 Stuarts Draft High School
 Overview

Welcome to the 20182019 school year! Info about me can be found on the 'about me' link. My classroom expectations are simple and can be summed up as follows: I expect students to work hard, show respect to themselves and others, and ask questions. If all students follow these 3 simple expectations, we'll have a great year! Please let me know what questions you have.
Following is our class syllabus and procedures, as well as the algebra 1 SOLs.
Stuarts Draft High School
Mr. Click (Rm 59) click.s@augusta.k12.va.us
Algebra 1 syllabus
Course Overview:
Algebra 1 is a yearlong course and bears one high school credit. The curriculum for this course is based on the Virginia Standards of Learning for Algebra 1. Students must pass Algebra 1 part 1 (first semester) to move on to part two. Students will take the End of Course Algebra 1 SOL test at the end of the school year. Algebra 1 topics include expressions and equations, linear functions, polynomials, and quadratic functions.
Class Procedures
 Start of class:
 Come into class and read the board it will tell you what you need for the day.
 Get your materials.
 Be seated and working before the tardy bell rings.
 Questions:
 Asking questions is the best way to learn.
 Raise your hand to ask/ answer a question.
 Listen to your classmates’ questions you might learn something! :)
 Materials:
 Each student needs to bring their notebook (3ring binder), paper and pencils to each class meeting. Students may check out textbook if they’d like, but are responsible if lost or damaged.
 A graphing calculator will be provided for inclass use. Students make also sign them out to take home if needed.
 **If a student breaks a calculator, they are responsible for replacing them ($60).
 Grading/homework Policies:
 We will follow the grading scale and grading policy provided by Augusta County Schools. Your 9week average is based on the following:
 Major Assessments: 50%
 Minor Assessments: 40%
 Practice/ Participation: 10%
 b) Tests will be given at the end of each unit, and quizzes will also be given within each unit. Therefore, since each unit varies in length and in rigor, the number of quizzes and tests will vary per nine weeks. Classwork is always fair game for grading, and will be given almost daily. After most quizzes and tests, students will correct the questions they missed to show that they understand their mistakes.
** Students may make up any assignment that they are not happy with, but this must be done before or after school not during class time. Additionally, they have TEN CALENDAR DAYS from the time they receive their grade to make up a given assignment. Quizzes and tests that are retaken will be averaged with the first score. Any classwork assignment not completed by the due date (plus extra days if the student has missed those days) can still be completed for half credit. If, however, it is not completed by the end of the term, the score will be a zero.
 c) Homework: I expect for my students to use their time wisely and to work hard in class. There will be very little homework assigned in algebra class this year, except for what they do not finish in class. This should allow for extra time together with your children. I’d ask that you spend the extra time doing things that not only correlate to student classroom success, but that make an even bigger difference in your child’s life: Play outside, have meals together, read together, and get to bed early! :)
 Classroom conduct: If expectations are met, learning will happen, positive connections will be made, and we’ll enjoy “candy Fridays” (students will be given treats to enjoy while we work the last day of each week).
 If you have something to say, RAISE YOUR HAND.
 Do not leave your seat without permission.
 Always SHOW YOUR WORK!
 Accept that you are going to make mistakes. And that’s ok OWN THEM and LEARN from them.
 things that require ZERO talent:
 Being ON TIME.
 Work HARD
 Positive ATTITUDE
 Asking QUESTIONS.
 Being PREPARED.
 If procedures are not followed, students will be 1) given a verbal reminder, 2) a second reminder with name on the board (disqualifying them from this week’s ‘candy friday’), 3) Given an administrative referral and sent out.
If at any point, you have any questions, or would like an update on your student's progress in class, please do not hesitate to email me at click.s@augusta.k12.va.us . I look forward to working with you and your students and hope to make an impact that goes far beyond the algebra classroom!
“If you don’t want to succeed, no one can help you. But if you are determined to succeed, no one can stop you.”
The following is a list of the Algebra 1 SOLs we will cover this year:
Expressions and Operations
A.1 The student will represent verbal quantitative situations algebraically and evaluate these
expressions for given replacement values of the variables.
A.2 The student will perform operations on polynomials, including
 a) applying the laws of exponents to perform operations on expressions;
 b) adding, subtracting, multiplying, and dividing polynomials; and
 c) factoring completely first and seconddegree binomials and trinomials in one or two
variables. Graphing calculators will be used as a tool for factoring and for confirming
algebraic factorizations.
A.3 The student will express the square roots and cube roots of whole numbers and the square root
of a monomial algebraic expression in simplest radical form.
Equations and Inequalities
A.4 The student will solve multistep linear and quadratic equations in two variables, including
 a) solving literal equations (formulas) for a given variable;
 b) justifying steps used in simplifying expressions and solving equations, using field
properties and axioms of equality that are valid for the set of real numbers and its subsets;
 c) solving quadratic equations algebraically and graphically;
 d) solving multistep linear equations algebraically and graphically;
 e) solving systems of two linear equations in two variables algebraically and graphically; and
 f) solving realworld problems involving equations and systems of equations.
Graphing calculators will be used both as a primary tool in solving problems and to verify
algebraic solutions.
A.5 The student will solve multistep linear inequalities in two variables, including
 a) solving multistep linear inequalities algebraically and graphically;
 b) justifying steps used in solving inequalities, using axioms of inequality and properties of
order that are valid for the set of real numbers and its subsets;
 c) solving realworld problems involving inequalities; and
 d) solving systems of inequalities.
A.6 The student will graph linear equations and linear inequalities in two variables, including
 a) determining the slope of a line when given an equation of the line, the graph of the line, or
two points on the line. Slope will be described as rate of change and will be positive,
negative, zero, or undefined; and
 b) writing the equation of a line when given the graph of the line, two points on the line, or the
slope and a point on the line.
Functions
A.7 The student will investigate and analyze function (linear and quadratic) families and their
characteristics both algebraically and graphically, including
 a) determining whether a relation is a function;
 b) domain and range;
 c) zeros of a function;
 d) x and yintercepts;
 e) finding the values of a function for elements in its domain; and
 f) making connections between and among multiple representations of functions including
concrete, verbal, numeric, graphic, and algebraic.
A.8 The student, given a situation in a realworld context, will analyze a relation to determine
whether a direct or inverse variation exists, and represent a direct variation algebraically and
graphically and an inverse variation algebraically.
Statistics
A.9 The student, given a set of data, will interpret variation in realworld contexts and calculate and
interpret mean absolute deviation, standard deviation, and zscores.
A.10 The student will compare and contrast multiple univariate data sets, using boxandwhisker
plots.
A.11 The student will collect and analyze data, determine the equation of the curve of best fit in
order to make predictions, and solve realworld problems, using mathematical models.
Mathematical models will include linear and quadratic functions.