Course Description/Overview/Welcome Statement
In Grade 8, our course will focus on three critical areas provided by the State of Utah’s Common Core for Math 8. The first area is focused on formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; The second area is grasping the concept of a function and using functions to describe quantitative relationships; The last area of focus analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
In SECONDARY MATHEMATICS I students are to formalize and extend the mathematics that students learned in the middle grades. The critical areas, organized into units, deepen and extend understanding of linear relationships, in part by contrasting them with exponential phenomena, and in part by applying linear models to data that exhibit a linear trend. Secondary Mathematics I uses properties and theorems involving congruent figures to deepen and extend understanding of geometric knowledge from prior grades. The final unit in the course ties together the algebraic and geometric ideas studied. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
For Math 8 the course is broken down into ten “I Can” statements which focus on the essential knowledge students should gain and master for 8th grade math. They are as follow:
Dixon “I Can” Statements Math 8
- 1 I can state the number of solutions and solve multi step equation including absolute value. (Mod 7 and supplemental)
- 2 I can solve and graph multi step inequalities including no solutions and infinitely many solutions. (Supp. Materials)
- 3 I can use slope as a rate and y-intercept as a starting point to graph linear equations (construct and interpret scatter plots). (Mod 3 and 14)
- 4 I can interpret and represent proportional and non-proportional relationships (Mod 4)
- 5 I can identify and interpret functions and represent them in a variety of ways. (Mod 6)
- 6 I can analyze and solve systems of linear equations graphically (Mod 8)
- 7 I can identify angle relationships made with parallel lines and a transversal and apply triangle angle properties. ( Mod 11)
- 8 I Can simplify problems with exponents, radicals and identify rational and irrational numbers. ( Mod 1 and 2, supplemental material for depth)
- 9 I can apply the Pythagorean Theorem to solve problems in 2D and 3D and to find distance. (Mod 12)
- 10 I can solve problems involving volumes of cylinders, cones and spheres. (Mod 13)
For Secondary Mathematics 1 the course is broken down into ten “I Can” statements which focus on the essential knowledge students should gain and master for 8th grade math. They are as follow:
Dixon “I Can” Statements
Math SM1: 2016-2017
- 1. I can solve and graph Linear equations in one or two variables.
- 2. I can find an interpret rate of change/slope.
- 3. I can write a linear equation from a graph, table, or word problem.
- 4. I can graph exponential function and describe behaviors.
- 5. I can construct linear and exponential functions from data given in different ways.
- 6. I can solve inequalities.
- 7. I can solve and interpret systems of linear equations in differing ways.
- 8. I can find, solve and interpret sequences both arithmetic and geometric.
- 9. I can use rigid transformations to prove congruence in geometric shapes.
- 10. I can use simple geometric theorems to prove polygons are congruent.
Assessment of Progress
There will be 10 I Can tests (see previous section for I Cans) which students are required to pass with a minimum score of 70%. During term four, we anticipate three additional tests as listed.
Term 1: I Can #1, #2, #3 , #4, #5, #6
Term 2: I Can #7, #8, #9, #10, Transformations, two-way tables, scientific notation
There will be an assessment for all of these I Can’s. It is required of the student to take the test and score a passing score of a 3 or higher. If students do not score 3 or higher they are require to rework their missed problems and then retake the test until they can show mastery of the I Can with a 3 or higher.
Assessments of I Cans will be their overall grade. Classwork such as note taking, worksheets, warm ups, and ect. will be done as practice in preparation of for the assessment of their grade.
Students will be expected to have the following with them everyday at the start of class:
- A folder that I will provide
- Their Go Math textbook
- A pencil or pen
- Their Dixon Planner
If you are able to donate supplies to our classroom, we appreciate donations of:
- A box of tissues
- Extra dry erase markers
- Extra line paper
Attendance : Students will be expected to be on time to class. Once the bell rings they should be in their seats completing the bell work for the day. It is important for students to attend all of class. When a student is absent they miss interactions and instructions that are beneficial for them. If a student misses class they are responsible to check the folder for their class period that will contain the assignments for the missed day. Missed tests will need to be made up before or after school or during I-time
Behavior Expectations: Students are expected to be responsible contributing members to the classroom. If a student is disruptive they be allowed to reflect on the situation and help come up with a solution. If the disruptions continues parents will be contacted and the school’s behavior policy will be followed.
Calendar of Due Dates for Major Assignments
Progress Reports and Report Cards
Dear Parent or Guardian,
Research has shown positive outcomes with Standards-Based Grading and Provo School District is interested in using this system. We will be piloting it with a few classes during second semester this year.
While we recognize that with changes come challenges, this new approach to grading will benefit all stakeholders including students, teachers, and parents/guardians.
Standards-Based Grading allows students to be more aware of what they are expected to learn and their progress through the Utah State Core Standards. It will provide parents with a more detailed outline of their student’s growth and achievement. We believe that clear communication between school and home throughout the course of the year is vital to our students’ success. We look forward to working together to provide your child with the knowledge and tools needed to reach their fullest potential.
Standards-Based Grading measures how well an individual student is doing in relation to the grade level standards, not the work of other students. This will give parents a better understanding of their child’s strengths and weaknesses.
A Standards-Based Grade reporting system is designed to inform you about your child’s progress toward achieving specific learning standards. The Utah Core Standards establish high and challenging expectations for all students. They describe what students should know and be able to do and serve as the basis for the Dixon Middle School’s curriculum, instruction, and assessment model. Dixon’s “I Can Statements” are derived from the Utah Core Standards.
While letter grades will still be reported on each student’s report card, parents will also receive proficiency scores (1-4). The proficiency scores are tied to descriptions of what the students know and are able to do. Teachers will provide feedback to students, and your child will have opportunities to meet proficiency (3) on the standards. Final grades are determined based on the most recent evidence of student learning.
The student can teach others.
Student who can independently and consistently demonstrate extensions of their knowledge.*
Student can create analogies and/or find connections, integrating areas of study*
The student can perform the task by themselves.
The student understands not just the “what”, but can correctly explain and/or demonstrate the “how” and “why.”*
The student needs some assistance to perform the task.
Student can correctly identify some concepts and/or vocabulary, and/or use some skills.*
The student needs assistance throughout the task.
Student is beginning to identify concepts, develop vocabulary and/or skills.*
*Source: Spokane Public Schools
It is important that we as parents and teachers have honest, straight-forward conversations with our students about their learning and achievement. It is important that we convey to our students that learning is a process. Some concepts and skills are more difficult than others to learn. A score of 1 or 2 while learning a new skill or concept is appropriate and not intended to be punitive.
A score of 3 is the target, it shows proficiency and is to be celebrated! A score of 4 indicates a student has reached proficiency and applied knowledge beyond the grade-level standard.
For more information or to address questions or concerns, please contact your child’s teachers.
Thank you for your partnership!
John Anderson, Principal
Heather Ambler, Carol Gaylord, Amy Grant, Math teachers
Misty Haacke, Science teacher
Connecting Home to School
Students may want to use Khan Academy, the online version of the Go Math book, and the Big Math Ideas website, after school classes in the library, and after school I-can classes.
Check your students planners every Monday it will have their new grade slip in it. Also check powerschool.
If you need to contact me, my e-mail address is firstname.lastname@example.org