Algebra 8 2022-23
Text: Algebra, 2018 edition, HMH
Length: 1 year
Grades: mostly 8th grade
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Class Expectations:   
   
          Let Mrs. Smith teach
          Be Respectful
         Come Prepared
 
Here are a few, not all, procedures that you will help you to meet the expectations listed above.
 

1. Enter classroom calm and quiet. 
2. Use your passing time wisely to eliminate hall passes.  Students must be in class when the bell rings.   Leaving your books does not mean you are excused to be late.    
3. Listen and pay attention when class starts. 
4. Raise your hand!  Do not blurt out answers to questions.  This is not fair to other students.
5. Wait to be dismissed at the end of the hour.    

Seating Charts – we will have one.

A seating chart will be arranged.  The arrangement can be changed at any time.  Students are expected to sit in their assigned seats each day. 

Books - Please put a book cover on your book.

Our books must to be handled with care!  A grocery bag and masking tape works well.  Do not use glue or anything that will stick to the book.   Book covers are to be put on at the beginning of the year and expected to stay on all year.

Tardies and absences

Arriving late to class will count as a tardy.  See the student handbook for the school's attendance policy and makeup work policy.

Planners

Your planner is your hall pass (it must be your planner!) and should only be used on rare occasion.   

Grading - Grades will consist of participation, notes, homework, chapter tests and quizzes.  Tests will make up the majority of your grade.

Grades are earned based on the following percentages:                           70% tests, 10% homework, 20% notes and warm-ups   Grading Scale:
93-100%  A	80-82%  B-	67-69%  D+
90-92%  A-	77-79%  C+	63-66%  D
87-89%  B+	73-76%  C	60-62%  D-
83-86%   B	70-72%  C-	<  60%   F

 
 

Warm up exercises: Warm-up exercises are to be completed when you arrive in class and should take 5-10 minutes. You should start working on these right away. We will go over these problems each day. Note: These exercises are worth 5 points per day. If you are tardy to class, you will not receive the daily points for the warm-up exercises.

Notes:  I will grade your notes; they are worth 5 points for each lesson.  Students should have a composition notebook reserved for math to take notes for the day.  The date and topic should be used as the heading for the notes each day.  Take notes in date order however, each day does not have to start on a new page.  Bring this notebook to class everyday!
 
Homework: Homework will be given almost every day.  Grade reports will help you know what missing work you have.  You can ask me to see yours, or get it printed, at any convenient time.   
 
Homework will either be graded in class or collected and graded. SHOW YOUR WORK! Math is about learning the process, you need to show that you can do the problem step-by-step.  I do not give credit if you do not show work.   
 

Late Work: Assignments are expected to be done when due.  All late work is due within 7 days of the assignment due date for possible full credit on the assignment. Any work turned in after one week from the due date will receive one point. Any missing work will be marked as a zero in the gradebook until the work is turned in and graded. Any work that is not turned in will remain a zero.

Work due to excused absences will be accepted according to the student handbook.  (Due immediately upon your return.)  See the Student Handbook for more specific information.  

 Tests:  Tests will be given at the end of each chapter.  Each test is worth 100 points.  Study and be prepared for them.  Retests will be offered, however always strive to do your best the first time!  No retest if you have missing work or on take-home tests.  You will need to complete “corrective” problems before retaking a test.  These “corrective” problems must be done well before you can take the retest.  The retest will be due one week after I return the original test and must be done outside of class time.
 
Quizzes:  There will be various short quizzes, scheduled and unscheduled, throughout the year.  Generally, quizzes are worth 10 to 20 points.  There are no retakes on quizzes. 
 
 Extra Credit: There may be various impromptu extra credit options offered throughout the quarter.  Extra credit is truly “extra” work, they will not be accepted from students who have missing regular work.  Extra credit options will be given a due date and will not be available at the end of a grading period.  Reading guides are the only extra credit that is accepted if you have missing work. 

Math Hints:       

• Use a pencil! I will only accept pencil.   Work in pen will be returned. 
• Show your work! Math is about learning the process; you need to show that you can do the problem step-by-step.  No work = no credit. 
• It is important to keep your math work neat, others need to read it. 
• Students need to put their name and the assignment (page number and problems) in the upper right-hand corner of their papers. 

Preparing for class - bring your materials each day! 

Materials to bring to class each day:

1. Completed homework…Practice makes perfect!
2. Textbook.
3. Pencil/eraser…or two that are ready to use…sharpened or have lead. 
4. Red pen for correcting.
5. Paper

 I expect homework to be done when due.  If you have questions on your homework, see me in the morning before school starts, after school, or before class starts. 
 
Be ready for class.  Have multiple pencils ready, get a drink of water, use the restroom, throw away paper, etc. BEFORE class begins.  Any garbage that needs to be thrown away or recycled, hole punching, stapling, etc. can be done after class.  If you have to borrow supplies, do so BEFORE class begins.  Be ready!  

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Algebra learning goals

8.1.1.1 Classify real numbers as rational or irrational. Know that when a square root of a positive integer is not an integer, then it is irrational. Know that the sum of a rational number and an irrational number is irrational, and the product of a non-zero rational number and an irrational number is irrational. 
__I can classify numbers as rational or irrational. 
__I can identify a square root as a rational or irrational number.
__I can understand that if I add or multiply a rational number by an irrational number, the answer will be irrational.
 
8.1.1.2 Compare real numbers; locate real numbers on a number line. Identify the square root of a positive integer as an integer, or if it is not an integer, locate it as a real number between two consecutive positive integers.
__I can locate a real number (rational and irrational) on a number line.
__I can estimate the square root on a real number as an integer or between two integers
 
8.1.1.3 Determine rational approximations for solutions to problems involving real numbers.
__I can estimate the value of a rational or irrational number with and without a calculator.
 
8.1.1.4 Know and apply the properties of positive and negative integer exponents to generate equivalent numerical expressions.
__I can use the properties of exponents….
    __I can multiply exponents
    __I can divide exponents
    __I can evaluate a power of a power
    __I can evaluate negative exponents
    __I can evaluate a zero exponent
 
8.1.1.5 Express approximations of very large and very small numbers using scientific notation; understand how calculators display numbers in scientific notation. Multiply and divide numbers expressed in scientific notation, express the answer in scientific notation, using the correct number of significant digits when physical measurements are involved.
__I can write very large and very small numbers in scientific notation.
__I can convert numbers from scientific notation to standard form. 
__I can multiply and divide numbers in scientific notation with the answer in scientific notation.
__I can recognize and interpret scientific notation on a calculator display.
__I can understand significant digits.
 
8.2.1.1 Understand that a function is a relationship between an independent variable and a dependent variable in which the value of the independent variable determines the value of the dependent variable.  Use functional notation, such as f(x), to represent such relationships.
__I can recognize and use function notation.
__I can understand x is the input or independent variable and y or f(x) is the output or dependent variable. __I can identify the independent and dependent variables in real life situations. 
__I can recognize that a function has only one output (y value) for each input (x value).__I can write an equation to show the relationship between input (x)and output (y ).
 
8.2.1.2 Use linear functions to represent relationships in which changing the input variable by some amount leads to a change in the output variable that is a constant times that amount.
__I can recognize a linear relationship in a variety of forms (graphs, tables, equations.)
 
8.2.1.3 Understand that a function is linear if it can be expressed in the form f(x) = mx + b or if its graph is a straight line.
__I can recognize a function as linear or non-linear.
 
8.2.1.4 Understand that an arithmetic sequence is a linear function that can be expressed in the             form  f(x) = mx + b , where   x = 0, 1, 2, 3,….
__I can write a function to express an arithmetic sequence. 
 
8.2.1.5 Understand that a geometric sequence is a non-linear function that can be expressed in the       form  f(x) = ab^x, where x = 0, 1, 2, 3,….
__I can write a function to express a geometric sequence. 
 
8.2.2.1 Represent linear functions with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another.
__I can translate a linear function to a table, equation, or graph.  __I can graph a linear function and a vertical line.
__I can identify the slope and y-intercept of an equation when in slope-intercept form, standard form, or from a graph. 
 
8.2.2.2 Identify graphical properties of linear functions including slopes and intercepts. Know that the slope equals the rate of change, and that the y-intercept is zero when the function represents a proportional relationship.
__I can identify the rate of change in a linear equation. 
__I can interpret the slope and y-intercept in a real life context. 
__I can identify the slope and y-intercept of horizontal and vertical lines.
__I can recognize a proportional and non-proportional relationship.
 
8.2.2.3 Identify how coefficient changes in the equation f (x) = mx + b affect the graphs of linear functions. Know how to use graphing technology to examine these effects.
__I can explain how changing the slope (coefficient) changes the graph. 
__I can graph a function on a graphing calculator.
 
8.2.2.4 Represent arithmetic sequences using equations, tables, graphs and verbal descriptions, and use them to solve problems.
__I can describe the pattern of an arithmetic sequence and represent it in a equation, table, graph, or description. 
 
8.2.2.5 Represent geometric sequences using equations, tables, graphs and verbal descriptions, and use them to solve problems.
__I can describe the pattern of an geometric sequence and represent it in a equation, table, graph, or description. 
 
8.2.3.1 Evaluate algebraic expressions, including expressions containing radicals and absolute values, at specified values of their variables.
__I can use the order of operations to evaluate a numeric and algebraic expression.
__I can evaluate algebraic expression when given a values for the variable..
__I can evaluate radical expressions.
__I can evaluate absolute value expressions.  
 
8.2.3.2 Justify steps in generating equivalent expressions by identifying the properties used, including the properties of algebra. Properties include the associative, commutative and distributive laws, and the order of operations, including grouping symbols.
__I can use and understand the properties of algebra (commutative, associative, and distributive) and recognize when they have to be used.
__I can evaluate an expression and justify the properties used in each step. 
 
8.2.4.1 Use linear equations to represent situations involving a constant rate of change, including proportional and non-proportional relationships.
__I can write an equation or inequality for a proportional or non-proportional relationship
 
8.2.4.2 Solve multi-step equations in one variable. Solve for one variable in a multi-variable equation in terms of the other variables. Justify the steps by identifying the properties of equalities used.
__I can solve a multi-step equation in one variable.
__I can solve for any variable in a multi-variable equation. 
__I can use number properties to justify the steps in solving an equation. 
 
8.2.4.3 Express linear equations in slope-intercept, point-slope and standard forms, and convert between these forms. Given sufficient information, find an equation of a line.
__I can recognize and convert an equation between slope-intercept form, standard form, and point-slope form.
__I can write an equation of a line given…
   __slope and intercept or  
   __two points.
 
8.2.4.4 Use linear inequalities to represent relationships in various contexts.
__I can use linear equations to represent real-life situation. 
 
8.2.4.5 Solve linear inequalities using properties of inequalities. Graph the solutions on a number line.
__I can solve linear inequalities.
__I can understand the properties of inequalities. 
__I can graph the solution of a linear inequality on a number line.
 
8.2.4.6 Represent relationships in various contexts with equations and inequalities involving the absolute value of a linear expression. Solve such equations and inequalities and graph the solutions on a number line.
__I can solve equations and inequalities involving the absolute values of a linear expression. 
__I can graph these solutions on a number line. 
__I can recognize a no solution or all real number solution for an absolute value equation or inequality. 
 
8.2.4.7 Represent relationships in various contexts using systems of linear equations. Solve systems of linear equations in two variables symbolically, graphically and numerically.
__I can solve a system of equations by graphing.
__I can solve a system of equations by substitution or elimination.
__I can use a system of equations to represent a real-life situation.
 
8.2.4.8 Understand that a system of linear equations may have no solution, one solution, or an infinite number of solutions. Relate the number of solutions to pairs of lines that are intersecting, parallel or identical. Check whether a pair of numbers satisfies a system of two linear equations in two unknowns by substituting the numbers into both equations.
__I can understand a system of equations may have…
__no solution (parallel lines) or
__infinitely many solutions (one line) or
__one solution (intersecting lines).
__I can relate the number of solutions to the appropriate system.
__I can check a solution by substituting (x,y) into each of the given equations.
 
8.2.4.9 Use the relationship between square roots and squares of a number to solve problems.
__I can understand that square roots and squares of a number are inverse operations and can use that to solve problems. 
 
8.3.1.1 Use the Pythagorean Theorem to solve problems involving right triangles.
__I can use the Pythagorean Theorem to find a missing side of a right triangle.
__I can model a real-life situation and use the Pythagorean Theorem to find a missing side of a right triangle.
__I can use the converse of the Pythagorean Theorem to determine if three lengths make a right triangle. 
 
8.3.1.2 Determine the distance between two points on a horizontal or vertical line in a coordinate system. Use the Pythagorean Theorem to find the distance between any two points in a coordinate system.
__I can determine the distance between two points on a horizontal or vertical line in a coordinate system.
__I can use the distance formula to find the distance between any two points on a coordinate system.
 
8.3.1.3 Informally justify the Pythagorean Theorem by using measurements, diagrams and computer software.
__I can justify the Pythagorean Theorem from a problem using measurements or a diagram or computer software.
 
8.3.2.1 Understand and apply the relationships between the slopes of parallel lines and between the slopes of perpendicular lines. Dynamic graphing software may be used to examine these relationships.
__I can find the slope of a graph using a graph, equation, or two points. 
__I can write an equation of a line give a graph, two points, or a slope and point.
__I can recognize and convert an equation between slope-intercept form, standard form, and point-slope form.
 
8.3.2.2 Analyze polygons on a coordinate system by determining the slopes of their sides.
__I can determine the slope of the sides of a  polygon on a coordinate system. 
__I can use slopes to determine the type of polygon that is drawn on a coordinate system. 
 
8.3.2.3 Given a line on a coordinate system and the coordinates of a point not on the line, find lines through that point that are parallel and perpendicular to the given line, symbolically and graphically.
__I can determine an equation of a line that is parallel to a given line passing through a given point.
__I can determine an equation of a line that is perpendicular to a given line passing through a given point.
 
8.4.1.1 Collect, display and interpret data using scatterplots. Use the shape of the scatterplot to informally estimate a line of best fit and determine an equation for the line. Use appropriate titles, labels and units. Know how to use graphing technology to display scatterplots and corresponding lines of best fit.
__I can collect display, and interpret data using a scatterplot.
__I can use the scatter plot to informally estimate a line of best fit, and determine an equation for the line. __I can use appropriate labels, titles, and units when making a scatter plot. 
__I can use a graphing technology to display scatter plots and corresponding lines of best fit. 
 
8.4.1.2 Use a line of best fit to make statements about approximate rate of change and to make predictions about values not in the original data set.
__I can use the line of best fit to make a statement about the rate of change.
__I can use the line of best fit to make predictions. 
 
8.4.1.3 Assess the reasonableness of predictions using scatterplots by interpreting them in the original context.
__I can assess the reasonableness of predications using scatterplots by interpreting them in the original context.