    Instructor
Mrs. Lilia Patriarca

# Course Description

Welcome to Math class! My name is Lilia Patriarca and I am the middle school teacher in math.   I hope that you are as excited as I am about the school year. I want you to become familiar with my expectations and responsibilities. Below is the information that is most likely to have a profound effect on the success and well-being of your child in my class.

St. Finn Barr School uses the math curriculum and objectives that are based on the Common Core State Standards of California.

Source: CA Common Core Standards

Source: CA Common Core Standards

Source: CA Common Core Standards

### Ratios and Proportional Relationships

• Understand ratio concepts and use ratio reasoning to solve problems.

### The Number System

• Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
• Multiply and divide multi-digit numbers and find common factors and multiples.
• Apply and extend previous understandings of numbers to the system of rational numbers.

### Expressions and Equations

• Apply and extend previous understandings of arithmetic to algebraic expressions.
• Reason about and solve one-variable equations and inequalities.
• Represent and analyze quantitative relationships between dependent and independent variables.

### Geometry

• Solve real-world and mathematical problems involving area, surface area, and volume.

### Statistics and Probability

• Develop an understanding of statistical variability.
• Summarize and describe distributions.

### Ratios and Proportional Relationships

• Analyze proportional relationships and use them to solve real-world and mathematical problems.

### The Number System

• Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

### Expressions and Equations

• Use properties of operations to generate equivalent expressions.
• Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

• ### Draw, construct and describe geometrical figures and describe the relationships between them.

• Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

### Statistics and Probability

• Use random sampling to draw inferences about a population.
• Draw informal comparative inferences about two populations.
• Investigate chance processes and develop, use, and evaluate probability models.

### The Number System

• Know that there are numbers that are not rational, and approximate them by rational numbers.

### Expressions and Equations

• Work with radicals and integer exponents.
• Understand the connections between proportional relationships, lines, and linear equations.
• Analyze and solve linear equations and pairs of simultaneous linear equations.

### Functions

• Define, evaluate, and compare functions.
• Use functions to model relationships between quantities.

### Geometry

• Understand congruence and similarity using physical models, transparencies, or geometry software.
• Understand and apply the Pythagorean Theorem.
• Solve real-world and mathematical problems involving a volume of cylinders, cones, and spheres.

### Statistics and Probability

• Investigate patterns of association in bivariate data.

The eight Standards for Mathematical Practice are: (Source: http://www.corestandards.org

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. The 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.

The students are introduced to the following lessons and expected to learn and master the skills at the end of the academic year.

 6th Grade Text: California GO Math Grade 6 7th Grade Text: California GO Math Accelerated Grade 7 8th Grade Text: CA Algebra 1 Analyze.Connect.Explore Unit 1 Numbers Module 1 Integers Module 2 Factors and Multiples Module 3 Rational Numbers Unit 1 The Number System Module 1 Adding and Subtracting Integers Module 2 Multiplying and Dividing Integers Module 3 Rational Numbers Unit 1A Numbers and Expressions Module 1 Relationships Between Quantities Module 2 Exponents and Real Numbers Module 3 Expressions Unit 2 Number Operations Module 4 Operations with Fractions Module 5 Operations with Decimals Unit 2 Ratios and Proportional 2 Relationships Module 4 Ratios and Proportionality Module 5 Proportions and Percent Unit 1B Equations and 1B Functions Module 4 Equations and Inequalities in One Variable Module 5 Equations in Two Variables and Functions Unit 3 Proportionality: Ratios and Rates Module 6 Representing Ratios and Rates Module 7 Applying Ratios and Rates Module 8 Percents Unit 3 Expressions, Equations, and Inequalities Module 6 Expressions and Equations Module 7 Inequalities Unit 2A Linear Relationships Module 6 Linear Functions Module 7 Building Linear Functions Module 8 Modeling with Linear Functions Module 9 Systems of Equations and Inequalities Unit 4 Equivalent Expressions Module 9 Generating Equivalent Numerical Expressions Module 10 Generating Equivalent Algebraic Expressions Unit 4 Geometry Module 8 Modeling Geometric Figures Module 9 Circumference, Area, and Volume Unit 2B Exponential 2B Relationships Module 10 Exponential Functions and Equations Module 11 Modeling with Exponential Functions Unit 5 Equations and Inequalities Module 11 Equations and Relationships Module 12 Relationships in Two Variables Unit 5 Statistics Module 10 Analyzing and Comparing Data Module 11 Random Samples and Populations Unit 3 Statistics and Data Module 12 Descriptive Statistics Module 13 Data Displays Unit 6 Relationships in Geometry Module 13 Area and Polygons Module 14 Distance and Area in the Coordinate Plane Module 15 Surface Area and Volume of Solids Unit 6 Probability Module 12 Experimental Probability Module 13 Theoretical Probability and Simulations Unit 4 Polynomial Expressions 4 and Equations Module 14 Polynomials and Operations Module 15 Factoring Polynomials Module 16 Solving Quadratic Equations Unit 7 Measurement and Data Module 16 Displaying, Analyzing, and Summarizing Data Unit 7 Real Numbers, Exponents, and Scientific Notation Module 14 Real Numbers Module 15 Exponents and Scientific Notation Unit 5 Functions and Modeling Module 17 Quadratic Functions Module 18 Piecewise and Absolute Value Functions Module 19 Square Root and Cube Root Functions Unit 8 Linear Relationships and Equations Module 16 Proportional Relationships Module 17 Nonproportional Relationships Module 18 Solving Linear Equations Unit 9 Transformational 9 Geometry Module 19 Transformations and Congruence Module 20 Transformations and Similarity Unit 10 Measurement Geometry Module 21 Angle Relationships in Parallel Lines and Triangles Module 22 Volume The Pythagorean Theorem

Textbook: GO MATH 2015

At the beginning of school year, each student receives a copy of the print version of their math textbook which they can use to actively participate in their learning. They can explore concepts, take notes, answer questions, and complete their homework right in their textbook. Below are some of the resources that are in the textbook that your child can use to enhance their learning.  I hope that the curriculum and resources I am providing the students will motivate them to learn challenging concepts in math and, therefore, will develop strong mathematical thinking.

• Holt McDougal Online

Website:  https://my.hrw.com This is an electronic version of the math book. Students can view and/or print the practice pages in case they forget to take their textbook home. To access the website, your child will need to use his or her username and password that I have provided during the first week of school.

• This is a video tutorial that provides step-by-step instructions of the math concepts covered in each example. Students can also scan QR codes with their smartphone to watch Math on the Spot tutorial videos for every example in the book.
• The Personal Math Trainer lets your child practice, take quizzes, and get homework help with instant feedback. It also provides a variety of learning aids that develop and improve their understanding of math concepts, including videos, guided examples, and step-by-step solutions.

• Animated Math provides students virtual manipulatives to interactively explore and practice key math concepts and skills.

IXL is a web-based learning program that integrates home and school learning via the Internet. They help students enjoy math and review math skills taught in the classroom by playing games online as well as mastering the common core standards.  It is also a useful tool to help the students advance or review skills in math. Students have access to Kinder through 12th level math.  Most of the students enjoy math when they learn new skills and are able to grasp them. Some of the students have told me that using IXL has helped them prepare before a lesson has even been taught which helps them to already know what's happening. IXL is not only useful for strengthening the math skills of the students after the lesson is taught, but it also helps the students understand when they make mistakes in solving the problems because it has correct and detailed explanations with illustrations of the answers to each question.  I strongly encourage parents to support and monitor the weekly reports of their child’s progress and achievement.  The username and password are the same as in previous years.

Necessary Materials

Your child will need to bring the following materials to class daily: textbook, notebook (strictly for math only), worksheets, pencils, ruler, red pen, binder papers, graph papers, highlighter, and a calculator.  Please be sure that your child is prepared with all the needed materials because it can be very disruptive if your child has to borrow items from their classmates.

Classroom Rules and Consequences

In order for your child to have a positive environment for learning, our middle school rules of RESPECT, CONTRIBUTE, and FOLLOW must be observed by all of the students.  A classroom is a place for learning, and I expect that my students will work very hard and put forth their best effort even though the work may seem very challenging to them. If a student shows an unacceptable behavior, the discipline consequences will be imposed. See Handbook.

Attendance

Make school ATTENDANCE a PRIORITY. We will be moving through the lessons quickly throughout the school year. Excessive tardies or absences may be detrimental to student success in math.  We will follow the middle school protocol for absences and tardiness in the handbook which states that if your child is absent or tardy, it is his or her responsibility to make-up late assignments including finding the resources to help them understand the lesson they missed.

If you are aware that you will not be at school for more than one day due to a vacation you must inform me or the school at least one week ahead of time. I will give you the materials before you go on vacation. You also need to check the assignments posted online so you can turn in all of your assignments as soon as you return back to school.  If you need more time to complete your assignments, please see me about an appropriate time schedule for turning in work.

Procedures for Math Class

1. Enter the room on time and sit quietly in your assigned seat.
2. Read the directions on the board and follow all instructions. Please prepare all the necessary materials. Each student is responsible for classroom materials and supplies that are used during class. If you are borrowing the classroom materials, please put away such materials and supplies to their respective places upon completion of the assignment/activity.
3. Use indoor behavior: voices, movements, and actions.
4. Raise your hand to request permission to get out of your seat or use the bathroom. Remain seated unless permission is otherwise granted.
5. When work is finished early:
• Work on unfinished or ongoing assignments/projects.
• Make a card for someone who needs one.
• Draw a picture.
1. Keep desks and floor clear of the trash.
2. Keep all four legs of the chair on the floor.
3. Pack up when given permission—not at the bell.
4. Place the desks in their original positions. Return all materials to their places.
5. Make sure you wrote down your homework assignments from the board before you leave the classroom.
6. Please take ALL personal belongings with you when you leave.

Classwork/Homework

A five-subject notebook is REQUIRED for students to take thorough notes in class. Note-taking is an essential tool for each student to focus on math and be successful in their studies. The notebook must be neat and organized and the handwriting must be legible. To set up homework papers and classwork pages, write your first and last name, date, and assignment page numbers.  I strongly discourage students to use the pages for drawing or doodling unless I ask them to integrate art ideas into assignments being introduced.  Math notebook is used for problem-solving and summarizing concepts learned.

I require that students show all work to receive full credit. This step-by-step methodology not only reinforces concepts but prepares students for understanding and solving higher-level math. If students refuse to follow directions, they will receive a reduced credit.  Complete homework INDEPENDENTLY and turn in your work ON TIME. Give yourself a chance to learn by challenging yourself to practice the skills independently. Googling for answers online or copying homework from other students is cheating and not learning at all!.   If situations arise and assignments cannot be completed, you must bring a note from your parent (or parent may send an email) in lieu of the assignment and you may then make up the assignment the next day for full credit.

The headings of all assignments must be in the upper right-hand corner of the paper with your name, class, date, and assignment name. Failure to write your name will receive zero on the assignment. Homework will be collected in class.  Makeup work after absences should be placed in the Make-up Work Tray located on my desk.

Teachers in middle school use weighted categories to calculate the grades each trimester. We then calculate the average of the three-trimesters grades for students’ final grades at the end of the academic year.

In math, I use points for student’s scores for all their assignments and tests. To calculate points earned:

• Write a ratio:  total number of correct problems/total number of problems
• Convert ratio to a percentage - divide the ratio and multiply by 100.
• Round the decimal to the nearest whole number
• Use the corresponding letter grade for the percentage earned.
 A      96%-100% A-     93%-95% B+    91%-92% B     87%- 90% B-    84%-86% C+     81%-83% C     74%-80% C-     70%- 73% D+    67%-69% D     63%-66% D-     60%-62% F   59% - below

Math Weight Categories

• Quizzes/Projects– 30%

Occasionally, the students will be given short tests or pop quizzes to check students’ understanding of the lessons.  It is important that they do their homework because the majority of pop quizzes will be taken from homework assignments. Doing projects in math is essential because math is everywhere and we use math every day.

• Homework (IXL.com,HRW.com, and Worksheets) – 20%

Homework assignments are imperative.  They are opportunities for students to study independently and apply the concepts they have learned in the classroom.   Additionally, homework is not limited to completing worksheets but includes solving IXL exercises online.  To avoid frustration, the students will receive a grade of "A" if their score reaches 90 points. Scores that are more than 90 points will count as extra credit.  Aside from IXL, there will be online practices and quizzes that will be assigned from my.hrw.com, and the students are responsible to complete them before the due date, otherwise, they will lose access to the online assignments.

• Classwork (Workbook, Textbook, Participation, Notes) – 20%

Classroom participation and note-taking are essential tools for each student to focus on math.  I expect enthusiasm and attentiveness in the classroom.  I also expect my students to not only participate in giving out answers but to ask questions if they do not understand the lesson.   Students are required to take notes in their math notebook, and it will be graded periodically based on seatwork and homework completion, organization, and neatness. Math notebook is used for problem-solving and summarizing concepts learned.

• Module Tests – 30%

Module tests are important factors in determining whether or not the students have mastered the lessons.  In taking the tests, students will show the skills they mastered from each module.  Grades will be given based on how efficiently and clearly they have demonstrated the ability to solve the problems and in showing the process.

Communications with Parents

We work as a team and communication is the key to having a successful year for your child. Below are ways to support your child in their studies. If your child has any questions, concerns, and/or problems, please have them come and talk to me. One of my responsibilities as their teacher is to help them understand the required content, therefore, please tell them to not hesitate to ask for additional help in class if they do not understand something.

• Edlio - Aside from writing the assignments on the board, teachers also post the homework online.  Go to the St. Finn Barr School website and click your child’s classroom to check their homework every day. Here is also the link to access it. http://www.stfinnbarr.org/apps/pages/index.jsp?uREC_ID=174661&type=d&pREC_ID=classes. Please subscribe to your child’s classes so homework will be delivered to your email account.

• School Speak - It is very beneficial if you can check your child’s grades regularly. In previous years, I encouraged parents to give their children the username and password to access their grades. Many of the students became concerned and responsible for their scores and achievements.

• Call the school office at 415-333-1800 and leave a message. I will respond with a reasonable time frame.

I wish the very best to all of you as you begin your new school year. Let us work together to make this year rewarding and productive for us all.  Strive and always do your best! God bless you!

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From CA Grade 8 Math Common Core Standards

In grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

(1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount m . A. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span versus height for students in a classroom). At this grade, fitting the model and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation. Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.

(2) Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.

(3) Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.

# Upcoming Assignments See all

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## Posts # Math Cheat Sheet

4 weeks ago by Lilia Patriarca  0

# Edlio Homework Online

VERY IMPORTANT
Over a year ago by Lilia Patriarca  33