# Harriman Middle School # Syllabus

Harriman Middle School

Math Syllabus

Mr. McDonald

Grading procedure:  We will be using the “Standards Based Grading” system this year in all academic classes.  This is a weekly test covering only the standard covered that week. The assessment will also have two previously covered standards on the same assessment that will result in three different grades from a single assessment.  If the students score a 75 or below on the current standard, then they will be required to retest on that specific standard.  Each student who retests will be required to complete an assignment the teacher gives prior to retesting (MASH).  My Test day is always on Wednesday, and my Mash day is always on Friday.

Grading scale: A: 93-100; B: 85-92; C: 75-84; D: 70-74; F: Below 70.

Assignments and Evaluations: We will take a weekly assessment and will have a suggested homework assignment almost daily.  The suggested assignment will not be graded but is necessary to fully understand and practice the skills presented in class.

Attendance Policy:  Three tardies results in an office referral (school policy).  All excused absences will be given an equal time to complete missing assignments and tests.  It is the student's responsibility to make arrangements with me.

SYLLABUS CHANGES

The instructor reserves the right to make changes to the syllabus as long as the students are notified.

8.G Geometry

• 8.G.A Understand and describe the effects of transformations on two-dimensional figures and use informal arguments to establish facts about angles.
• 8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:
• 8.G.A.1.a Lines are taken to lines, and line segments to line segments of the same length.
• 8.G.A.1.b Angles are taken to angles of the same measure.
• 8.G.A.1.c Parallel lines are taken to parallel lines.
• 8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
• 8.G.A.3 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
• 8.G.B Understand and apply the Pythagorean Theorem.
• 8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.
• 8.G.B.5 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
• 8.G.B.6 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
• 8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
• 8.G.C.7 Know and understand the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.
• 8.SP Statistics and Probability
8.SP.A Investigate patterns of association in bivariate data.
8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Create scatter plots (8-EE.15)
Identify trends with scatter plots (8-EE.16)
Outliers in scatter plots (8-FF.9)
8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line and informally assess the model fit by judging the closeness of the data points to the line.
Scatter plots: line of best fit (8-FF.10)
8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
Checkpoint opportunity
Checkpoint: Scatter plots (8-FF.12)
Checkpoint: Linear models: interpret and solve (8-FF.14)
8.SP.B Investigate chance processes and develop, use, and evaluate probability models
8.SP.B.4 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.
Compound events: find the number of outcomes (8-GG.6)
Compound events: find the number of sums (8-GG.7)