• Welcome to the 2018-2019 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 year-long 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


    1. Start of class:
    1. Come into class and read the board- it will tell you what you need for the day.
    2. Get your materials.
    3. Be seated and working before the tardy bell rings.

    1. Questions:
    1. Asking questions is the best way to learn.
    2. Raise your hand to ask/ answer a question.
    3. Listen to your classmates’ questions- you might learn something! :)


    1.  Materials:


    1. Each student needs to bring their notebook (3-ring binder), paper and pencils to each class meeting. Students may check out textbook if they’d like, but are responsible if lost or damaged.  
    2. A graphing calculator will be provided for in-class use. Students make also sign them out to take home if needed.
    3. **If a student breaks a calculator, they are responsible for replacing them ($60).

    1. Grading/homework Policies:


    1. We will follow the grading scale and grading policy provided by Augusta County Schools.   Your 9-week average is based on the following:
    • Major Assessments: 50%
    • Minor Assessments: 40%
    • Practice/ Participation: 10%


    1.     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 re-taken 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.    


    1.     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! :)

    1. 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).


    1. If you have something to say, RAISE YOUR HAND.
    2. Do not leave your seat without permission.
    3. Always SHOW YOUR WORK!
    4. Accept that you are going to make mistakes. And that’s ok- OWN THEM  and LEARN from them.
    5. things that require ZERO talent:
    1. Being ON TIME.
    2. Work HARD
    3. Positive ATTITUDE
    4. Asking QUESTIONS.
    5. Being PREPARED.  
    1. 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

    1. a) applying the laws of exponents to perform operations on expressions;
    2. b) adding, subtracting, multiplying, and dividing polynomials; and
    3. c) factoring completely first- and second-degree 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

    1. a) solving literal equations (formulas) for a given variable;
    2. 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;

    1. c) solving quadratic equations algebraically and graphically;
    2. d) solving multistep linear equations algebraically and graphically;
    3. e) solving systems of two linear equations in two variables algebraically and graphically; and
    4. f) solving real-world 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

    1. a) solving multistep linear inequalities algebraically and graphically;
    2. 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;

    1. c) solving real-world problems involving inequalities; and
    2. d) solving systems of inequalities.

    A.6 The student will graph linear equations and linear inequalities in two variables, including

    1. 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

    1. 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.




    A.7 The student will investigate and analyze function (linear and quadratic) families and their

    characteristics both algebraically and graphically, including

    1. a) determining whether a relation is a function;
    2. b) domain and range;
    3. c) zeros of a function;
    4. d) x- and y-intercepts;
    5. e) finding the values of a function for elements in its domain; and
    6. 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 real-world 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.



    A.9 The student, given a set of data, will interpret variation in real-world contexts and calculate and

    interpret mean absolute deviation, standard deviation, and z-scores.


    A.10 The student will compare and contrast multiple univariate data sets, using box-and-whisker



    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 real-world problems, using mathematical models.

    Mathematical models will include linear and quadratic functions.