Algebra 1 Syllabus

Course Description

In this course, students are expected to apply mathematics in meaningful ways to solve problems that arise in the workplace, society, and everyday life through the process of modeling.  Mathematical modeling involves creating appropriate equations, graphs, functions, or other mathematical representations to analyze real-world situations and answer questions. Use of technological tools, such as hand-held graphing calculators, is essential in creating and interpreting mathematical representations used in the modeling process and should be used during instruction and assessment. However, technology should not be limited to hand-held graphing calculators. Students should use a variety of technologies, such as graphing utilities, spreadsheets, and computer algebra systems, to solve problems and to master standards in all Key Concepts of this course.

Textbook Glencoe Algebra I


      ALEKS - Assessment and Learning       




Course Topics

Chapter 0 Preparing for Algebra

Chapter 1 Expressions and Functions

Chapter 2 Linear Equations

Chapter 3 Linear and Nonlinear Functions Chapter 4 Equations of Linear Functions

Chapter 5 Linear Inequalities

Chapter 6 Systems of Linear Equations and Inequalities

Chapter 7 Exponents and Exponential Functions

Chapter 8 Polynomials

Chapter 9 Quadratic Functions and Equations


NOTE: Tutoring is provided Monday and Wednesday immediately after school.  Students are expected to be in the class by 3:15 pm.

Tutoring ends at 3:45 pm.

The Use of Technology

While Lamar High School embraces the use of technology, we realize technology is not applicable to all classroom instruction.  To provide students with the necessary tools and skills to become a South Carolina Profile Graduate, Ms. Bradley classroom is a Red Zone classroom.  This means merely cell phones are not to be visible or used in the classroom without permission granted by the instructor.

Listed below are the appropriate and inappropriate use of technology.  Please read each box carefully.



A comprehensive mathematics curriculum should assist students in learning to use calculators, computers, and other technological tools as a part of learning mathematics, the Mathematics Departments of the Lamar High School believe that calculator usage should be an integral part of mathematics education in our schools. The Technology Principle of the Standards document of the National Council of Teachers of Mathematics (NCTM) states: ". . . mathematics instructional programs should use technology to help all students understand mathematics and should prepare them to use mathematics in an increasingly technological world."

The NCTM makes it clear, however, that such tools do not replace the need to learn basic facts, to compute mentally, or to do reasonable paper and pencil computation. Calculators and computers can transform the classroom into a laboratory where students can investigate and experiment with mathematical ideas.

1. We encourage the appropriate use of technology in the classroom.  Students need to consider when the use of mental mathematics, paper and pencil, or a calculator is appropriate.

2. Understanding that the purchase of a graphics calculator represents a considerable expense to the student, the Mathematics Department will provide graphing calculators for students’ use in the classroom. Students may purchase their own graphing calculator if desired.

3.   Graphing calculators are not to leave the assigned teacher’s classroom.

4.  Students will be required to show all work and be able to explain how they arrived at a solution on assignments.

5.   Students will be required to show understanding on tests with and without a calculator.

6.  If students misuse or physically abuse the calculator, the student’s calculators privileges will be revoked. An incident report will be submitted documenting the misuse or abuse.