20142015 
WOODMONT MIDDLE SCHOOL An Authorized International Baccalaureate Middle Years Programme Janet McWhite Math Self Contained 8643558556 jmcwhite@greenville.k12.sc.us 325 North Flat Rock Road Piedmont, South Carolina 29673 Telephone: 8643558500 Fax: 8643558587 http://www.greenville.k12.sc.us/wdmontm/index.asp 


COURSE TITLE: Math 8 Self Contained
Grade: 8
IB MYP Level: 3
DESCRIPTION OF COURSE
This standardsbased eighth grade course places strong emphasis on applications of the mathematical concepts and skills related to decimals, fractions, percents, and integers to solving a variety of realworld problems. In addition, students will extend their understanding of the concepts proportion and measurement and apply this knowledge in problemsolving situations. Students will further develop their algebraic thinking by investigating the merits and limitations of graphical, symbolic, tabular, and verbal representations of relationships. Throughout the course there is an emphasis on the process standards of problemsolving, communication, reasoning, representations, and connections. Students are provided with appropriate accommodations and modifications to meet their needs while addressing the requirements of each student’s IEP. This course will also emphasize international mindedness, communication of mathematics in multiple forms of expression, and further development of the IB learner profile characteristics such as reflection, openmindedness and knowledge.
THE LEARNER PROFILE
1 Inquirers
2 Thinkers
3 Principled
4 Risktakers
5 Caring
6 Knowledgeable
7 Communicators
8 Openminded
9 Balanced
10Reflective
MYP AIMS ADDRESSED BY THIS COURSE
The aims of teaching and learning mathematics are to encourage and enable students to:
• recognize that mathematics permeates the world around us
• appreciate the usefulness, power and beauty of mathematics
• enjoy mathematics and develop patience and persistence when solving problems
• understand and be able to use the language, symbols and notation of mathematics
• develop mathematical curiosity and use inductive and deductive reasoning when solving problems
• become confident in using mathematics to analyse and solve problems both in school and in reallife
situations
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and
the work of others
• develop a critical appreciation of the use of information and communication technology (ICT) in
mathematics
• appreciate the international dimension of mathematics and its multicultural and historical
perspectives.
MYP OBJECTIVES ADDRESSED BY THIS COURSE
A Knowledge and understanding
Knowledge and understanding are fundamental to studying mathematics and form the base from which
to explore concepts and develop problemsolving skills. Through knowledge and understanding students
develop mathematical reasoning to make deductions and solve problems.
At the end of the course, students should be able to:
• know and demonstrate understanding of the concepts from the five branches of mathematics
(number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations, including those in reallife contexts
• select and apply general rules correctly to solve problems, including those in reallife contexts.
B Investigating patterns
Investigating patterns allows students to experience the excitement and satisfaction of mathematical
discovery. Mathematical inquiry encourages students to become risktakers, inquirers and critical thinkers.
The ability to inquire is invaluable in the MYP and contributes to lifelong learning.
Through the use of mathematical investigations, students are given the opportunity to apply mathematical
knowledge and problemsolving techniques to investigate a problem, generate and/or analyse information,
find relationships and patterns, describe these mathematically as general rules, and justify or prove them.
At the end of the course, when investigating problems, in both theoretical and reallife contexts, students
should be able to:
select and apply appropriate inquiry and mathematical problem• solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.
C Communication in mathematics
Mathematics provides a powerful and universal language. Students are expected to use mathematical
language appropriately when communicating mathematical ideas, reasoning and findings—both orally
and in writing.
At the end of the course, students should be able to communicate mathematical ideas, reasoning and
findings by being able to:
• use appropriate mathematical language (notation, symbols, terminology) in both oral and written
explanations
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and
models)
• communicate a complete and coherent mathematical line of reasoning using different forms of
representation when investigating complex problems.
Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance
communication of their mathematical ideas. ICT tools can include graphic display calculators, screenshots,
graphing, spreadsheets, databases, and drawing and wordprocessing software.
D Reflection in mathematics
MYP mathematics encourages students to reflect upon their findings and problemsolving processes.
Students are encouraged to share their thinking with teachers and peers and to examine different problemsolving
strategies. Critical reflection in mathematics helps students gain insight into their strengths and
weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning
and understanding.
At the end of the course, students should be able to:
• explain whether their results make sense in the context of the problem
• explain the importance of their findings
• justify the degree of accuracy of their results where appropriate
• suggest improvements to the method when necessary.
STATE STANDARDS
Standard 81: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
Standard 82: 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.
Standard 83: The student will demonstrate through the mathematical processes an
understanding of equations, inequalities, and linear functions.
Standard 84: 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 effects of a dilation in a coordinate plane.
Standard 85: 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..
Standard 86: The student will demonstrate through the mathematical processes an understanding of the relationships between two variables within one population or sample.
COURSE OUTLINE
First Semester
Chapter 1 : Integers
Chapter 2:Algebra: Rational Numbers
Chapter 3:Real numbers and the Pythagorean Theorem
Chapter 4:Proportions and Similarity
Chapter 5 Percent
Chapter 6:Geometry and spatial Reasoning
Second Semester
Chapter 7:Measurement: Area and Volume
Chapter 8: Algebra: Equations and Inequalities
Chapter 9:Linear Functions
Chapter 10:Nonlinear Functions and Polynomials
Chapter 11:Statistics
Chapter 12: Probability
TEXT AND RESOURCES
Glencoe McgrawHill Math Concepts Course 3
Manipulatives
Fraction models
Base ten blocks
Positive / Negative markers
ROLES OF THE AREAS OF INTERACTION IN YOUR COURSE
Approaches to Learning is the most prominent area of interaction in this course; however, Human Ingenuity is evident in the creation of graphs, tables, and diagrams used in problem solving. Many word problems involve Environments and Health and Social Education.
METHODOLOGY
Direct instruction is the primary method of instruction. It includes modeling, the use of manipulatives as well as concrete models, and directed practice. Individual instruction is provided as needed. Accommodations and modifications are made to meet individual needs and to address the goals and objectives of each individual student's IEP.
METHODS OF ASSESSMENT (including the use of MYP criteria)
Teacher Observation, short quizzes, oral responses, major unit tests.
GRADING POLICY AND GRADING PROCEDURES/WEIGHTING AND HOMEWORK POLICY
Grading Scale:
A 93100
B 8592
C 7784
D 7076
F below 70
Grades are weghted as follows:
Major Tests and Projects 50%
Quizzes and Minor assignments 40%
Homework 10%
Homework is assigned several times a week. Credit is given for completion.