Course Handbook

Course Handbook · Section 1 of 6

The course is organized by chapter. Within each chapter, complete the lessons in the order they are listed. A typical lesson may include:

• video instruction
• an Amplify activity
• textbook reading and practice problems
• a worksheet or review activity

Read each lesson page carefully before beginning. It will tell you exactly what materials to use and what work to complete.

Working Through the Course

Use the course index on the left side of the screen to move between chapters and lessons. Select a chapter to expand it and see the lessons inside.

Each chapter begins with an introduction and a suggested pacing plan. The number of work days is only a guide. Some lessons may take more than one day, and that is okay.

After completing a lesson, use the Mark as done button. This will help you keep track of your progress and easily see where to continue the next time you return.

Where to Begin

Finish reading the remaining sections of this book before beginning Chapter 1. They will explain what materials you need, how to complete and check your work, how assessments work, and where to find help.

Course Handbook · Section 2 of 6

Required Materials

• Foerster's Algebra and Trigonometry: Functions and Applications textbook
• the corresponding solutions manual
• a dedicated math notebook or organized loose-leaf paper
• pencils and erasers
• a colored pen or pencil for checking and correcting your work
• a scientific calculator
• access to an internet-connected computer or tablet

You may also find graph paper, a ruler, and a small supply of printer paper helpful for some lessons and worksheets.

Calculator Policy

A scientific calculator may be used throughout the course, including on all assessment problems.

A graphing calculator or a matrix calculator may be used only when the lesson or assessment specifically indicates that it is allowed. Most of the course is designed to help you understand and perform the mathematics yourself rather than rely on a calculator to complete the work.

Your Math Notebook

Use your notebook for lesson notes, Amplify work, examples, textbook problems, and corrections. Write neatly enough that you can return to your work later and understand what you did.

Keeping your work organized will make it easier to review for assessments and to find where an error occurred when an answer is incorrect.

Course Handbook · Section 3 of 6

Lessons will not all look exactly the same, but most will include some combination of the steps below.

Learn

Watch the lesson video, complete the assigned reading, or work through the Amplify activity. Keep your math notebook open and take useful notes as you work.

Pause videos when needed. Copy important definitions, formulas, examples, and diagrams into your notebook rather than trying to remember everything later.

Practice

Complete the assigned textbook problems, worksheet, or other practice. Show your work neatly and include enough steps that you can identify where an error occurred.

Some lessons may take longer than one work session. You do not need to rush through a lesson simply to finish it in one day.

Check Your Work

After completing the assigned practice, check your answers using the solutions manual or answer key. Use a different-colored pen or pencil to mark and correct any errors.

Do not simply replace an incorrect answer. Look back through your work, determine what went wrong, and make the correction in a way that will help you understand the problem.

Finish the Lesson

Before marking the lesson complete, make sure you have finished all required parts of the lesson and checked your work.

Then select Mark as done. This will update your course progress and make it easier to see where to continue when you return.

Course Handbook · Section 4 of 6

Chapter Reviews

Begin the review without looking at the solutions. You may use your notes and earlier lesson work when you need help.

After completing the review, check your answers using the solutions manual or available help videos. Correct missed problems in a different color and make sure you understand your mistakes before moving on.

Assessments

Complete each assessment independently and use only the resources specifically allowed in the assessment directions. Do not use the textbook, solutions manual, online searches, artificial intelligence, or help from another person unless the directions clearly permit it.

A scientific calculator may be used on all assessment problems. A graphing calculator or a matrix calculator may be used only when indicated.

Take the time to show clear mathematical work when appropriate. Your work should demonstrate how you reached your answers, not only the final result.

After an Assessment

Use the assessment results to identify topics that need more practice. Return to the relevant lesson, review your notes and examples, and work through missed problems again before continuing.

An assessment is not only a record of what you know. It is also an opportunity to discover what you still need to strengthen.

Course Handbook · Section 5 of 6

Try These Steps First

1. Review the lesson directions, video, textbook explanation, and notes.
2. Look at a similar example and compare each step with your own work.
3. Check the chapter help videos for the lesson or type of problem you are working on.
4. Use the solutions manual to examine the next step—not only the final answer.
5. Try the problem again on fresh paper, showing each step clearly.

Sometimes a short break can also help. Return to the problem later and begin again from the last step you understand.

When You Still Need Help

If you are still stuck after trying the steps above, send Dr. Julie a message. Include the lesson number, problem number, and a clear explanation of where you became confused.

If possible, attach a photograph or screenshot of your work. Seeing what you have already tried makes it much easier for us to help.

Ask a Specific Question

A helpful question might sound like:

• “I understood the first step, but I got stuck when…”
• “I think I made an algebra mistake here. Can you help me find it?”
• “I do not understand why this method works.”
• “Can you check my setup before I finish the problem?”

You do not need to understand everything immediately. Careful questions and persistent work are part of learning mathematics well.

Course Handbook · Section 6 of 6

Choose a Regular Schedule

Plan to work on math on specific days each week. For most students, a schedule of four or five days per week works well.

Our goal is for you to spend no more than about one hour on math each day. You may complete that time in one work session or divide it into two shorter blocks, such as 30 minutes in the morning and 30 minutes later in the day.

Pay Attention to Your Concentration

Do not force yourself to continue simply because a lesson is not finished. When you can no longer concentrate well, reach a reasonable stopping point and take a break. Continuing while tired or unfocused often leads to careless mistakes and frustration.

A lesson may take part of one day, a full day, or several days. That is okay. At the end of your work time, make a note of where you stopped so that you can begin there during your next session.

Use the Suggested Work Days

Each chapter includes suggested work days to help you plan. These are guidelines rather than deadlines. Some lessons may take less time, while more challenging lessons may need to be spread across two or more days.

Work carefully during the time you have available. Do not skip checking and correcting your work simply to finish a lesson more quickly.

Plan for Reviews and Assessments

Leave enough time to complete each chapter review, check your answers, and revisit any topics that are still difficult before beginning the assessment.

It is usually best to complete the review and assessment on separate days. This gives you time to correct mistakes and ask for help before the assessment.

Keep Moving Forward

Use the completion markers in the course index to keep track of your progress. Mark a lesson done only after you have completed all of its required parts and checked your work.

If you fall behind the schedule you originally planned, simply begin again where you left off. Consistent, focused work is more valuable than rushing to catch up.

Return to Course Information

2-Year Pacing Guide

Use this guide if you are completing Algebra 1 over two school years. The weekly plan is a guide for steady progress, not a set of deadlines.

Year 1

Year 2