing numbers, relationships among numbers, and number systems
• develop a deeper understanding of very large and very small numbers and of various representations of them;
• compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions;
• understand vectors and matrices as systems that have some of the properties of the real-number system;
• use number-theory arguments to justify relationships involving whole numbers
Understand meanings of operations and how they relate to one another
• judge the effects of such operations as multiplication, division, and computing powers and roots on the magnitudes of quantities;
• develop an understanding of properties of, and representations for, the addition and multiplication of vectors and matrices;
• develop an understanding of permutations and combinations as counting techniques
Compute fluently and make reasonable estimates
• develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil calculations for simple cases and technology for more-complicated cases.
• judge the reasonableness of numerical computations and their results
Understand patterns, relations, and functions
• generalize patterns using explicitly defined and recursively defined functions;
• understand relations and functions and select, convert flexibly among, and use various representations for them;
• analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior;
• understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions;
• understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions;
• interpret representations of functions of two variables
Represent and analyze mathematical situations and structures using algebraic symbols
• understand the meaning of equivalent forms of expressions, equations, inequalities, and relations;
• write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases;
• use symbolic algebra to represent and explain mathematical relationships;
• use a variety of symbolic representations, including recursive and parametric equations, for functions and relations;
• judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology
Use mathematical models to represent and understand quantitative relationships
• identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships;
• use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts;
• draw reasonable conclusions about a situation being modeled
Interpret rates of change from graphical and numerical data
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
• analyze properties and determine attributes of two- and three-dimensional objects;
• explore relationships (including congruence and similarity) among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them;
• establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others;
• use trigonometric relationships to determine lengths and angle measures
Specify locations and describe spatial relationships using coordinate geometry and other representational systems
• use Cartesian coordinates and other coordinate systems, such as navigational, polar, or spherical systems, to analyze geometric situations;
• investigate conjectures and solve problems involving two- and three-dimensional objects represented with Cartesian coordinates
Apply transformations and use symmetry to analyze mathematical situations
• understand and represent translations, reflections, rotations, and dilations of objects in the plane by using sketches, coordinates, vectors, function notation, and matrices;
• use various representations to help understand the effects of simple transformations and their compositions
Use visualization, spatial reasoning, and geometric modeling to solve problems
• draw and construct representations of two- and three-dimensional geometric objects using a variety of tools;
• visualize three-dimensional objects and spaces from different perspectives and analyze their cross sections;
• use vertex-edge graphs to model and solve problems;
• use geometric models to gain insights into, and answer questions in, other areas of mathematics;
• use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture
Understand measurable attributes of objects and the units, systems, and processes of measurement
• make decisions about units and scales that are appropriate for problem situations involving measurement
Apply appropriate techniques, tools, and formulas to determine measurements
• analyze precision, accuracy, and approximate error in measurement situations;
• understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders;
• apply informal concepts of successive approximation, upper and lower bounds, and limit in measurement situations;
• use unit analysis to check measurement computations
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
• understand the differences among various kinds of studies and which types of inferences can legitimately be drawn from each;
• know the characteristics of well-designed studies, including the role of randomization in surveys and experiments;
• understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable;
• understand histograms, parallel box plots, and scatterplots and use them to display data;
• compute basic statistics and understand the distinction between a statistic and a parameter.



Select and use appropriate statistical methods to analyze data
• for univariate measurement data, be able to display the distribution, describe its shape, and select and calculate summary statistics;
• for bivariate measurement data, be able to display a scatterplot, describe its shape, and determine regression coefficients, regression equations, and correlation coefficients using technological tools;
• display and discuss bivariate data where at least one variable is categorical;
• recognize how linear transformations of univariate data affect shape, center, and spread;
• identify trends in bivariate data and find functions that model the data or transform the data so that they can be modeled
Develop and evaluate inferences and predictions that are based on data
• use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions;
• understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference;
• evaluate published reports that are based on data by examining the design of the study, the appropriateness of the data analysis, and the validity of conclusions;
• understand how basic statistical techniques are used to monitor process characteristics in the workplace
Understand and apply basic concepts of probability
• understand the concepts of sample space and probability distribution and construct sample spaces and distributions in simple cases;
• use simulations to construct empirical probability distributions;
• compute and interpret the expected value of random variables in simple cases;
• understand the concepts of conditional probability and independent events;
• understand how to compute the probability of a compound event
Develop and apply problem solving skills
build new mathematical knowledge through problem solving;
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving
select, apply, and translate among mathematical representations to solve problems;
make and investigate mathematical conjectures;
recognize reasoning and proof as fundamental aspects of mathematics;
develop and evaluate mathematical arguments and proofs;
select and use various types of reasoning and methods of proof
use the language of mathematics to express mathematical ideas precisely
organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
analyze and evaluate the mathematical thinking and strategies of others;
recognize and use connections among mathematical ideas; and apply them in contexts outside of mathematics

create and use representations to organize, record, communicate, model, and interpret mathematical ideas and phenomena