This pre-algebra syllabus outlines a standards-based grading system with four levels to assess student understanding. Each quarter will focus on different math units, and grades will be determined from quizzes, exams, and assignments assessed using a rubric. Daily supplemental practice is provided for additional practice but does not factor into quarter grades.

1. Pre-Algebra Syllabus
This coursewill have a standards-based grading systemwith a 1 to 4 scale. The
meaning of each level is shown below:
Level 4 Exceeds The student was able to demonstratemastery,
apply the standard in an advanced way, and explain
the standard in their own words.
Level 3 Meets Standard The student demonstrated a full understanding of
the standard.
Level 2 Developing The student demonstrated a partial understanding
of the standard.
Level 1 Beginning The student demonstrated a limited understanding
of the standard.
The focus of the coursework is as follows:
Quarter 1: Geometry Unit 1: Transformations
Quarter 2: Exponents and Scientific Notation
Quarter 3: Linear Equations
Quarter 4: Geometry Unit 2: Algebraic Geometry and Similarity
Supplemental Practice will be provided daily but will not be factored into the
student’s quarter grade. The supplemental practice has been provided to allow
students to practice the standards attheir own pace. Students will check their
solutions with answer keys and can come to extra help with any questions.
How the grade is determinedfor the quarter:
1.) There will be two or three quizzes per quarter and one quarterly exam.
2.) These assessments aredesigned to emphasize moreapplication of skills
than repetition of facts. Assessments aredesigned to also provide
opportunities for demonstration of advanced knowledge.
3.) Each question will be graded based on the Pre-Algebra Grading Rubric
attached to this sheet.
4.) The grade will be a level based on the chart. An alpha grade will not be
given for this class.

2. Pre-Algebra Grading Rubric
4 points In addition to a three point performance, the student demonstrates
in-depth inferences and applications that go beyond what was taught
3 points A three-point response includes the correct solution(s) to the question
and demonstrates a thorough understanding of the mathematical
concepts and/or procedures in the task.
This response:
 Indicates that the students has completed the task correctly ,
using mathematically sound procedures
 Contains sufficient work to demonstrate a thorough
understanding of the mathematical concepts and/or
procedures
2 points A two-point response demonstrates a partial understanding of the
mathematical concepts and/or procedure in the task.
This response:
 Appropriately addresses most but not all aspects of the task
using mathematically sound procedures
 May contain an incorrect solution but provides sound
procedures, reasoning, and/or explanations
 May reflect some minor misunderstanding of the underlying
mathematical concepts and/or procedures
1 point A one-point response demonstrates only a limited understanding of
the mathematical concepts and/or procedures in the task.
This response:
 May address some elements of the task correctly but reaches
an inadequate solution and/or provides reasoning that is faulty
or incomplete
 Exhibits multiple flaws related to misunderstanding of
important aspects of the task, misuse of mathematical
procedures, or faulty mathematical reasoning
 Reflects a lack of essential understanding of underlying
mathematical concepts
 May contain the correct solution(s) but required work is limited