English
Log In
There are no open spots for this class, but we found something similar!
5.0 (1) · Ages: 11-16
High School Algebra 1 (24 Weeks) | Math | Full Course | Live Class
5.0 (25) · Ages: 11-16
Prep for Algebra 1 Success
5.0 (1) · Ages: 12-17
Algebra 1 Problem Solving Practice
5.0 (1) · Ages: 12-15
Bridge to Algebra 1 | Preparing You for High School Math
5.0 (45) · Ages: 11-16
Algebra 1 Full Course: Ongoing (3 Days per Week)
5.0 (4) · Ages: 13-18
Algebra 1 - Full Curriculum Homeschool Course
Algebra 1 for Accelerated Learners: Functions
Class experience
US Grade 7 - 9
This is the fourth course in a year-long sequence which covers standards and ideas in Algebra 1 intended for learners in middle school ready to begin Algebra 1 or high school learners who need additional support. These courses are taught in small-groups to provide individual instruction and social-learning opportunities aligned with a social constructionist or situated cognition view of learning. The curriculum is problem-based this means instead of lectures or videos students work together...
HSF-IF.A Understand the concept of a function and use function notation. HSF-IF.A.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). HSF-IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. HSF-IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers HSF-IF.B Interpret functions that arise in applications in terms of the context. HSF-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. HSF-IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. HSF-IF.B.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. HSF-IF.C Analyze functions using different representations. HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. HSF-IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
Professional Experience: I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. Academic Experience: Constructivism and Mathematics, Science, and Technology Education This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. Math 1410 Numbers, Concepts, and Algebra for Math Teachers This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. Math 1420: Logic, Problems, and Geometry for Math Teachers This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens.
Homework Offered
Students will complete two mathematical modeling projects.0 - 1 hours per week outside of class
Assessments Offered
Learners will receive individual written progress updates.Grades Offered
Learners will need a way to write/draw to solve problems. This class is best taken using a computer and mouse, but learners might benefit from having a secondary touch screen device in order to be able to screen share math work.
In addition to the Outschool classroom, this class uses:
Students will need to use Nearpod. They will need to click a link and enter their first name or initial. No other identifying information will be collected.
The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/ Pedagological Resources: Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham. Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7. Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.
Hello, I have thirteen years of experience in education. As an eclectic academic learner, I had lots of opportunities to benefit others with my unique understanding and gifted perspective as a twice exceptional learner. I hold a master’s degree in...
Group Class
$375
for 25 classes5x per week, 5 weeks
50 min
Completed by 7 learners
Live video meetings
Ages: 12-15
3-6 learners per class