This class will enrich your total academic experience by preparing you with 21^st century skills for learning and performing to meet the needs for being college and career ready. To successfully meet the Common Core State Standards, we will promote a learning atmosphere by maintaining a positive, educational environment. The classroom structure will support and amend the rules and policies of the school. The following will be the setup for the classroom structure:

Esta clase va a enriquecer su experiencia académica total al preparalos con las habilidades del siglo 21 para aprender y satisfacer las necesidades de la universidad ser y listos para una carrera. Para afrontar con éxito los Normas Estatales Comunes, promoveremos un ambiente de aprendizaje mediante el mantenimiento de un ambiente positivo y educativo. La estructura de la clase apoyará y modificará las normas y políticas de la escuela. La siguiente será la instalación de la estructura de la clase:

I. RULES/NORMAS

A)    FOLLOW ALL INSTRUCTIONS

B)    RESPECT

1.     Yourself, others, and your environment…

C)    APPLY DIGITAL CITIZENSHIP

1.     Video chat expectations, online etiquette and safety

D)    USE CHARACTER COUNTS

1.     Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship

E)     THE TEACHER DISMISSES THE CLASS

 

               A) SIGA TODAS LAS INSTRUCCIONES

               B) RESPETO

                    1. Usted mismo, los demás y su entorno ...

               C) APLICAR CIUDADANÍA DIGITAL

                    1. Expectativas del chat de video, etiqueta y seguridad en línea

               D) UTILIZAR CUENTOS DE CARACTERES

                    1. Confiabilidad, respeto, responsabilidad, equidad, cariño, ciudadanía

               E) EL MAESTRO DESPIDA LA CLASE

 

II. CONSEQUENCES/ CONSECUENCIAS

A)   Bad behavior/ Mala conducta:

        1^st time: warning/ primera vez:. Advertencia

    2^nd time: change seat and/ or owe time in service or detention/  segundo vez:. Cambiar de asiento y / o debe tiempo de servicio         la detención

    3^rd time: call home and referral/ tercera vez: llamar a casa y referencia

 

III. POLICIES/ POLÍTICAS

A)   Absences and tardies will be addressed the same as school policy/ Las ausencias y tardanzas serán tratadas lo mismo que la política de la escuela

B)    Dress code will be addressed the same as school policy/  El código de vestimenta se abordará igual que la política de la escuela

 

 

IV.  MATERIALS/ MATERIALES

A)   2 sharpened pencils, 2 red pens, erasers, 3 ring binder with loose-leaf paper, dividers, a journal (composition book) for notes, protractor, and scientific calculator

A) 2 lápices afilados, 2 plumas rojas, borradores, 3 carpetas de anillas con hojas sueltas, divisores, un diario (cuaderno de composición) para notas, transportador y calculadora científica

 

V.   GRADING/  CALIFICACIONES

 

Mastery Learning and Grades

Mastery Grading is a system of grading students based on their demonstrated level of mastery of skills and concepts. This is a shift from giving grades based on effort, attitude, and work habits. Instead, students earn grades based solely on the achievement of mastery in content grade level learning targets. All work is graded on a scale of 1 to 4 where 1 indicates “minimum demonstration of mastery” and 4 signifies “meets and exceeds expectations.” A score of 0 indicates that students did not turn in work or showed no evidence of mastery. Final grades will be determined on the consistency and improvement of mastering the learning targets as evidenced by submitted assessments. Rubrics, checklists, and scoring guides will be used to provide feedback to students. Students will be provided multiple opportunities to show what they have learned and understand. Attendance, work habits, and cooperation will be separate from academic achievement.

Homework is given as an opportunity to practice, it is an important step in your child’s learning. If your child finds something difficult or challenging on the homework, they are strongly encouraged to seek out help from the teacher in order to get some feedback. If the student is absent, he or she may make up assignments during Homework Help before the close of the current grading period. Any work not submitted or incomplete will result in a ‘0’ for that assignment and will also affect their work habits. 

 

El dominio de maestría es un sistema basado en el nivel que han demostrado con respeto a sus habilidades y conceptos.
Este es un cambio de dar calificaciones basadas en el esfuerzo, la actitud y los hábitos de trabajo. Ahora, los estudiantes obtendrán calificaciones basadas únicamente en su capacidad para dominar los estándares de nivel de grado. Todo su trabajo se clasificará en una escala de 1 a 4 donde el 1 indica “no ha demostrado dominio” y 4 significa “cumple y excede las expectativas.” Una calificación de 0 indica que el estudiante no entregó su trabajo o no demostró evidencia de maestría. Las calificaciones finales se determinarán en la consistencia y la mejora de dominar los objetivos de aprendizaje como lo demuestran las evaluaciones/exámenes. Las rúbricas, listas de verificación y guías de puntuación se usarán para darles ayuda a los estudiantes. Los estudiantes recibirán múltiples oportunidades para mostrar lo que han aprendido y entienden. La asistencia, los hábitos de trabajo y la cooperación serán independientes de los logros académicos.

Cualquier tarea dada es una oportunidad de practicar, es un paso importante hacia su aprendizaje!. Si su estudiante encuentra algo difícil o complicado en la tarea, se les recomienda que busquen ayuda con el maestro para poder asistirlos.

Si el estudiante está ausente, el/ella puede completar la tarea durante las horas de ayuda de tarea antes del cierre del periodo de calificación actual. Cualquier trabajo que no se haya entregado o esté incompleta resultará en un “0” para esa asignatura y también afectara sus hábitos de trabajo.

 

Grading Scale: Final Grade for semester Rubric A Student has earned a 4 in all but one of the learning targets, nothing lower than a 3. B Student has earned a 3 in all but one of the learning targets nothing lower than a 2. C Student has earned a 2 in all but one of the learning targets nothing lower than a 1 D Student has earned at least a 1 in all learning targets. F Student has not yet earned at least a 1 in all learning targets.

Scoring 4 I am able to show that I know the standard/learning objectives and I can accurately teach it to others 3 I know the standard/learning objectives but may have a few minor errors in my performance and I am not confident to teach others 2 I know parts of the standard/learning objectives , but I have some gaps in my understanding and I may need to reference my notes 1 I know very little about the standard/learning objectives and I need significant re-teaching 0 (INC/MI) I did not submit or complete work to be assessed.

 

What are the Standards for Mathematical Practice? 1.)    Make sense of problems and persevere in solving them. 2.)    Reason abstractly and quantitatively. 3.)    Construct viable arguments and critique the reasoning of others. 4.)    Model with mathematics. 5.)    Use appropriate tools strategically. 6.)    Attend to precision. 7.)    Look for and make use of structure. 8.)   Look for and express regularity in repeated reasoning.

Work Habits and Cooperation   Work Habits Cooperation Excellent (E) ●   Always arrives to class on time/ Zoom present. ●   Completes at least 90% of their work. ●   Always works in class. ●   Always brings requires supplies to class. ●   Always keeps interactive notebook organized. ● Always works well in a group. ● Always follows classroom rules. ● Always treats classmates respectfully. ● Always participates in discussions (whole class, group, partners, etc.) Satisfactory (S) ●   Tardy or Zoom absence 1-3 times. ●   Completes most of their work. ●   Usually works in class. ●   Usually brings required supplies to class. ●   Usually has interactive notebook organized. ● Usually works well in a group. ● Usually follows classroom rules. ● Usually treats classmates respectfully. ● Usually participates in discussions (whole class, group, partners, etc.) Unsatisfactory (U) ●   Tardy or Zoom absence 4 or more times. ●   Completes less than 70% of their work. ●   Frequently does not work in class. ●   Frequently does not bring supplies to class. ●   Frequently has unorganized interactive notebook. ● Frequently does not work well in a group. ● Frequently does not abide by class rules. ● Frequently treats classmates with disrespect.  ● Frequently does not participate in discussions (whole class, group, partners, etc.)

 

What are the Learning Targets for Math 8 Grade?

There is a total of 10 learning targets, however, they will be taught and assessed over two semesters.

 

• I can model 2 variable equations in the coordinate plane and determine the rate of change/slope and initial value/y intercept. 

 

• • I can solve linear equations in one variable and determine when equations have one solution, infinite solutions or no solution. 
• • I understand how to model real world problems using a system of 2 variables linear equations, and solve systems by graphing or algebraically. 
• • I can explain when relationships between 2 sets of numbers are functions; compare functions in word problems, tables and graphs; and connect function concepts to what I know about proportional relationships, lines and equations. 
• • I can solve problems involving the volume of cylinders, cones and spheres and manipulate variables within a formula. 
• • I can organize data and analyze linear and nonlinear association on a scatterplot, and can organize and interpret bivariate data using a two-way table. 
• • I can apply the rules of integers exponents to generate equivalent expressions, use square roots and cube roots to solve equations, and use powers of 10 to represent numbers and perform operations with numbers in scientific notations. 
• • I can explain that the real numbers set includes numbers that are not rational and can approximate them by rational numbers. 
• • I can explain the Pythagorean theorem and apply it to real world and mathematical problems. 
• • I can draw the image of a figure after a rotation, reflection, translation or dilation, match corresponding parts of figures after transformations and describe a series of transformations to show that figures are congruent, similar or neither. 

 

What are the Learning Targets for Introduction to Engineering, Technology, & Robotics (ETR) w/ Programming?

These 7 learning targets below were created to reflect the practices of the Next Generation Science Standards (NGSS), however, they will be taught and assessed over two semesters.

1) I can define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

2) I can evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

3) I can develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed to generate data to test ideas about phenomena in natural or designed systems or to predict and/or describe phenomena.

4) I can construct, analyze, interpret and use graphical displays of data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success in a real world context.

5) I can use digital tools (e.g., computers) to analyze very large data sets for patterns and trends and create algorithms (a series of ordered steps) to solve real world problems with the use of math.

6) I can design and iteratively develop a program, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

7) I can construct an explanation using models or representations applying scientific ideas, principles, and/or evidence to construct, revise and/or use for an explanation for real-world phenomena, examples, or events.

 

Accelerated Algebra1 

Accelerated Algebra1 is a high school level course and its class grade is not the same as middle school expectations. High school credit may be given to students that meet the standards for this course. The Accelerated Algebra1 course has higher expectations than 8th grade math and the 8th grade state testing may not reflect students' course grade. 

What are the Learning Targets? There are a total of 10 learning targets, however, they will be taught and assessed over two semesters. 

1. I can write, interpret, graph and solve equations and inequalities including absolute values in various representations. 

2. I can identify, interpret, analyze, and build different types of functions in different representations. 

3. I can factor and apply operations to polynomials, factor and simplify rational expressions. 

4. I can analyze, graph, solve and use quadratic functions inclusive of real-life problems. 

5. I can organize, analyze, interpret, and write data in various representations of statistics inclusive of real-life problems. 

6. I can solve and graph systems of equations and inequalities in various ways inclusive of real-life problems 

7. I can demonstrate an understanding of congruence and similarity using physical models, transparencies, or geometry software. 

8. I can demonstrate an understanding of and apply the Pythagorean Theorem. 

9. I can solve real-world and mathematical problems involving volume of cylinders, cones, and spheres 

10. I can apply properties of exponents, rational numbers, and irrational numbers.