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Algebra 1 Syllabus   PDF


Current Unit - Ensuring a Healthy Population

This unit engages students in thinking about the mathematics, ethics, and dilemmas of health care and health insurance. The unit begins by drawing out the questions students have about these issues and, ultimately, proposes a central question to drive the investigation of the unit: what is a fair price to charge for health insurance?

To begin, students each become a "citizen" in the classroom "country." They roll dice to determine the age, sex, race, and health characteristics of their citizen. As they learn throughout the unit, each of these characteristics has historical (or current!) ramifications for the price people are charged for health insurance. The students' citizens are used throughout the unit as a context for discussing both the mathematical and ethical dimensions of health insurance pricing. 

Throughout the unit, students are given opportunities to consider (and critique) the use of mathematics in the context of deciding on pricing for health insurance. Their calculations have implications for the health and well-being of “actual” citizens, and the intent is to keep this complication central throughout the unit. As they are developing mathematical ideas about probability and expected value, they will also be exploring various issues of social justice – some of which are more directly connected to their mathematical ideas than others.

Mathematics

The mathematics in this unit centers on key ideas of probability and expected value. Students will also develop their abilities to tackle substantial problems, to reason mathematically, and to communicate their thinking—that is, their understanding of what it means to do mathematics.  In the unit activities, students explore these important mathematical ideas: 
  • Calculating probabilities as fractions, decimals, and percents by emphasizing equally likely outcomes and by constructing mathematical         models, including area models and tree diagrams 
  • Determining whether events are independent 
  • Using the idea of “in the long run” to develop the concept of expected value and calculating and interpreting expected values 
  • Solving problems involving conditional probability 
  • Making and interpreting frequency bar graphs 
  • Using simulations to estimate probabilities and compare strategies 
  • Comparing the theoretical analysis of a situation with experimental results 
  • Examining how the number of trials in a simulation affects the results



Unit 1 Patterns 

    This Unit Focuses on:

  • writing and graphing functions
  • the use of variables and writing variable expressions
  • basic geometrical concepts represented as functions
  • graphing translations 
  • curve fitting data

The patterns unit will also introduce the write up process of Problems of the Week and mathematical communication in general. 


 Math 1 Supply List

Please have all supplies by Wednesday August 30th

1 three ring binder

6 dividers

2 packages graph paper

1 package blank paper (any color) 

4 (3 prong) portfolio folders    (example)     

4 Expo Markers

1 strait edge

Pencils – lots!

TI – 84 Calculator  

Note:  AHS math department has some graphing calculators for classroom use at school but NOT to take home.

When you purchase a TI-84 calculator bring to your teacher the Rewards Symbol on the package insert.  Animas High School can purchase equipment with these points!