Syllabus

6th Grade Middle School Math 1– Mr. Saul

Email: david.saul@moundsviewschools.org

Voicemail: 651-621-6700 ext.6700



Expectations

· Prepared - Come to class prepared with book, agenda, notebook, pencil and completed homework. Class will start immediately after the bell.

· Respect - Respect for everybody and every thing.

· Integrity – Hold yourself to high expectations.

· Dependability - Expect an assignment three times a week. Time will be given in class to begin homework, however expect on average 15 – 25 minutes of homework on most days.

· Effort - If at first you don’t succeed try and try again. Never give up!


Planners

· Students will need to fill out their planner everyday.

· This is the main source of communication between home and school.

· HW – homework will be updated daily with current topics and assignments.


Daily Work

· Students will work independently, in pairs, and in groups.

· I encourage students who are struggling to stay after school for extra help.

· Assignments will be collected and corrected the next day. Parents will be notified if more than three assignments are missing. Parents/students will also be able to view late work on School View.

· If you would like your assignment returned to you, please write SAVE on the top or it will be recycled.


Notes

· A notebook (just for math) will be needed in order to organize notes, assignments, and problem of the days.

· Notes will be given on the board; students will be expected to copy these into their math notebooks. They may use their notes on an upcoming quiz or test.



Grading


· Practice (daily assignments, worksheets, notes): 20%

· Performance (tests, quizzes and projects): 80%


FAIR

  • No extra credit should be given.

Rationale: If grades are truly reflective of what a student knows, the grade should be based on the standards we are measuring our students on. Extra credit distorts the grade away from what the students actually achieve in regards to the standards.


  • Practice tasks should be meaningful extensions of classroom learning.

Rationale: Practice tasks are intended to improve performance, upon which teachers give feedback to students and parents in relation to the learning outcomes.


ACCURATE

  • Grades will be standards-based, evaluating knowledge and skill. Behavior will not be reflected in an academic grade except for in content areas where participation is embedded as a standard (i.e. PE, Music, LEAD).

Rationale: If grades are truly reflective of a student’s knowledge and skill, the grade should be based on the standards we are measuring. Grades for behavior distort an accurate evaluation of knowledge and skill. Behaviors include: tardiness, cheating, attitude, effort. This is not to say that a representation of a student’s behavior can’t be assessed and included as feedback to parents and students. It should be separated from a grade and reported in a different way.


SPECIFIC

  • Practice tasks not completed by the assessment date will receive zero credit.

Rationale: Since practice tasks already exist in the 20% category, the impact of a zero is mitigated. The emphasis is on preparation for the assessment and demonstrating mastery of knowledge and skill.


  • Practice tasks may or may not be graded. The focus should remain on feedback and student learning.

Rationale: Practice is to prepare for the assessment and for teachers to give feedback to students.


  • Performance tasks must meet the minimum proficiency threshold of 70% to receive a score in the grade book. Teachers should use an “M” until the threshold is met.

Rationale: We will not allow students to fail. We have high expectations for all students. Students not meeting the minimum proficiency threshold of 70% will be given additional learning opportunities prior to re-taking the assessment within two weeks of the original assessment.


100 – 94% = A 85 – 83% = B 75 – 73% = C 65 – 63% = D

93 – 90% = A- 82 – 80% = B- 72 – 70% = C- 62 – 60% =D- 89 – 86% = B+ 79 – 76% = C+ 69 – 66% = D+ 59%-lower=F



Typical Daily Schedule

1. Problem of the Day / Answer questions

2. Correct yesterday’s assignment

3. New topic

4. New daily assignment

5. WORK TIME

Middle School Math Course 1 Syllabus

2019-2020

Course Description: The big theme of this course is ratio. Students need to understand ratio concepts and use ratio reasoning in order to solve problems that are not possible to solve with just whole numbers or integers. Students in this course will become fluent with fractions, decimals and percents (rational numbers) and solve problems in a variety of contexts, including probability, geometry and algebra.


Unit

Student Outcome

Semester

1

1. Number Theory

Approximate Dates: Oct. 5 – Oct. 21

I can express factor whole numbers, and determine greatest common factors and least common multiples to find equivalent fractions.

2. Fractions

Approximate Dates: Oct. 22 – Nov. 20

I can solve problems that require arithmetic with positive fractions and mixed numbers, and use estimation to know if my answer makes sense.

3. Decimals & Percents

Approximate Dates: Nov. 30 – Dec. 18

I can solve problems that require arithmetic with positive decimals, including percent problems, and use estimation to know if my answer makes sense.

4. Ratios, Rates & Rational Numbers

Approximate Dates: Jan. 4 – Jan. 22




Semester Test/review: Jan 25-27

I can represent and compare rational numbers expressed as fractions, decimals, percents, ratios using equality and inequality symbols.

I can solve problems in a variety of contexts by comparing ratios and applying relationships between ratios, equivalent fractions and percents.

Semester


2

5. Probability

I can analyze probability situations to determine sample space and likelihood of related events occurring, and use the analysis to make decisions and predictions.

I can use theoretical and experimental probability to measure the likelihood of an event happening or not happening.

6. 2-D & 3-D Geometry

Approximate Dates: Feb 1 – Feb. 26

I can calculate perimeter, area, surface area and volume of 2-D and 3-D figures.

7. Measurement

Approximate Dates: Feb. 29 – Mar. 16

I can find measurements formed by intersecting lines and prove the sum of interior angles of any type of polygon.

I can solve problems involving conversion of length, weight, capacity, and time measurements.

8. Algebra

Approximate Dates: Mar. 28 – Apr. 22




MCA’s/MAP Early May

I can create equivalent expressions and solve problems using the properties of arithmetic.

I can write and evaluate equations and inequalities with variables to represent real-world situations.

I can represent use multiple representations to represent relationships in real-world situations.