Syllabus

Welcome to 8th Grade Mathematics  ! I am very excited for you to be a part of my class! I am confident that we’ve got a lot to learn from one another. Please show up ready to learn & ready to extend grace to your classmates and me. Thoroughly read through this syllabus - it will help you get a better understanding of the course and my expectations. It’s going to be a fantastic year! 

sharvey@greenville.k12.sc.us | Mr. Shannon Harvey

SUPPLIES:

• 2 Composition notebooks

• a two pocket folder

• 3-ring binder (1-inch or 2-inch)

• pencils

• colored pencils

• earbuds (with wire)

• Carnegie Learning Textbook (provided by Woodmont Middle School)

COMMUNICATION: 

My email address is sharvey@greenville.k12.sc.us. I will respond to your emails as quickly as possible. My telephone number is (864) 355-8529. This phone number will directly connect you to my voicemail. Please leave your name, message, and a phone number so I can address your needs when I am finished teaching. 

Student Backpack is an essential tool for accessing grades. Google Classroom will be your greatest asset for staying up to date.

CLASSROOM EXPECTATIONS: 

While in my classroom, I expect students to work with urgency while treating each other with high levels of respect and compassion. I will make every effort to ensure you have a 8th grade Math experience that encourages your love of mathematics and increases your ability to communicate using math vocabulary and problem solve effectively. This means that our classroom environment must be a safe place to wrestle with solving different problems in multiple ways. Any behaviors that threaten this environment will be subject to Woodmont Middle School’s discipline policy. Please see the student handbook for additional information. 

GRADING: 

Major Assessments (3) 50% Minor Assessments (9) 50% 

Major Assessments: Major assessments include tests or culminating products. Students will receive notice in advance and will go through the necessary teacher-directed study and preparation for any major assessment. Students, however, should also spend time preparing for major assessments at home. 

• Students may request a retake/redo/revise for any major assessment at any time before the date of the next major assessment.  The teacher will determine any remediation or other requirements necessary for the student to complete prior to retaking a major assessment. In addition to remediation/requirements, clearance of NHIs on minor assessments leading up to the major assessment may be required before the retake is allowed.  All retakes must be completed at least 3 days before the end of the quarter. When a student retakes a major assessment, the original grade will be overwritten and the most recent grade recorded. The original grade will be noted as a comment in the gradebook.  

• A student will receive an NHI (Not Handed In) in the grade book when he or she does not turn in an assessment. 

• A student with one or more NHIs may be denied certain privileges or held accountable for the assignment(s) until the work has been completed and returned to the teacher. 

Minor Assessments: Minor assessments will include homework, classwork, and skills-based quizzes.

• Students may turn in minor assessments without grade penalty for up to 7 days past the original due date.  All current and late work must be submitted at least 3 days before the end of the quarter.  

• A student will receive an NHI (Not Handed In) in the grade book when he or she does not turn in an assessment. 

• A student with one or more NHIs may be denied certain privileges or held accountable for the assignment(s) until the work has been completed and returned to the teacher. 

Make-up Work Policies:  It is the responsibility of each student to inquire about make-up work upon returning from an absence. Students must also check google classroom for classwork and homework information for any days missed. 

Redo/Retake/Revision Policies: Students are welcome to redo or retake any minor assignments given in the current quarter. For major assessments, test corrections are available upon request. Students must complete the Mathia for that unit with proficiency and step by step problems must be completed before being able to re-take or complete test corrections. Once the quarter ends, grades cannot be altered.

Mathia Grades: Mathia will be graded based on performance. Students will receive their performance grade per workspace within each assigned topic which will then be averaged. Required workspaces should be completed by the time of each topic assessment. 

                Math 8 Course Overview

Priority Learning Standards for Math 8:

• Explore the real number system and its appropriate usage in real-world situations. 

• Extend prior knowledge to translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Include the conversion of repeating decimal numbers to fractions.

• Apply the concepts of decimal and scientific notation to solve real-world and mathematical problems.

• Extend concepts of linear equations and inequalities in one variable to more complex multi-step equations and inequalities in real-world and mathematical situations.

• Compare multiple representations of two functions, including mappings, tables, graphs, equations, and verbal descriptions, in order to draw conclusions.

• Apply the concepts of linear and nonlinear functions to graphs in real-world and mathematical situations.

• Apply the properties of transformations (rotations, reflections, translations, dilations).

• Extend and apply previous knowledge of angles to properties of triangles, similar figures, and parallel lines cut by a transversal.

•  Apply the Pythagorean Theorem to model and solve real-world and mathematical problems in two and three dimensions involving right triangles.

• Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres and the surface area of cylinders.

• Apply concepts of an approximate line of best fit in real-world situations.

Course Scope and Sequence

1. Module One: Transforming Geometric Objects

   1. 1. • Topic1: Rigid Motion Transformations - Students use patty paper and the coordinate plane to investigate congruent figures. Throughout the topic, students are expected to make conjectures, investigate conjectures, and justify true results about transformations.

         • Topic 2:  Similarity - Students investigate the fourth common transformation: dilation. They make connections between scale factors and dilation factors by examining worked examples of Euclidean dilations. They then define similar figures. Students dilate figures on the coordinate plane using different locations for the center of dilation, and generalize the coordinates of images formed from a dilation with a center at the origin.

         • Topic 3: Line and Angle Relationships - Students use their knowledge of transformations, congruence, and similarity to establish the Triangle Sum Theorem, the Exterior Angle Theorem, relationships between angles formed when parallel lines are cut by a transversal, and the Angle-Angle Similarity Theorem for similarity of triangles. 

2. Module Two: Developing Function Foundations 

• Topic 1: From Proportions to Linear Relationships - Students build onto their knowledge of ratio and proportional relationships to develop connections between proportional relationships, lines, and linear equations. Students compare proportional relationships represented in different ways to ensure a firm understanding of the meaning of proportionality. 

• Topic 2: Linear Relationships - Students develop fluency with analyzing linear relationships, writing equations of lines, and graphing lines. Students use intuition and prior knowledge about writing equations, creating tables of values, and graphing equations to compare two linear relationships. 

• Topic 3:  Introduction to Functions - Students begin to formalize the concept of function, which is a concept they may intuitively understand. They explore functions in terms of sequences, mappings, sets of ordered pairs, graphs, tables, verbal descriptions, and equations. Students begin by analyzing sequences, a function-type they have used throughout their schooling. 

• Topic 4:  Patterns in Bivariate Data - Students review the statistical process and investigate associations in bivariate data, both quantitative and categorical. First, students use prior knowledge of plotting points and linear relationships to construct scatter plots and determine whether scatter plots exhibit linear relationships. 

3. Module Three: Modeling Linear Equations 

• Topic 1: Solving Linear Equations - Students increase the range of one-variable linear equations they can solve. Students solve equations with variables on both sides of the equals sign. They review and learn strategies, including the use of properties of arithmetic, to efficiently solve equations with rational number coefficients. Students write and solve equations to represent real-world situations. They then interpret the solutions to the equations. 

• Topic 2: Systems of Linear Equations - Students analyze and solve pairs of simultaneous linear equations. Throughout the topic, students write systems of equations to represent problem situations. First they graph the systems, estimate the point of intersection, and interpret the meaning of the solution in the context of the situation. Students then graph systems with no solution or infinite solutions. They explain how this information is communicated in the graph of the system and relate the solution to the equations of the lines in the system.

4. Module Four: Expanding Number Systems

• Topic 1: The Real Number System - Students build onto their knowledge of number systems to include the set of irrational numbers. Students sort numbers and describe similarities among numbers. They analyze different ways numbers can be classified. 

• Topic 2: The Pythagorean Theorem - Students explore the Pythagorean Theorem and its converse. Previously, students learned that three side lengths determine a unique triangle. In this topic, they discover that in the case of right triangles, knowing two sides lengths allows them to determine the third side length. Students review the vocabulary of right triangles as they make conjectures about the relationships among the sides of right triangles. They analyze a proof of the Pythagorean Theorem. Students then practice applying the theorem to determine unknown side lengths in right triangles. They learn and prove the Converse of the Pythagorean Theorem, apply it to determine Pythagorean triples, and practice applying both theorems. 

5. Module Five: Applying Powers

• Topic 1: Exponents and Scientific Notation - Students apply properties of integer exponents. First, students use their knowledge of powers and broaden the set of numbers they use as exponents to include negative integers. They use the properties of powers to determine rules for all integer exponents, including negative integers. They rewrite numeric expressions that contain multiple exponents and use the exponent rules to justify their steps. Students then explore scientific notation, a specific application of exponents and the exponent rules. They learn to convert numbers in standard form to scientific notation and those in scientific notation to standard form. 

• Topic 2: Volume of Curved Figures - Students solve real world and mathematical problems involving volume of cylinders, cones, and spheres. Students explore each figure in turn and determine the formula for the volume of each. They practice applying each formula, and then they solve problems requiring the use of multiple volume formulas. Students also develop the formula for the surface area of a cylinder and apply it to solve problems. Students explore cylinders and compare them with right prisms.