Below you will find the course scope and sequence, the school-wide make-up work policy, sequence, and the 6th-grade math standards. There are also quick links directly below to bring you to the appropriate area.
The standards for middle school continue the work started in elementary grades in these four strands: Data, Probability, and Statistical Reasoning (DPSR); Measurement, Geometry, Spatial Reasoning (MGSR); Numerical Reasoning (NR); and Patterns, Algebra, and Functional Reasoning (PAFR). Woven throughout all four strands are concepts building on students’ understanding of problem solving to provide context to the problems they are solving, which will foster critical thinking and collaboration skills.
In DPSR, sixth graders will analyze data sets to identify their statistical elements. They will create graphs and plots to represent data sets, along with interpreting measures of center and spread for those data sets. They will be introduced to probability with simple and complementary events and learn that probabilities can be written as a fraction, decimal, or percent.
In MGSR, sixth graders will use the characteristics of two-dimensional and three-dimensional shapes learned in earlier grades to help them calculate area, surface area, and volume using models, nets, and formulas. Students will use angle measures to find and identify complementary or supplementary angles, along with exploring angles using a protractor. They will be introduced to all four quadrants of the coordinate plane and begin plotting and graphing ordered pairs in all four quadrants, to include graphing lines and polygons.
In NR, sixth graders will utilize multiple representations of real numbers to translate, simplify, and solve problems using mathematical and real-world applications. Students will use their prior knowledge of whole numbers to expand into operations with integers and positive rational numbers. They will deepen their understanding of fractions, decimals, and percentages through ordering, sorting, and finding absolute value. The emphasis will be on understanding negative numbers.
In PAFR, sixth graders will expand their understanding of algebraic concepts, being introduced to functions. They will learn the correct terminology related to algebraic expressions, equations, and inequalities, along with distinguishing between expressions and equations, and equations and inequalities. One-step simple equations and inequalities will be used to solve a variety of problems using positive rational numbers. Students will also be introduced to ratios and rates, and how to use them in real-world situations
Woodmont Middle School strives to provide students with a rigorous academic curriculum, balanced with multiple modes and opportunities to demonstrate their learning. We understand the unique development and needs of our middle school learners and believe that true learning often takes place at different paces according to individual pathways of readiness. We believe that learning from mistakes is an integral part of developing a lifelong growth mindset, and this process promotes student reflection and ownership of their learning. These beliefs, aligned with district assessment guidelines, provide the rationale for the following policy on late work and retakes:
In order for Woodmont Middle School staff to support students in their learning, the evaluation of completed work partnered with feedback for growth is essential. This process is layered with communication, differentiation, as well as timeliness. In order for students, even in the event of a known absence, to have access to this feedback, the work they complete needs to be returned to the teacher in a timely manner. The following criteria will outline Woodmont Middle School’s philosophy as it pertains to late and/or missing work:
The late work procedures are intended to support students who have been absent from school, not students who were present but have failed to meet a deadline for turning in work.
The late work procedures may not be applicable to students who have failed to complete any classwork during time provided by the teacher. In other words, if a teacher provides time for students to do something in class and he/she chooses not to do that work believing they will do it later, the teacher does not have to extend the late work procedures to them.
Work assigned is expected to be completed by the assigned date due.
It remains the responsibility of the student to turn in work even if late.
Classwork will become homework if attempted but not completed during the class period. That work is due the next day’s class meeting. If turned in during or before the next class meeting, the student will receive credit for the learning shown.
Any work not turned in will have the Greenville County Schools grade floor applied (GFA/NHI) which equals a 50%.
Teachers will handle unique situations on a case-by-case basis, and have the autonomy to determine whether they will accept work beyond the due date.
Make-up Work from Absences
All work missed during any absence will initially be reported as Absent or ABS. The work must be completed and returned to the teacher the number of days of the absence plus one upon the students return to school. If the deadline is not met, an NHI or GFA will then be applied.
Students are responsible to get makeup work from their teacher(s). This can be done in advance of a known absence.
Provisions to make up school work missed during extended absences can be worked out with the teacher(s)/team concerned.
Learning is a process. We recognize that not all students learn at the same pace and that while mastery of skills or standards remains the primary goal for all students they require additional attempts in order to achieve success. The following criteria will outline Woodmont Middle School’s philosophy as it pertains to Redo’s and Retake’s:
Redo’s/Retake’s will apply towards major grades. Major grades include labs, tests, and projects. Any major grade that cannot be replicated should have an alternative assignment available at the same value. If a student is provided an open-note test or allowed to use something such as a completed study guide as a resource a Redo/Retake should not be necessary.
Redo’s/Retakes will be allowable for 100% of Woodmont Middle students who want to improve their grade regardless of the score of their initial attempt
Students who complete a Redo or Retake work will receive full credit for the work completed. No percentage penalties will be reflected on a child’s grade because they did not show mastery in their initial attempt
Students will have the opportunity for a minimum of one (1) Redo or Retake per major grade. The teacher may determine if added Redo/Retake opportunities are available
Students will be expected to initiate the process for Redo/Retake. Teams will utilize a Google Form request to initiate the process and will communicate their individualized Redo/Retake opportunity to students and parents
Students should be expected to show improvement independently or with teacher’s assistance and will display academic integrity
Teachers will handle unique situations on a case-by-case basis and will use discretion on any assignment intended to be applied to a particular grading period
Because of students’ ability to complete Redo’s/Retake’s, Extra Credit is unnecessary. Students should take advantage of these opportunities and improve upon standards assessed, existing work attempted, or existing assignments offered
Students will have Redo/Retake opportunities for 5 days from the time an assignment is recorded in the gradebook to initiate the Redo/Retake process.