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2014-2015

WOODMONT MIDDLE SCHOOL

An Authorized International Baccalaureate

Middle Years Programme

 

Janet McWhite

Math- Self Contained

864-355-8556

jmcwhite@greenville.k12.sc.us

325 North Flat Rock Road

Piedmont, South Carolina 29673

Telephone:    864-355-8500

Fax:  864-355-8587

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 standards-based 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 real-world problems. In addition, students will extend their understanding of the concepts proportion and measurement and apply this knowledge in problem-solving 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 problem-solving, 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, open-mindedness and knowledge.

 

 

 

 

 

 

 

 

           

 

 

THE LEARNER PROFILE

 

1      Inquirers

2      Thinkers

3      Principled

4      Risk-takers

5      Caring

6      Knowledgeable

7      Communicators

8      Open-minded

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 real-life

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 problem-solving 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 real-life contexts

• select and apply general rules correctly to solve problems, including those in real-life contexts.

 

 

B Investigating patterns

Investigating patterns allows students to experience the excitement and satisfaction of mathematical

discovery. Mathematical inquiry encourages students to become risk-takers, 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 problem-solving 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 real-life 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 word-processing software.

 

D Reflection in mathematics

MYP mathematics encourages students to reflect upon their findings and problem-solving 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 8-1:        The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.

 

 

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.

 

 

Standard 8-3:        The student will demonstrate through the mathematical processes an

                               understanding of equations, inequalities, and linear functions.

 

 

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 effects of a dilation 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..

 

Standard 8-6:      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- Mcgraw-Hill  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-  93-100

B-  85-92

C- 77-84

D- 70-76

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.