Bryson Middle School
Syllabus for Math 8 in 7th Grade
2012 -- 2013
Teacher: Carol Ridenhour
Teacher’s Daily Schedule:
1st Period Math 8
2nd Period Plan
3rd Period Plan
4th Period Math 7
5th Period Lunch (take 6th period)
6th Period Math 7
7th Period Math 7
8th Period Math 7
Room: C 125
E-mail address: firstname.lastname@example.org
Helpful web address: www.math.glencoe.com
Math 8 for 7th Graders is an advanced seventh grade course designed to prepare students for the rigor of high school mathematics classes. This standards-based course completes the middle school curriculum’s intent to help students make the transition from concrete arithmetic to abstract algebraic thinking. Math 8 for 7th Graders includes pre-algebra concepts and skills that set high expectations for all students. It makes provisions for enrichment and acceleration for advanced students. The course emphasizes algebraic thinking and applies it to other aspects of mathematics including geometry, measurement, probability, and statistics.
The content and pace of the course are rigorous. Tutoring schedule is posted on the Homework Calendar under Lists and Libraries.
Course Content Standards
This curriculum provides a close correlation to South Carolina ’s eighth grade math standards where students make the transition from arithmetic to algebra. The standards are as follows:
Standard 8-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation
8-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena.
8-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
8-1.3 Use inductive and deductive reasoning to formulate mathematical arguments.
8-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship.
8-1.5 Generalize mathematical statements based on inductive and deductive reasoning.
8-1.6 Use correct and clearly written or spoken words, variables, and notations to communicate about significant mathematical tasks.
8-1.7 Generalize connections among a variety of representational forms and real-world situations.
8-1.8 Use standard and nonstandard representations to convey and support mathematical relationships.
Number and Operations
Standard 8-2: The student will demonstrate through the mathematical processes an understanding of operations with integers, the effects of multiplying and dividing with rational numbers, the comparative magnitude of rational and irrational numbers, the approximation of cube and square roots, and the application of proportional reasoning.
8-2.1 Apply an algorithm to add, subtract, multiply, and divide integers.
8-2.2 Understand the effect of multiplying and dividing a rational number by another rational number.
8-2.3 Represent the approximate location of irrational numbers on a number line.
8-2.4 Compare rational and irrational numbers by using the symbols =, =, <, >, and =.
8-2.5 Apply the concept of absolute value.
8-2.6 Apply strategies and procedures to approximate between two whole numbers the square roots or cube roots of numbers less than 1,000.
8-2.7 Apply ratios, rates, and proportions.
Standard 8-3: The student will demonstrate through the mathematical processes an understanding of equations, inequalities, and linear functions.
8-3.1 Translate among verbal, graphic, tabular, and algebraic representations of linear functions.
8-3.2 Represent algebraic relationships with equations and inequalities.
8-3.3 Use commutative, associative, and distributive properties to examine the equivalence of a variety of algebraic expressions.
8-3.4 Apply procedures to solve multistep equations.
8-3.5 Classify relationships between two variables in graphs, tables, and/or equations as either linear or nonlinear.
8-3.6 Identify the coordinates of the x- and y-intercepts of a linear equation from a graph, equation, and/or table.
8-3.7 Identify the slope of a linear equation from a graph, equation, and/or table.
Standard 8-4: The student will demonstrate through the mathematical processes an understanding of the Pythagorean theorem; the use of ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane; and the effect of a dilation in a coordinate plane.
8-4.1 Apply the Pythagorean theorem.
8-4.2 Use ordered pairs, equations, intercepts, and intersections to locate points and lines in a coordinate plane.
8-4.3 Apply a dilation to a square, rectangle, or right triangle in a coordinate plane.
8-4.4 Analyze the effect of a dilation on a square, rectangle, or right triangle in a coordinate plane.
Standard 8-5: The student will demonstrate through the mathematical processes an understanding of the proportionality of similar figures; the necessary levels of accuracy and precision in measurement; the use of formulas to determine circumference, perimeter, area, and volume; and the use of conversions within and between the U.S. Customary System and the metric system.
8-5.1 Use proportional reasoning and the properties of similar shapes to determine the length of a missing side.
8-5.2 Explain the effect on the area of two-dimensional shapes and on the volume of three-dimensional shapes when one or more of the dimensions are changed.
8-5.3 Apply strategies and formulas to determine the volume of the three-dimensional shapes cone and sphere.
8-5.4 Apply formulas to determine the exact (pi) circumference and area of a circle.
8-5.5 Apply formulas to determine the perimeters and areas of trapezoids.
8-5.6 Analyze a variety of measurement situations to determine the necessary level of accuracy and precision.
8-5.7 Use multistep unit analysis to convert between and within U.S. Customary System and the metric system.
Data Analysis and Probability
Standard 8-6: The student will demonstrate through the mathematical processes an understanding of the relationships between two variables within one population or sample.
8-6.1 Generalize the relationship between two sets of data by using scatterplots and lines of best fit.
8-6.2 Organize data in matrices or scatterplots as appropriate.
8-6.3 Use theoretical and experimental probability to make inferences and convincing arguments about an event or events.
8-6.4 Apply procedures to calculate the probability of two dependent events.
8-6.5 Interpret the probability for two dependent events.
8-6.6 Apply procedures to compute the odds of a given event.
8-6.7 Analyze probability using area models.
8-6.8 Interpret graphic and tabular data representations by using range and the measures of central tendency (mean, median, and mode).
Instructional Materials and Resources:
Primary text: Pre-Algebra (Glencoe) 2010 edition
Students need: Spiral notebook (5 section only)
Small 3-ring binder to hold worksheets
Pencils and erasers
Other materials used for instruction
Measuring devices (rulers, compass, protractor)
Dry Erase Boards
Calculation of Grades
Major Assessments: 50%
Quizzes and other graded assignments: 30%
Students are given a test at the end of each chapter.
Quizzes will be given.
Certain classwork assignments will be graded.
Notebooks are graded for completeness.
: To provide extra practice and mastery of skills, homework is given Monday through Thursday. Students should record daily assignments in an appropriate location. Homework grade reflects completeness.
Problems are gone over in class, and students are expected to make their own corrections.
Missed Work/Make-up Policy
: Students have five school days to make up tests or quizzes missed during an excused absence. It is the student’s responsibility to ask the teacher when tests and quizzes can be made up.
93 – 100 A
86 – 92 B
77 – 85 C
70 – 76 D
Below 70 F
Rules for Student Behavior
1. Enter the room in a quiet and orderly manner.
2. Be seated and prepared to begin class promptly.
3. Bring all necessary materials and completed assignments. (Pencils are to be sharpened before class.)
4. Follow directions the first time they are given.
5. Raise your hand and wait to be recognized before speaking or leaving your seat.
6. Show respect and consideration for others.
7. No gum, candy food, drink, or hats allowed.
8. Obey all school and team rules.
Consequences for Violating Class and School Rules: The school-wide disciplinary steps will be followed:
1st offense: Student warning.
2nd : Parent contact.
3rd : Administrative referral.
Severe clause: Severe disruptions or violations will be referred immediately to an administrator. Steps start over second semester.
Tardy Policy and No ID Policy: refer to student handbook which is posted on the school website and printed in the student's agenda.
Presentation of Rules and Procedures
: It is the student’s responsibility to read and be aware of school rules, as stated in the student handbook. Additionally, teachers will explain, clarify, and emphasize rules during the first few days of school. Rules will also be posted in the room as a daily reminder of expectations.
Procedures for Non-Instructional Routines: Any student who needs to leave the room, for any reason, will receive teacher-issued cardstock to use as a pass. Any student who is absent is responsible for collecting their makeup work on the day they return to school.
Communication with Parents: If you have a question or concern, please let me know. You may …
· send a note or write a note in your child’s agenda
· call me at school at 355-2172
· send an email to email@example.com
· call 7th grade guidance counselor, at 355-2117 to schedule a conference
I look forward to an exciting and challenging school year!