Mrs. Haug - Math 7 EMAIL: haugal@guajome.net EXTENSION: 3221
WEBSITE: Google Classroom
INTRODUCTION
Welcome to my 7th grade math class! I am thrilled that your child will be in my class this year. I am very passionate about math and know we are going to learn so many new and exciting things together. I want to work closely and communicate with you on a regular basis to help your child be successful.
This is my 4th year at Guajome Park Academy teaching middle school math.
Materials Required for this year:
Recommended Materials:
GRADING RUBRIC
Evidence of Learning: Tests, Quizzes, Performance Tasks & Projects: 100%
Practice for Learning: Classwork, Exit Tickets: 0%
4 - Advancing
3 - Accomplishing
2 - Approaching
1 - Developing
0 - Incomplete
Student thoroughly completes the task and shows mastery of the topic. They can explain how they went above the requirements of the task.
Student is able to successfully complete the task on their own with few errors.
Student is able to do the task with help or with an example.
Student is starting to get it, but is still missing important aspects of the skill.
Student did not complete the assignment. Even with help the student does not understand.
Math 7 Course Syllabus
I. Course Description
This course aligns with the Common Core State Standards for 7th grade. Students are encouraged to consider multiple perspectives in approaching problems. Furthermore, students are encouraged to communicate ideas using appropriate mathematical language in both oral and written explanations of concepts. Students will study topics including: Integers and Rational Numbers; Expressions, Equations, and Inequalities; Ratios, Proportions, and Percents; Construction and Scale Drawings, Circles and Area, Surface Area and Volume, and Probability and Statistics.
Aims and Objectives
At Guajome Park Academy, we use the California Common Core State Standards as a curriculum guide. We place special emphasis on the Standards for Mathematical Practice, as outlined below:
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They consider if the solution makes sense for the given problem.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. They can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
III. Texts and Resources
Google Classroom (Linked on Aeries), IXL, and Khan Academy
IV. Enduring Understandings
Enduring Understandings summarize important ideas and core processes that are central to studying mathematics and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying a particular content area. Moreover, they articulate what students should “revisit” over the course of their lifetimes in relation to the content area.
Unit of Study
Enduring Understanding(s)
Unit 1: Integers
Define the absolute value of a number, and find absolute values of numbers. Add integers, and show that the sum of a number and its opposite is 0. Subtract, multiply, and divide integers.
Unit 2: Rational Numbers
Understand that a rational number is an integer divided by an integer. Convert rational numbers to decimals. Add, subtract, multiply and divide rational numbers.
Unit 3: Expressions and Equations
Apply properties of operations to simplify, add, and subtract algebraic expressions. Write simple equations. Solve equations using addition, subtraction, multiplication, and division. Solve two-step equations.
Unit 4: Inequalities
Write and graph inequalities. Use substitution to check whether a number is a solution of an inequality. Solve inequalities using addition, subtraction, multiplication, and solve multi-step inequalities.
Unit 5: Ratios and Proportions
Find ratios, rates, and unit rates. Use equivalent ratios to determine whether two ratios form a proportion. Use the Cross Products Property to determine whether two ratios form a proportion. Write proportions. Solve proportions using mental math. Solve proportions using multiplication or the Cross Products Property. Use a point on a graph to write and solve proportions. Find the slopes of lines. Interpret the slopes of lines as rates. Identify Direct Variation from graphs or equations. Use direction variation models to solve problems.
Unit 6: Percents
Write percents as decimals. Write decimals as percents. Compare and order fractions. Decimals, and percents. Use the percent proportion to find parts, wholes, and percents. Use the percent equation to find parts, wholes and percents. Find percents of increase. Find percents of decrease.
Unit 7: Constructions and Scale Drawing
Identify adjacent and vertical angles. Find angle measures using adjacent and vertical angles. Classify pairs of angles as complementary, supplementary, or neither. Find angle measures. Construct triangles with given angle and side measures. Find, measure, and construct angles for quadrilaterals. Use scale drawings to find actual distances, scale factors, and perimeters / areas. Recreate scale drawings at a different scale.
Unit 8: Circles and Area
Describe a circle in terms of radius and diameter, the concept of pi, and find the circumference. Find the perimeters and areas of composite figures.
Unit 9: Surface Area and Volume
Volumes and surface areas of prisms, pyramids, cylinders.
Unit 10: Probability and Statistics
Outcomes and events, probability, compound events, independent and dependent events, samples and populations, comparing populations.
V. Methodology
The teacher will use varying methods in each unit to reach students with diverse learning styles. These teaching methods include collaborative learning, direct instruction, guided practice, inquiry-based learning, classwork in “stations” (multiple activities in one period), critical discussion, written reflection, watching instructional videos, group projects, manipulative learning, and games.
VI. Methods of Assessment
Assessment is an integral part of the teaching and learning experience at Guajome Park Academy. Formative and summative assessments will be given throughout the course. Formative assessments will be used to regularly evaluate the effectiveness of both teaching and learning processes. These assessments will allow teachers and students to identify strengths and weaknesses. Summative assessments may include examinations, quizzes, projects, and performance tasks, all of which measure students’ understanding of course material. Summative assessments will be worth 100% of your final grade. Authentic assessments--performance tasks and/or projects--will allow students to demonstrate their knowledge in a variety of ways. The purpose, means, and scoring criteria for each assessment will always be explained to the students.
VII. Grading and Reporting
In the Mathematics Department, we use a proficiency-based grading system. Throughout the year we will use the rubric found below to show growth and mastery of individual and combined learning targets. Students will earn a letter grade through a combination of achievement on performance-based assessments (Evidence of Learning). Students will practice concepts taught before showing evidence of learning.
Evidence of Learning and Practice for Learning will be graded using the rubric below and recorded in the gradebook under the following weighted categories:
Evidence of Learning: Tests, Quizzes, Performance Tasks & Projects: 100%
Practice for Learning: Classwork, Exit Tickets: 0%
Evidence of Learning will be scored based on the following 4-point rubric:
4 - Advancing
3 - Accomplishing
2 - Approaching
1 - Developing
0 - Incomplete
Student thoroughly completes the task and shows mastery of the topic. They can explain how they went above the requirements of the task.
Student is able to successfully complete the task on their own with few errors.
Student is able to do the task with help or with an example.
Student is starting to get it, but is still missing important aspects of the skill.
Student did not complete the assignment. Even with help the student does not understand.
Rubric Score Breakdown
In the gradebook you will see the student’s average rubric score and which letter grade it equates to.
VIII. Make Up and Late Work Policy:
Late work will be accepted, please communicate with me if you need an extension.
IX. Make Up Test Policy:
Students are responsible for scheduling a reassessment by completing a “Reassessment Request” in the course Google Classroom at least 24 hours in advance. To take a reassessment, students must provide evidence that they have reviewed and practiced the material, and meet with the teacher during Tutoring or another scheduled time. They may reassess ONE topic in one sitting. They may not get tutoring on a topic and reassess that specific topic on the same day.
X. Student Behavior Expectations
Anything a student does which interferes with the learning or teaching is disrespectful and inappropriate. Students are expected to listen carefully, participate in class activities, and show courtesy and respect to everyone at all times.
Students must be in their seats and ready to work before the bell rings.
Students are expected to respect the classroom and clean up after themselves.
Personal electronic devices may not be used during class, except school issued laptops
Positive Consequences for Appropriate Behavior:
Negative Consequences for Behavior that Needs Improvement:
Verbal warning
Teacher conference with student
Parent/guardian contact
Parent-teacher conference
Referral to administration
Please remember that all school rules (as outlined in the Student Handbook) apply in this class.
XI. Academic Integrity Policy
Honest behavior and integrity is an expectation for all students at Guajome Park Academy (GPA). GPA is committed to creating an ethical academic atmosphere. To that end students will conduct themselves as principled learners. They will act with integrity and honesty, with a strong sense of fairness and justice. They will take responsibility for their actions and their consequences. Students will follow their teachers’ directives and the school-wide practice concerning citation habits and acknowledgement of work published by others.
The school’s guidelines with regards to school-wide norms for specific types of academic dishonesty, which will result in disciplinary action, are defined below:
Cheating - any intentional giving of or use of external assistance relating to an examination, test or quiz without explicit permission of the teacher. This includes looking at another student's paper, sharing answers, copying another student's paper, or using answers written on a cheat sheet, part of the body, the desk, etc.
Fabrication - any intentional falsification or invention of data, data citation, or other authority in an academic exercise.
Unauthorized collaboration - while collaboration is often encouraged, unauthorized collaboration is not permitted.
Plagiarism - any intentional representation of other’s ideas, words, or works as one's own. Plagiarism includes the misuse of published material, electronic material, and/or the work of other students. The original writer who intentionally shares his/her paper for another to copy, without the permission of the teacher, is also engaged in plagiarism.
Alteration of materials - any intentional and unauthorized alteration of student, teacher, or library materials.
Forgery - any unauthorized signing of another person's name to school related documents.
Theft - any theft of materials.
Transfer of unauthorized materials - any giving or selling of unauthorized materials.
XII. Consequences of Academic Dishonesty
Consequences are listed in the Student Handbook; Behavior section; Behavior Matrix. All incidences of academic dishonesty must be reported to the appropriate designated staff member and recorded in the student's cumulative file.
XIII. Contact
Please feel free to contact me with any questions or concerns about your student’s progress. Email and Parent Square are the best ways to contact me.
