Mr. David Deighton
COURSE DESCRIPTIONThis course is offered to exceptional 8th grade students for honors high school credit. The focus of the course is to teach students to use symbolic reasoning to represent mathematical situations, express generalizations, and study relationships among quantities. Students also will use functions to represent and model problem situations, and set up equations in a wide range of situations and use a variety of methods to solve them.
The course is based on South Carolina state standards, which will be assessed on the state end-of-course test (the “EOC”) as 20% of the grade. It also incorporates Greenville County learning goals, which provide a specific scope and sequencing used throughout the district. We are using the traditional Holt Rinehart Algebra I text used at our feeder high school, Travelers Rest. This curriculum stresses problem solving and the use of hand-held graphing calculators to demonstrate concepts and analyze data.
We will also using the “Fantastic Five” review materials of the 8th grade state math standards to review daily for the 8th grade PASS test, which Algebra I students take in addition to the EOC.
LEARNING LEVELSI will be evaluating the students’ different learning styles and varying stages of social and emotional development. We will make extensive use of graphing calculators, which are now allowed on the state End-of-Course test, the PSAT and SAT and the high school Exit Exam. We will also do extensive work in groups and with peer tutoring to help students who may learn best from a peer. Students will use individual white boards to make algebra instruction more hands on. I am also using a variety of teaching techniques I have found to be most effective in the past with this age group.
IB AIMS AND OBJECTIVESWe will address the following IB aims:
• develop a positive attitude toward the continuing learning of mathematics;
• appreciate the usefulness, power and beauty of mathematics, and recognize its relationship with other disciplines and with everyday life;
• appreciate the international dimensions of mathematics and its varied cultural and historical perspectives;
• gain knowledge and develop understanding of mathematical concepts;
• develop mathematical skills and apply them;
• develop the ability to communicate mathematics with appropriate symbols and language;
• develop the ability to reflect upon and evaluate the significance of their work and the work of others;
• develop patience and persistence when solving problems;
We will also address the following IB objectives. Students will be able to:
• know and understand concepts, and demonstrate skills, from the five branches of mathematics (number, algebra, statistics and probability, geometry and trigonometry, and discrete mathematics);
• be able to understand and use a variety of mathematical forms and should have the ability to move confidently between them;
• select and use appropriate mathematical knowledge when investigating problems;
• select and apply appropriate mathematical skills and techniques when investigating problems;
• recognize patterns and structures and describe them as relationships or general rules when investigating problems;
• draw conclusions consistent with findings;
• justify mathematical relationships when investigating problems;
• communicate mathematical facts, ideas, methods, results and conclusions using appropriate language and technologies;
• reflect on their methods and processes;
• consider possible alternative approaches;
• evaluate the significance and reliability of their findings and the findings of others.
STANDARDSHIGH SCHOOL CORE AREA
Elementary Algebra
The academic standards for the elementary algebra core area establish the process skills and core content for Algebra 1, Mathematics for the Technologies 1, and Mathematics for the Technologies 2, which should provide students with the mathematics skills and conceptual understanding necessary for them to further their mathematical education or to pursue mathematics-related technical careers. These standards will be the basis for the development of the items on the state-required end-of-course examination for Algebra 1 and Mathematics for the Technologies 2. In all courses based on the elementary algebra standards, hand-held graphing calculators are required for instruction and assessment.
The mathematical processes provide the framework for teaching, learning, and assessing in all high school mathematics core courses. Instructional programs should be built around these processes.
Standard EA-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
Indicators
EA-1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA-1.2 Connect algebra with other branches of mathematics.
EA-1.3 Apply algebraic methods to solve problems in real-world contexts.
EA-1.4 Judge the reasonableness of mathematical solutions.
EA-1.5 Demonstrate an understanding of algebraic relationships by using a variety of representations (including verbal, graphic, numerical, and symbolic).
EA-1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and diagrams.
EA-1.7 Understand how to represent algebraic relationships by using tools such as handheld computing devices, spreadsheets, and computer algebra systems (CASs).
Standard EA-2: The student will demonstrate through the mathematical processes an understanding of the real number system and operations involving exponents, matrices, and algebraic expressions.
Indicators
EA-2.1 Exemplify elements of the real number system (including integers, rational numbers, and irrational numbers).
EA-2.2 Apply the laws of exponents and roots to solve problems.
EA-2.3 Carry out a procedure to perform operations (including multiplication and division) with numbers written in scientific notation.
EA-2.4 Use dimensional analysis to convert units of measure within a system.
EA-2.5 Carry out a procedure using the properties of real numbers (including commutative, associative, and distributive) to simplify expressions.
EA-2.6 Carry out a procedure to evaluate an expression by substituting a value for the variable.
EA-2.7 Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial) to simplify polynomial expressions.
EA-2.8 Carry out a procedure to factor binomials, trinomials, and polynomials by using various techniques (including the greatest common factor, the difference between two squares, and quadratic trinomials).
EA-2.9 Carry out a procedure to perform operations with matrices (including addition, subtraction, and scalar multiplication).
EA-2.10 Represent applied problems by using matrices.
Standard EA-3: The student will demonstrate through the mathematical processes an understanding of relationships and functions.
Indicators
EA-3.1 Classify a relationship as being either a function or not a function when given data as a table, set of ordered pairs, or graph.
EA-3.2 Use function notation to represent functional relationships.
EA-3.3 Carry out a procedure to evaluate a function for a given element in the domain.
EA-3.4 Analyze the graph of a continuous function to determine the domain and range of the function.
EA-3.5 Carry out a procedure to graph parent functions (including ).
EA-3.6 Classify a variation as either direct or inverse.
EA-3.7 Carry out a procedure to solve literal equations for a specified variable.
EA-3.8 Apply proportional reasoning to solve problems.
Standard EA-4: The student will demonstrate through the mathematical processes an understanding of the procedures for writing and solving linear equations and inequalities.
Indicators
EA-4.1 Carry out a procedure to write an equation of a line with a given slope and a y-intercept.
EA-4.2 Carry out a procedure to write an equation of a line with a given slope passing through a given point.
EA-4.3 Carry out a procedure to write an equation of a line passing through two given points.
EA-4.4 Use a procedure to write an equation of a trend line from a given scatterplot.
EA-4.5 Analyze a scatterplot to make predictions.
EA-4.6 Represent linear equations in multiple forms (including point-slope, slope-intercept, and standard).
EA-4.7 Carry out procedures to solve linear equations for one variable algebraically.
EA-4.8 Carry out procedures to solve linear inequalities for one variable algebraically and then to graph the solution.
EA-4.9 Carry out a procedure to solve systems of two linear equations graphically.
EA-4.10 Carry out a procedure to solve systems of two linear equations algebraically.
Standard EA-5: The student will demonstrate through the mathematical processes an understanding of the graphs and characteristics of linear equations and inequalities.
Indicators
EA-5.1 Carry out a procedure to graph a line when given the equation of the line.
EA-5.2 Analyze the effects of changes in the slope, m, and the y-intercept, b, on the graph of y = mx + b.
EA-5.3 Carry out a procedure to graph the line with a given slope and a y-intercept.
EA-5.4 Carry out a procedure to graph the line with a given slope passing through a given point.
EA-5.5 Carry out a procedure to determine the x-intercept and y-intercept of lines from data given tabularly, graphically, symbolically, and verbally.
EA-5.6 Carry out a procedure to determine the slope of a line from data given tabularly, graphically, symbolically, and verbally.
EA-5.7 Apply the concept of slope as a rate of change to solve problems.
EA-5.8 Analyze the equations of two lines to determine whether the lines are perpendicular or parallel.
EA-5.9 Analyze given information to write a linear function that models a given problem situation.
EA-5.10 Analyze given information to determine the domain and range of a linear function in a problem situation.
EA-5.11 Analyze given information to write a system of linear equations that models a given problem situation.
EA-5.12 Analyze given information to write a linear inequality in one variable that models a given problem situation.
Standard EA-6: The student will demonstrate through the mathematical processes an understanding of quadratic relationships and functions.
Indicators
EA-6.1 Analyze the effects of changing the leading coefficient a on the graph of .
EA-6.2 Analyze the effects of changing the constant c on the graph of .
EA-6.3 Analyze the graph of a quadratic function to determine its equation.
EA-6.4 Carry out a procedure to solve quadratic equations by factoring.
EA-6.5 Carry out a graphic procedure to approximate the solutions of quadratic equations.
EA-6.6 Analyze given information to determine the domain of a quadratic function in a problem situation.
APPROACHES TO INTERCULTURAL AWARENESSIntercultural awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but may also lead to empathy.
COURSE OUTLINEUnit 1: Solving Equations in One Variable
Unit 2: Using Algebra and Graphs to Describe Relationships
Unit 3: Graphing and Analyzing Linear Functions
Unit 4: Linear Inequalities
Unit 5: Linear Systems and Interacting Linear Functions
Unit 6: Exponents and Exponential Functions
Unit 7: Polynomials and Factoring
Unit 8: Quadratic Equations and Functions
Unit 9: Other Functions
Unit 10: Statistical Data review
TEXTTextbook: Holt Rinehart Algebra I.
Workbooks: Glencoe Pre-Algebra 8th Grad PACT Workbook, Glencoe EOC workbook (both consumable).
INTEGRATION OF AREAS OF INTERACTIONStudents are required to experience and explore each of the five areas of interaction.
Approaches to learning - in which students take increasing responsibility for their learning.
Community and service - through which students become aware of their roles and their responsibilities as members of communities.
Human Ingenuity, environments, health and social education - broad areas of student inquiry where personal as well as societal and global issues are investigated and debated.
INFORMATION ABOUT INTEGRATED UNITSWe will be integrating units, based on the unit/learning goal guidelines provided by the Greenville County School District. Each unit will be drawn from the textbook and a variety of supplementary materials, and will include several quizzes as well as several tests within a unit.
TEACHING METHODS AND STRATEGIESStudents will work on the daily “Fantastic Five” problems and record homework assignments while the teacher checks each student’s homework daily to get of sense of what we need to review. Every other Wednesday students will have a Fantastic Five quiz on 10 of the last 50 questions covered. Then we will check homework and introduce new material. We will use a Focus Learning strategy, with lots of student practice on sample problems, either in their notebooks or on personal white boards. Students will have a practice test or test review to try sample problems and use white boards in class to practice more sample problems. Test grades are generally considered final.
ASSESSMENT (formative and summative)Formative assessment occurs daily as I check homework and evaluate how well students are answering sample problems in class on new material. We do quizzes and tests and summative assessment.
GRADING SCALEA 93-100
B 85-92
C 77-84
D 70-76
F below 70
SUPPLEMENTAL MATERIALS AND RESOURCESHolt Rinehart Algebra I teacher’s edition and supplementary materials.
Greenville County Curriculum guide with lesson plans and supplementary materials and exercises.
Glencoe Pre-Algebra PACT Workbook teacher’s edition.
A variety of worksheets from past textbooks.
HOMEWORK POLICYI will check homework daily for completeness. Percentages for completeness are as follows:
100% Complete
50% Mostly done or late
0 points Not done or partially done
Late homework will be accepted only if students have an excused absence and turn the work in within 5 days.
Homework is given most nights. It should be done at home. Students should not attempt to do homework during the school day. It is important to be able to do the problems on their own later in the day to be sure they understand them.
Homework assignments may be found on the school web site at northwestmiddle.com as well as in the daily notes. Homework assignments for the grading period to date are posted on the wall of the classroom and in the daily class outlines.
PROCEDURES USED TO RECORD STUDENT PROGRESSGrades will be calculated as follows:
1. Test (60%). Test will be given at the end of each unit. Students will have practice test to study that will include problems similar to those on the test. Tests will be graded on a 100 point scale.
2. Extended Work (25%). This will include quizzes and projects. Major quizzes and projects will be graded on a point system. Pop quizzes can be given.
Homework (15%). See above for details
Extra credit: Extra credit problems and worksheets are occasionally given after tests and quizzes and will be added to the homework or quiz average.
Extra help: I will be available 7:30 am most days by appointment for math help sessions. Peer tutors often help at these sessions for students who may learn better from each other. Students will be expected to work on math only at these sessions and move to the gym when their question is answered.
Semester grades: Each 9-week grade is worth 1/2 of the semester grade. Students in Algebra I will also take a state End-of-Course test in May that will be averaged with the two semester grades to get the final grade for the year. Each semester grade is worth 40% and the End-of-Course test is worth 20%.
MISSED WORK/ MAKE-UP POLICYStudents who have an excused absence have 5 class days to make up work missed. It is the responsibility of the student to ask for the work. Students are required to make up all schoolwork missed. Parents should make it clear to the student that being absent does not exempt them from work. Please check the web site for assignments in advance, in possible. If a student is absent for 3 or more days, the guidance office will help parents make arrangements to pick up assignments.
Please try not to schedule doctor/orthodontist appointments during academic time. Note that this class meets fourth period, from about 11:15 am to 12:12 pm.
Students who are suspended from school may make up work only at the discretion of the teacher.
In order to cover the Algebra I curriculum and to review for the 8th grade PASS in the spring, we will need every minute of class time. Students who are frequently absent will find it difficult to make up past work at the same time the rest of the class is moving on to new material. Please let us know immediately if you need assistance with homebound education. State law requires all students to remain in school until age 17. We may deny credit for any course for which students have missed more than 10 days. Students who are tardy to school in the morning will receive warnings and serve after school detention as indicated in the school handbook.
CLASS RULES AND EXPECTATIONSStudents will follow the 8th grade team rules while in my classes:
1. Follow directions the first time they are given.
2. Be respectful of yourself and others.
3. Bring all necessary materials to class.
4. Be in class on time.
5. Follow all rules stated in the school handbook.
Positive Consequences
Students who consistently follow the rules above can expect some of the following consequences:
Verbal Praise
Positive Notes and Calls Home
Special Privileges
Negative Consequences
Students who break the team rules can expect one or more of the following:
1. Warning
2. Lunch Detention/After school detention
3. Parent Contact
4. Student-Teacher Conference
5. Administrative Referral
Immediate Referral: Direct defiance or disrespect to teacher
Extreme behavior (fighting, profanity, smoking, etc.)
PROCEDURES FOR NON-INSTRUCTIONAL DUTIESStudents have 3 minutes to change classes between bells. Students may not return to lockers after school or go during class to get forgotten materials. We are preparing students for the responsibilities of high school.
Students have a school handbook describing various school-wide policies and rules that they should carry with them at all times.
In general, I expect students to work together to see that everyone in a group is grasping a new concept. We will maintain a supportive environment, where students help explain concepts to one another and think of new ways to help others understand. Negative or belittling remarks will not be tolerated.
Students arriving in math class should be prepared to begin the Fantastic 5 upon entering the room. Students should be prepared with their notebook containing the previous day’s notes and homework and have a pencil or pen that works.
COMMUNICATION WITH PARENTSWritten Communication: All parents receive and sign a parent letter at the beginning of the year outlining important policies on homework, grading and supplies. In addition, the teacher will send notes home via the student or e-mail. Parent notes sent through the student will be answered promptly.
Telephone/Email Communication: The teacher will contact parents by phone or email as necessary throughout the year. All phone calls or email will be returned the same day if at all possible.
Conferences: Parents may contact the guidance office at any time to schedule conferences with the teacher or the entire team.
PLANNING PERIOD1:30 – 3:00 pm daily. Please call 355-6900 for an appointment through the front office to avoid conflict with previously scheduled meetings.
E-mail:
ddeighto@greenville.k12.sc.us