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In Grade s 6 - 8, the focus of mathematics learning is to:
  •  build on students’ concrete reasoning experiences developed in the elementary grades;
  • construct a more advanced understanding of mathematics through active learning experiences;
  • develop deep mathematical understandings required for success in abstract learning experiences; and
  • apply mathematics as a tool in solving practical problems.

 

Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student’s understanding and appreciation of the subject. Students should be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards.

Students in the middle grades use problem solving, mathematical communication, mathematical reasoning, connections, and representations to integrate understanding within the five strands of math—Number and Number Sense, Computation and Estimation, Measurement and Geometry, Probability and Statistics and Patterns, Function and Algebra. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem types.

While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies. However, facility in the use of technology shall not be regarded as a substitute for a student’s understanding of quantitative concepts and relationships or for proficiency in basic computations. Students will also identify real-life applications of the mathematical principles they are learning that can be applied to science and other disciplines they are studying.

 Grade 6

 The sixth grade Mathematics standards places continued emphasis on the study of whole numbers, decimals, and rational numbers (fractions). Students will use ratios to compare data sets, make conversions within a given measurement system; classify three dimensional figures; collect, analyze, display and interpret data using a variety of graphical and statistical methods; begin using integers and percents; find the probability of an independent and dependent events; extend knowledge of patterns developed in elementary through life experiences by investigating and describing functional relationships.  Students will be introduced to algebraic terms and solving algebraic equations in one variable and stating solutions to inequality statements.

 

Students will be given an opportunity to accelerate their study of mathematics, based on their interest, results of benchmark assessments, placement test and Standards of Learning Assessments, and teacher recommendations. Acceleration may be to the 6th/7th curriculum, which compact the study of two full years of instruction into one. For those students with exceptional abilities and insights into mathematical concepts and processes, the study of Pre-Algebra is available.

 Grade 7

 The 7th grade Mathematics curriculum is comprised of five instructional strands: number sense geometry, measurement, patterns, functions and algebra, and probability and statistics. Students explore proportional reasoning, consumer applications, investigate and use real numbers and operations, apply attributes and properties of geometric figures, and apply formulas for linear measurement, area, and volume. In addition, considerable time is spent in developing, solving, and applying linear equations and inequalities and organizing and analyzing data to make inferences and predictions.

Grade 8 (Pre Algebra for grades 6 and 7)

The eighth-grade standards are intended to serve two purposes. First, the standards contain content that reviews or extends concepts and skills learned in previous grades. Second, they contain new content that prepares students for more abstract concepts in algebra and geometry. The eighth-grade standards provide students additional instruction and time to acquire the concepts and skills necessary for success in Algebra I. Students will gain proficiency in computation with rational numbers and will use proportions to solve a variety of problems. New concepts include solving multistep equations and inequalities, graphing linear equations, visualizing three-dimensional shapes represented in two-dimensional drawings, and applying transformations to geometric shapes in the coordinate plane. Students will verify and apply the Pythagorean Theorem and represent relations and functions, using tables, graphs, and rules. 

 In Algebra the mathematics focus of learning is to:

  •  develop concepts and skills by using concrete materials 
  • assist students in making the transition from the arithmetic to the symbolic representation.
  • make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. 

 

Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. Graphing utilities enhance the understanding of functions; they provide a powerful tool for solving and verifying solutions to equations and inequalities.

 Algebra ( Grade 7 and 8 )

 This course serves as the first in a founda­tion for advanced mathematical course­work. Stu­dents will approach the learning of Algebra through problem-solving. Instructional emphasis will be placed on real-life situations with expressions, equations, inequalities and systems of equations and inequalities. In addition, students will explore functions as they represent real-world phenomena in the form of tables, equations and graphs through the use of technology. At the middle school level, students must pass the Standards of Learning Test inAlgebra I, as well as earn a passing grade in the course in order to receive high school credit in Algebra I.* This course will appear on the student’s high school transcript but it will notbe applied to their high school GPA.

In Geometry, the mathematics focus of learning is to:

 

  • understand  and apply properties of geometric figures,
  • develop trigonometric relationships
  • use reasoning to justify conclusions
  • Calculators, computers, graphing calculators and other appropriate technology tools will be used to assist in learning.

 

Geometry:

This course serves as the second in a foun­dation of advanced mathematical course­work.Students will study both plane and solid geometry. Measurements, constructions, properties of polygons, and the relationship of points, lines, angles, and planes will be the main topics in plane geometry. Lateral area, surface area, and volume will be the main topics of solid geometry. A variety of real-world applications and the use of related technology will be included in the course. At the middle school level, students must pass the Standards of Learning Test in Geometry, as well as earn a passing grade in the course in order to receive high school credit in Geometry. This course will appear on the student’s high school transcript but it will not be applied to their high school GPA.

 

SOL MATH TUTORIAL

Students in SOL Tutorial will focus on the expanded blueprint for each grade level. This class will reinforce what is presented in the regular math classroom. Careful planning is demonstrated to ensure students' competencies with the required skills to successfully complete the Standards of Learning assessments. This class will primarily use hands-on learning activities and centers, computer-generated programs. Direct instruction is limited to allow students to develop critical, higher order thinking skills. Students will be responsible for their own learning in an interactive atmosphere.  All students will be given the opportunity to use Think Through Math; a web-based tutorial program. This program will be used during school time and students can use it at home.