8Th Grade Pre-Algebra Course Syllabus

7th GradeMathematics

Course Syllabus

Coach

Ohatchee High School256-741-4925

COURSE OBJECTIVE:

The course objective for seventh grade mathematics is to successfully equip each student with the following skills: Decimals and Integers; Exponents, Factors, and Fractions; Equations & Inequalities; Ratios, Rates, and Proportions; Percents; Transformational Geometry; Geometry and Measurement; Patterns and Rules; Graphing and the Coordinate Plane; Displaying and Analyzing Data; Using Probability. Each student will be required to uses the skills of reading, listening, writing, and modeling to master, investigate, interpret, and evaluate mathematical concepts and ideas.

First 9 Weeks:

Decimals and Integers

Exponents, Factors, and Fractions

Equations & Inequalities

Second 9 Weeks:

Ratios, Rates, and Proportions

Percents

Transformational Geometry

Third 9 Weeks:

Geometry and Measurement

Patterns and Rules

Graphing and the Coordinate Plane

Fourth 9 Weeks:

Displaying and Analyzing Data

Using Probability

TEXTBOOK

Holt McDougal. Each student will be issued their own textbook. Textbooks will be checked periodically. Each student is responsible for maintaining and having their book. Each student must put a cover on their book. You will be charged for rebinding the book if it is damaged. The teacher will not be responsible for textbooks left in the classroom.

MATERIALS

The supply list for my class is as follows:

Ring Binder with Paper
Paper Reinforcements
Subject Dividers
Graph Paper
Pencils and Pencil Erasers (Lead Pencils)
Optional: Expo Markers, Copy Paper, Tissue, Paper Towels, Hand Sanitizer, lysol, Extra Pencils, Extra Erasers, Extra Paper
Please provide if you can
4-Function (a.k.a. Full Function or Basic) Calculator. As long as it will add, subtract, multiply, and divide it will be fine. You can get them for $1 at Wal-Mart.***I WILL NOT PROVIDE CALCULATORS***
Note: If a student brings a printed copy of the syllabus, plus two of the "optional," he/she will receive 100bonus points.

Your binder should be divided up as follows:

First section – DOM
Second section – Notes/Vocabulary
Third section – Classwork
Fourth Section – Homework
Fifth Section – Math Journal

The following materials will be needed on a daily basis: paper, pencil, textbook, and a notebook.

GRADING SCALE

This scale will be used in calculating grades.

A – 90% or better
B – 80% to 89%
C – 70% to 79%
D - 60% to 69%
F – 0% to 59%

GRADE DISTRIBUTION

The nine week class grades will be calculated based upon the following:

Exams (Assessment)
Class work/Homework (Participation)
Math Journal (Participation)
Vocabulary (Participation)
DOMS (Participation)

The grade will be based on 90% Assessment and 10% Participation.

EXAMS

Exams will be given at the end of each chapter. Each exam will consist of: multiple choice, matching, fill in the blank, short answer, true/false, and open-ended questions. Standard testing procedures will be followed on test days. All questions must be directed to the teacher by the student raising their hand. There is to be no talking, passing notes, looking at another student’s paper, etc. If this occurs, the student/students’ could receive a failing grade.

9 Week Exams – A 9 week exam will be given at the beginning and end of each 9 weeks. The exam given at the beginning of each 9 weeks will not be graded but rather show us where we are at and where we can improve on as a class and individually. The exam given at the end of each 9 weeks will be graded and will show us how we have improved as a class and individually.

CLASS WORK/HOMEWORK

Class work and homework will be combined for a grade based on completion. Each student will be given time at the end of class to complete their class work/homework. If the work is not finished in class it will then become homework for the student to have completed before the next class. Students are expected to work on their assignments until dismissed from class. Class work/homework is expected to be completed neatly, numbered, and with all work shown. The student should label the top right corner of each assignment with: their name, date, class and period, and assignment (page number and problems).

Class work/Homework that is not fully complete/worked out in detail will not be accepted. If you let another student copy your work, you and that person will receive a “0.” There is no right or wrong answer as long as you can justify your answer correctly.

Small Groups – During Classwork/Homework class time students will be placed into small groups. Students are expected to transition into small groups quietly and work efficiently and effectively on their assignment. This time will allow students to: get extra instruction from the teacher and allow students to talk quietly to their group about what thought and problems they may have. If you cannot remain in small groups quietly and work on assigned material (not getting off task and talking), you will be taken out of small groups.

Extra Small Group Understanding

What to say in small groups
Group must decided who will say something first (Keep Orderly)
What to say or do (if you do not do these things, then you will not have an affective small group and will not be allowed to continue with small group)
Make a prediction
I predict… I bet that… I think that… I wonder if…
Ask a question
Why did… What’s this part about… What would happen if… Do you think that…
Clarify something that you had misunderstood
Oh, I get it… Now I understand… No, I think this means…
Make a comment
This is good because… This is hard because… This is confusing because…
Make a connection
This reminds me of… This part is like… This is similar to… The differences are…
Small group instruction (Individual Member Job Descriptions) (Reciprocal Teaching)
Questioner – makes connections to the lesson (text) by asking (writing) questions
Word Builder – selects and defines vocabulary that is important to the understanding of the lesson (text)
Keeper – chooses details and facts that stand out in the lesson (text)
Summarizer – describes the lesson (text) in a comprehensive and concise statement
Rules:
Decide on which job each member will start with (each member will rotate jobs so that each member gets a chance to do all jobs)
Read lesson (text), and write down information designated to assigned skill
3 min. to write, 2 min. to discussfindings with group
Rotate jobs (and paper) to repeat the same process on the next lesson (set of text)
Paper should be folded hamburger and hotdog style. There should be 4 papers (one for each job)

Late Assignments – For every day an assignment is late, a 10% reduction will be in place.

MATH JOURNAL

Each student will complete a math journal at the beginning and end of each class. At the beginning of each class each student will be given a topic that they are to write about. At the end of the class each student will add to the topic they were given at the beginning of the class.

Types of Math Journal Assignments:

Vocabulary – Each student will be given vocabulary words that are found within the lesson. They must then, at the beginning of class, write what they think the definitions before they have been taught the lesson and, at the end of class, write about what they now know the definitions are after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 word and definition that pertained to the lesson.
Explanation of Process – Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write about what they think the process of finding the solution will be before they have been taught the lesson, and at the end of class, write about what they now know is the process of finding the solution after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that explained the process that pertained to the lesson.
“What Do I Know About” – Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write about what they know about the lesson before they have been taught the lesson, and at the end of class, write about what they now know about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they now know that pertained to the lesson.
5 Word Predictions – Each student will be given 5 words that pertain to the title of the lesson that will be taught that day. They must then, at the beginning of class, formulate a conjecture about what they think the title could be before they have been taught the lesson, and at the end of class, write about how the title of the lesson and the 5 words were connected thought the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 word and how it was connected to the lesson.
Explore - Each student will be given the title of the lesson or a problem that will be taught that day. They must then, at the beginning of class, take 2 minutes to think about the lesson/problem, 1 minute to write about the lesson /problem, 2 minutes to talk with small group about lesson/problem, and 2 minute for teacher explanation of lesson/problem, and at the end of class, write about what they now know about the lesson/problem. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they now know that pertained to the lesson.
Take 2 - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, create 2 math problems that they think will mirror the problems that will be presented in class that day before they have been taught the lesson, and at the end of class, they must solve the 2 math problems that they created and explain how they solved the 2 math problems after they have been taught the lesson. (If a group gets done early, then they can create a word problem). Then, each student will discuss his/her problems and answers within their group. Finally, to leave class, each student will have to give/write 1 problem and answer that pertained to the lesson.
3-2-1 - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write 3 statements that they already know about the lesson being presented, 2 questions that they have before the lesson is presented, and 1 connection that they feel can be made between what they already know and what they think they will be taught in the new lesson before they have been taught the lesson, and at the end of class, write 3 statements that they now know about the lesson being presented, answer the 2 questions that they had written previously, and 1 connection that they now know can be made between what they knew before the lesson and what they now know after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 statement or connection that pertained to the lesson.
K-W-L - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write the “K” what they know and “W” what they want to knowabout the lesson before they have been taught the lesson, and at the end of class, write the “L” what they now know (Learned) about the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 sentence that they learned that pertained to the lesson.
ABC Brainstorm - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write the letters A-Z on a sheet of paper and find as many words as they can (3-5 min) that start with the letters of the alphabet that what they think will pertain to the lesson before they have been taught the lesson, and at the end of class, finish filling out/re fill out the ABC Brainstorm (3-5 min)with words that they now know pertain to the lesson after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 word that pertained to the lesson.
Formula – Step Summary – Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, write/list the steps to what they think the process of finding the solution will be before they have been taught the lesson, and at the end of class, write/list the steps to what they now know is the process of finding the solution after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 step to a formula that pertained to the lesson.
Vocabulary Quadrant Cards - Each student will be given the title of the lesson that will be taught that day. They must then, at the beginning of class, take out a sheet of paper, fold it hamburger and hotdog style, and then in the top left quadrant write the vocabulary word/title of lesson, in the top right quadrant write the definition of the vocabulary word (get information from the text book) before they have been taught the lesson, and at the end of class, in the bottom left quadrant write the connections/important information that they learned within the lesson, in the bottom right quadrant draw/workout an illustration/problem that was covered within the lesson after they have been taught the lesson. Then, each student will discuss his/her answers/papers within their group. Finally, to leave class, each student will have to give/write 1 connection/important information that they now know that pertained to the lesson.
Venn Diagram - Each student will be given the title/title’s of the lesson that will be taught that day. They must then, at the beginning of class, construct a Venn Diagram by drawing 2 overlapping circles and fill out information in each circle on the topic’s (will be 2 topics) about what they know about the topic’s before they have been taught the lesson, and at the end of class, look over and refine their pervious Venn Diagram with information that they now know about the topic after they have been taught the lesson. Then, each student will discuss his/her answers within their group. Finally, to leave class, each student will have to give/write 1 common and different characteristic that they now know that pertained to the lesson. (Remember in a Venn Diagram: Unique characteristics of the two topics being compared are recorded in the outer of the two overlapping circles. Common characteristics are recorded where the circles overlap).

VOCABULARY

Each student will turn in their vocabulary at the beginning of class the day of the chapter test to be graded and will receive them back when they turn in their test at the end of class.

DOMS

Each student will complete a DOM (Daily Math Problems) at the beginning of each class. Each student is expected to begin DOMS as they enter the classroom. While each student is completing the DOM, they are also expected to have their homework from the previous night out on their desk for the teacher to check.

CLASSROOM OUTLINE

80 Minute Block

5 Minute – Math Journal/Check Homework

10 Minute – Class work/Homework Review

10 Minute – Teacher Preview of Lesson/Textbook Examples (I Do)

20 Minute – Teacher/Students complete Class work Textbook Problems (We Do)

20 Minute – Small Group/Students Complete Class work (Yall Do)