l Pre Algebra | Smart Jr. High School
  • Smart Jr. High School
    Principal: Chad Jones
    Associate Principal: Nicole Talbot
    1934 West 5th Street
    Davenport, Iowa 52802
    Phone: (563) 445-5100
    Fax: (563) 445-5957

  • Pre Algebra

     

    Name of Course: Pre Algebra – 8th Grade
    Course #: M20811
    Course Length: Yearlong

     

    Course Description:

    The Common Core State Standards in Mathematics serve as important benchmarks to ensure that all students are receiving high-quality education and are well prepared for success in postsecondary education and the workforce.  The standards for middle school mathematics are robust and provide a coherent and rich preparation for high school mathematics.  This course will have a major focus on radicals with integers, relationships with linear equations, systems of linear equations, evaluating and comparing functions, and using functions to model relationships.

     

    Standards

    • 8.EE.A.1: Know and apply the properties of exponents
    • 8.EE.C.7: Solve linear equations
    • 8.EE.B.5: Graph proportional relationships using unit rate as slope.  Compare proportional relationships represented in different forms
    • 8.EE.B.6: Understand slope and y-intercept of linear equations (y=mx+b)
    • 8.F.B.4: Construct a linear function to model a relationship of two quantities
    • 8.F.A.2: Compare properties of two functions represented in different ways
    • 8.EE.C.8: Solve systems of equations by graphing and substitution
    • 8.G.A.5: Use informal arguments to establish facts about triangles (informal proofs)
    • 8.G.B.8: Use Pythagorean Theorem to find the distance between two points
    • 8.G.A.4: Use transformations to prove two figures are similar or congruent

     

    Text/Materials/Resources

    Title: Glencoe Math Course 3

    Author: Glencoe   

    Publisher:  McGraw Hill 

     

    Instructional Practices & Support

    Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.  Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes: 

    • A classroom culture that adheres to productive classroom norms and relationships
    • High quality tasks that lend to authentic engagement
    • Productive discussions where students make sense, justify and generalize

     

    Classroom Management Procedures

    Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:

    • Establish positive ongoing teacher-student relationships
    • Establish, post, and teach rules and procedures regularly
    • Implement proactive strategies and interventions
    • Use of acknowledgment system with specific immediate praise, and feedback 
    • Manage student behavior with a continuum of corrective strategies 

     

    Assessment Plan

    • Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment, 
    • Multiple data points will be used to determine the reported grade (formative and/or summative)
    • Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning 
    • The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
    • Late work will be accepted without penalty within the unit of study.
    • Extra credit will not be factored into grading.