| Course Description: Middle School Mathematics
The essence of mathematics is not to make simple things complicated, but to
make complicated things simple." - S. Gudder
The following areas of study will be included at all grade levels:
Number and Numerical Operations
A. Number Sense
B. Numerical Operations
C. Estimation
Geometry and Measurement
A. Geometric Properties
B. Transforming Shapes
C. Coordinate Geometry
D. Units of Measurement
E. Measuring Geometric Objects
Patterns and Algebra
A. Patterns
B. Functions and Relationships
C. Modeling
D. Procedures
Data Analysis, Probability, and Discrete Mathematics
A. Data Analysis (Statistics)
B. Probability
C. Discrete Mathematics--Systematic Listing and Counting
D. Discrete Mathematics--Vertex-Edge Graphs and Algorithms
Mathematical Processes
A. Problem Solving
B. Communication
C. Connections
D. Reasoning
E. Representations
F. Technology
At the same time, we will focus on key areas of learning:
Students posing and solving meaningful problems. When students are challenged
to use mathematics in meaningful ways, they develop their reasoning and
problem-solving skills and come to realize the potential usefulness of
mathematics in their lives.
Students working together to learn mathematics. Children learn mathematics
well in cooperative settings, where they can share ideas and approaches with
their classmates.
Students writing and talking about math topics every day. Putting thoughts
into words helps to clarify and solidify thinking. By sharing their
mathematical understandings in written and oral form with their classmates,
teachers, and parents, students develop confidence in themselves as
mathematical learners; this practice also enables teachers to better monitor
student progress.
Students using calculators and computers as important tools of learning.
Technology can be used to aid teaching and learning, as new concepts are
presented through explorations with calculators or computers. But technology
can also be used to assist students in solving problems, as it is used by
adults in our society. Students should have access to these tools, both in
school and after school, whenever they can use technology to do more powerful
mathematics than they would otherwise be able to do.
Students whose teachers have high expectations for ALL of their students.
This vision includes a set of achievable, high-level expectations for the
mathematical understanding and performance of all students. Although more
ambitious than current expectations for most students, these standards are
absolutely essential if we are to reach our goal. Those students who can
achieve more than this set of expectations must be afforded the opportunity
and encouraged to do so.
Students being assessed by a variety of assessment strategies, not just
traditional short-answer tests. Strategies including open-ended problems,
teacher interviews, portfolios of best work, and projects, in combination with
traditional methods, will provide a more complete picture of students’
performance and progress.
Fostering respect for the power of mathematics. All students should learn
that mathematics is integral to the development of all cultures and
civilizations, and in particular to the advances in our own society. They
should be aware that the adults in their world (parents, relatives, mentors,
community members, role models) use mathematics on a daily basis. And they
should know that success in mathematics may be a critical gateway to success
in their careers, citizenship, and lives.
Setting high expectations. All students should have high expectations of
themselves. These high expectations should be fostered by their teachers,
administrators, and parents all of whom should themselves believe that all
students can and will succeed in mathematics. This belief in his or her
abilities often makes it possible for a child to succeed.
Providing opportunities for success. High expectations can only be achieved
if students are provided with the appropriate opportunities.
Encouraging all students to go beyond the standards. Students should develop a
positive attitude about mathematics by exploring and solving interesting
mathematical problems, by using mathematics in meaningful ways, by focusing on
concepts and understanding as well as on rules and procedures, and by
consistently expecting them to go beyond repetition and memorization to
problem solving and understanding.
~ NJ Core Curriculum Standards Revised 1/9/2008
Classroom Policies & Procedures:
1. Class requirements - Students are required to have their binder, homework,
and a pencil for class everyday. A textbook will be given to each student to
keep home. This textbook will be used for homework assignments and will
enable students and parents another means of understanding the daily concepts.
It should be kept clean and should be returned at the end of the year. If it
is lost, it will need to be paid for before a new book can be issued or a
report card sent home.
2. Grading system - Grades are private and should not be discussed with other
students. Grades are computed using the following system: Tests (50%),
Quizzes/Projects (25%), Homework (10%), Notebook (10%), Participation (5%). On
occasion, projects may be given with a rubric. All grades are based on the
following grading scale: A+ = 98-100, A = 94-97, A- = 90-93, B+ = 87-89, B =
84-86, B- = 80-83, C+ = 77-79, C = 74-76, C- = 70-73, D = 65-69, F = 0-64.
3. Absences - Students are required to get the notes and make up all missed
assignments within two days of each absence. Missed assignments will be marked
as a zero until they are made up. If you know that you will be absent in
advance, see me about assignments that you will miss.
4. Band/Chorus - Students will be permitted to go to band and chorus provided
they personally come to class first to get the assignments and present the
previous night's homework.
5. Copying - Those students who copy or give answers for homework, tests, or
quizzes will be given a grade of zero.
6. Tests & Quizzes - Tests will be announced with at least 5 days advanced
notice. Quizzes may or may not be announced. There are no retests. All work
must be shown or no credit will be given for those answers. Students will be
given the opportunity to correct their tests and given back 1/4 of the value
deducted. In sixth grade, test folders will go home about once a month. The
contents should be kept at home and the folder must be signed by a
parent/guardian, and returned the following day. If it is not returned the
following day, it will count as a missed homework. In seventh grade, tests
will go home once they are corrected and are marked with a final grade. It is
the student's responsibility to keep their parent(s)/guardian(s) current with
their progress.
7. Homework - Success in mathematics can best be achieved through practice.
Students should be spending a minimum of 15 minutes a day on math homework.
In addition, students should be reading over their notes and defining
vocabulary words to be prepared for the next day's lesson. The homework
assignment must be on the student's desk at the start of the period or it will
count as a missed homework. It must have the date in the right hand corner
with the page number and assigned numbers on the page. All work must be shown
to receive credit for the homework. Homework will be assigned and checked for
completion and accuracy daily.
8. Leaving the class - Remember, every time you leave the room, a quarter of
the period is wasted and valuable information lost. If you become a "frequent
flyer," the time and work will need to be made up. Please do not interrupt the
class or lesson if you need to leave the room. Try to wait until an
appropriate time and take the appropriate pass with you. If you need to go to
the nurse, fill out a nurse's pass and bring it to me to sign. You will need
to tell me why you need to visit the nurse. If you MUST go to the bathroom,
sign the "Pass Book" and leave quietly. You may only go to the bathroom if
the pass is available.
9. Challenge Work - If you finish your work early, check it over, and you may
take challenge work or read a book. Challenge work will count toward your
marking period participation grade, so I recommend that you try to work on as
many sheets as possible as it reinforces skills required for your final exams.
10. Extra Help - First, let me explain what extra help means. Extra help means
that the student needs help understanding a concept recently taught in class.
It is not a session to brush up on multiplication tables, long division, or
other concepts taught in other years or concepts not taught yet. One way a
student will get extra help is if I ask the student to see me based on their
performance in classwork or homework. Another way a student can get extra
help is for the student to ask me for extra help based on their evaluation of
their performance in classwork or homework. Either way, I am available at 8:10
AM and 3:10 PM, however, it is by appointment only. I have a sign-up book that
is available all day. They may sign in for a morning or afternoon session at
any time during the day. With 90 math students, it is impossible to best serve
all my students needs with a drop-in policy.
"Mathemematics possesses not only truth, but also supreme beauty." - Bertrand
Russell
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