|A. Explore mathematical relationships.||C. Use problem-solving tools appropriately.|
|B. Develop and explain their own reasoning and strategies for solving problems.||D. Listen to, understand, and value each other’s strategies.|
IV. Unit Overviews
A. Variable and Patterns Unit Overview: Students explore three ways of representing a changing situation: with a description in words, with a data table, and with a graph, comparing the strengths of each method. They write symbolic expressions as a quicker way to summarize the relationship between two variables and use graphing calculators to interpret and compare data sets.
B. Stretching and Shrinking Unit Overview: Students will use the properties of similar figures to explore reductions (shrinking) and enlargements (stretching) and to begin to reason proportionally by scaling. They will also use similarity to estimate the height of real objects and the distance across large areas.
C. Comparing and Scaling Unit Overview: Students will make useful comparisons of quantitative information using ratios, fractions, decimals, rates, unit rates, and percents and use this quantitative information to make larger or smaller scale models.
D. Accentuate the Negative Unit Overview: Students begin to build an understanding of positive and negative numbers. They explore situations that require representation with positive and negative numbers, formalize algorithms for operations, and consider the order of operations and selected properties.
E. Moving Straight Ahead Unit Overview: Students will work with linear relationships or linear functions and recognize them by the constant rate of change between two variables in a verbal contest, a table, a graph or an equation.
F. Filling and Wrapping Unit Overview: Students will explore the surface areas and volumes of rectangular prisms and cylinders. They look at how changing the scale affects the surface area and volume and informally investigate other solids to develop volume relationships.
G. What Do You Expect? Unit Overview: Students will deepen and expand their understanding of the basic probability concepts through a variety of investigations connected to real-world probability situations.
H. Data Distributions Unit Overview: Students explore statistics as a process of data investigation involving posing the questions, collecting the data, analyzing the data, and interpreting the results. Problems in contexts are used to help students informally reason about the mathematics of probability and statistics.
V. Learning Outcomes Throughout this course students will work on discovering the answers to these essential questions:
A. Variable and Patterns
1. What are the variables in the problem? 2. Which variables depend on or change in relation to others? 3. How can the relationships of the problem be described in words? 4. How can the relationships between variables be represented and analyzed? 5. What does it mean when we see predictable changes in a table of data or a graph? 6. How can we use the predictable changes to find out about other possible data?
B. Stretching and Shrinking 1. When two figures are similar, what is the same in each figure? 2. When two figures are similar, what is different in each figure? 3. How might we describe these differences? 4. How do ratios relate to similarity? 5. When two figures are similar, how can we describe the relationship between their areas? 6. When two figures are similar, how can we describe the relationship between their perimeters?
C. Comparing and Scaling 1. When quantities have different measurements, how can they be compared? 2. When can a comparison be made by subtraction? When can division be used? 3. Why is a ratio a good means of comparison? How can it be scaled up or down? 4. Where can ratios be used in daily life to find unknown quantities or inaccessible measurements? 5. How can we use proportions for solving problems?
D. Accentuate the Negative 1. How do negative and positive numbers help in describing the situation? 2. What will addition, subtraction, multiplication, or division of positive and negative numbers tell about the problem? 3. What model(s) for positive and negative numbers would help in displaying the relationships in the problem situation?
E. Moving Straight Ahead 1. What are the variables in the problem? 2. How are the variables related? Is the relationship linear? 3. How can I recognize a linear relationship if it is represented in a problem, a table, a graph, or with an equation? 4. How can tables, graphs, and equations of linear relationships be used to express and answer given questions?
F. Filling and Wrapping 1. Which measures of an object are involved – volume or surface area? 2. What method should I use to determine these measures? 3. What strategies or formulas might help?
G. What Do You Expect? 1. What are the possible outcomes that can occur for the events in this situation? 2. How could I determine the experimental probability of each of the outcomes? 3. Is it possible to determine the theoretical probability of each of the outcomes? 4. If so, what are these probabilities? 5. How can I use the probabilities I have found to make decisions about this situation?
H. Data Distributions 1. Is there anything that surprises you about the data and their distribution? 2. Where do the data cluster in the distribution? 3. How can I use the mean or median and range to help me understand and describe a data distribution? 4. What strategies can I use to compare two different data sets?
VI. Learning Activities Learning activities may include, but not limited to:
|A. Individual or group assignments||E. Calculator investigations|
|B. Assessment tasks||F. Problem solving investigations|
|C. Both large and small group discussions||G. Correction of work|
|D. Oral and written communication|
VII. Teaching Methods Teaching methods will include, but are not limited to:
|A. Teacher-led discussion||E. Use of technology|
|B. Discovery learning||F. Guided practice|
|C. Teacher/student modeling||G. Cooperative Learning|
|D. Use of manipulatives||H. Differentiated Instruction|
VIII. The Power of the I
The foundation of The Power of I is built on students completing quality work. If students are allowed to turn in work that is of poor quality, they will not learn the concepts that they need to learn, they will not be ready for the spring DSTP assessments and they will not be ready to move on to the next grade level. No longer will students be allowed to get by with doing poor quality work; they will be required to re-do formative assessments until it meets the high-quality standards set by their teachers.
According to Central Middle School’s The Power of I, students will receive appropriate feedback and given time to make up work that is either missing or of low quality. The maximum time will be five days, including weekends and holidays. If students do not turn in or revise their work at a higher quality, the grade will become their original grade. The CMS teachers will work with students to make sure that they know what work is missing or which work is of low quality on a timely basis. Two Advisory periods a week have been designated as BUG (Bring Up your Grade) Days. Teachers will also inform their students and parents on which days and the times they are available to offer extra help after school.
The teachers will work closely with all coaches and after school group advisors to make sure that they know which participants are in need of extra academic help. Parents will be contacted through various communication means and or when a child shows a pattern of incomplete or missing assignments.
IX. Assignments and Projects
A.Complete ALL class work, homework, and projects as assigned.
B. Come to class with all materials necessary to begin class promptly.
C. Participate in class discussions.
D. Take notes with examples of problems. (This will help if you have a question when completing the homework assignment.)
E. Seek help when needed.
F. Student pacing guides will be coming home with test dates and homework assignments listed for each unit.
X. Grading, Assessment, and Evaluation Procedures As part of the Power of I, the following assessments will include but not limited to:
Þ Formative Assessment (20%) - The practice assessments along the way to measure student understanding.
o Homework, o Classwork, o Journal (Mathematical Reflections), o Partner Quiz
Þ Summative Assessments (80%) - Assessments given after major concepts.
o Unit Tests, o Check-Up Quizzes (May redo as a part of Power of I), o Projects, o Transfer Task
The following grading scale will be utilized at Central Middle School:
A = 94-100 Well Above the Standard (Excels)
B = 85-93 Above the Standard
C = 77-84 Meets theStandard
D = 70-76 Below the Standard
F = 0-69 Well Below the Standard (Failure) Parent Conference is required.
This scale will be used for grading student work. At the end of each marking period, cumulative averages below 50 will be converted to a 50. This adjustment still reflects that a student failed and is Well Below the Standard. However, with hard work, the student has the opportunity to recover by earning a "passing" grade.
XI. Expectations/Results As a result of successfully completing this course of study the student will have the necessary skills and knowledge to fully engage in a higher level of mathematics.
XII. Technological Perspectives A. Students will use grading scientific calculators to efficiently solve a variety of problems. B. Students will be introduced to graphing calculators in the classroom. C. On-line support is available to students
A. Required: 1. Covered textbook 2. Three ring binder with five dividers - warm-ups, homework, classwork, glossary, and journal; paper and place to secure handouts and returned assessments 3. Sharpened pencils with a supply of erasers
B. Optional:1. Calculator (scientific or graphing) 2. Ruler with both English and metric units 3. Colored pencils 4. Graph paper 5. Blue pen for corrections