Mrs. Lambeth’s Math
Syllabus 2014-2015
Did you know that success in math this year is a critical component of middle school placement? Many students
don’t realize this. It is critical that all math students take a very serious approach to their mathematical studies and
to let me know when they need extra help. How can you be successful in math this year?
1. Review the concept in your text. If you look at a math problem, and it stumps you, go back and look at the
concept again. Often times, you can review the sample questions and they will guide you through the
concept.
2. ASK QUESTIONS: When you are uncertain regarding a concept, please talk with me. Often there are a
variety of methods available to explain a concept, but if you don’t ask, I can’t help.
3. Self assess: If you miss a problem in the homework, don’t just mark it wrong while checking it, look at it
briefly and see if you can tell why you missed it. Usually, errors are the result of one or a combination of the
three C’s:
a. Copy error: you copied the information incorrectly either from the page or while working within the
problem on your homework page. This is often the result of rushing, either in reading the problem or
when writing the problem. Copy errors should not require a teacher’s help, unless the student has a
consistent and repeated problem, and for whatever reason are not able to self-correct this issue.
b. Computation error: A basic math fact was missed during solving the problem. This can become a
more concerning concept error if basic algorithms (mathematical pattern for calculating answers)
were not learned early on and you consistently make the same error in computation. The most
frequent and consistent algorithm errors I see are that students have not learned either their
multiplication (of three or more digits) facts or do not know how to complete long division. On
occasion, place value is a sticking point for students. Computation errors are often corrected by
slowing the pace of the work, providing ample work space within and white space between the
problems and reviewing basic addition, subtraction, multiplication and division algorithms. In 5th -8th
math, these basic concepts should not require teacher intervention, but more likely extra review on
the part of the student. When an algorithm has been learned incorrectly, this is a time I should help
re-learn the basic algorithm.
c. Concept error: This is where I really come into the picture with extra help. If a concept is one
taught in my class (or sometimes in an earlier grade), and you just did not understand the concept, I
will meet with you by appointment if you would like, provided your parents are aware of it and have
given you permission. Your parents are welcome to attend as well. If long term help is needed an
alternate plan may have to be developed which includes regular tutoring either on my part or, if
preferred, on the part of another teacher.
How math works in my room:
Class time: The routine in my math class works the same almost every day. We start the class by checking
the prior night’s homework. A new concept is taught for 10 – 15 minutes and practiced. Then we begin
homework in class together. It is important that you look through the problems before starting and see
which you may need help with. When students need help on a problem, I work through it with them on the
board, provided they ask. The biggest problem I am finding is that students do not want to ask for help.
Please know that if you have a question on a problem, it is likely that at least two or three other students do
too! Be brave and ask!
Homework: The purpose of homework is to practice the concepts and learn from your mistakes prior to
taking a test which demonstrates your mastery of the concept. Missing problems in homework is OK! I
recommend that if parents want to help, they only check your work for right or wrong and then send you
back to figure out your mistake. If it’s a concept error, it is sometimes better to wait until the next day to find
out what the problem is as there are multiple ways to solve a problem. When you’re just learning a concept
using one method, you are easily confused when taught a different way at home. It is ok to skip one or two
questions on the homework, provided you have reviewed the concept in the prior lesson, tried to solve it and
just haven’t been able to get to the answer. Leave me a note! You usually have about 10-20 minutes of
class time to work on homework. Those students who focus often get at least half of their homework
done in the classroom.
Quizzes: In Sadlier Oxford, quizzes are given in the middle of the chapter. Sometimes there are two within
the chapter. Those and the practice test at the end of the chapter count as quizzes. Students may do the
practice tests at home but we will work as many as possible together the next day. It is my goal to send
students home with an answer key for the entire practice test.
Tests: At the end of each chapter, students will take a comprehensive test from the concepts taught within
the chapter. The night before the end of chapter test, review the practice test and any quizzes. Vocabulary
will be included in the end of chapter test, and should be reviewed for a few days leading up to the test. This
will prepare you for the test the next day.
Grading:
I have explained that the goal in my math class is not for you to give me an answer but to show me how you
arrived at that answer. Students are expected to copy all math problems (not word problems) from the text
and work them in the format taught. Students should do all work in pencil on graph paper, show all work,
copy all math problems as written in the text and work through them, step by step. Grading is explained
below. During the first two weeks, you will learn how to show your work appropriately. By the middle of
the first quarter, all students should be showing their work as taught. Beyond that time, unless a student has
asked for additional help, failure to show work will be considered less an academic issue then a behavioral
one.
Class/Homework:
All work completed, student
demonstrates earnest effort towards
completing work as directed.
Problems not copied, work not shown,
minimal effort to follow format taught
Partial work completed
100%
50-100% case by case
Based on Percentage complete
Tests:
It takes a couple of tests for you to understand my expectations. Once I feel like the majority of the class
understands my expectations, tests will be scored as follows:
Computational problems: Students are expected to copy all computation problems from their test (excluding
word problems), as taught, directly to their graph paper prior to completing any work. Up to five points are
awarded per problem on the test as follows:
Problem copied from test
Work Shown
Answer Complete and Correct
1 point Will be noted “Inc. -1”
2 points (will be noted “Show work -2”
2 points (Includes: Unit of measure shown, etc.)
The underlying reason for this is that students need to demonstrate their understanding of the concepts taught
by working through the problems on the test and showing all work. Merely providing an answer does not
demonstrate the fact that you understand the fundamental concept taught.
Non-computational problems: These problems answer a simple question and require no computation.
Questions such as “What is the third month of the year?” are non-computational questions. Correct answers
on non-computational are worth 5 points.
If you score below a 70, you will correct your test and return it to me. If you consistently do not do this, a
parent’s signature will be also be required.
Talking: As I’ve said in class, if you talk during a test, you will have 20 points taken off your test the first
time and a zero given the second time. Talking not only distracts other students trying to concentrate but can
be a form of cheating. Any students who experience this on the first exam will not be penalized in the
gradebook.
Grading Scale:
The school grading scale is as follows:
A
94-100
B+
90-93
B
85-89
C+
80-84
C
75-79
D
65-74
F
0-64
Grade Weights
Homework 20%
Quizzes
30%
Tests
50%
If either you or your parents need to speak with me, please have your parents send me an email:
mary.lambeth@saintmaryschool.net If the answer is lengthy, I will call you, provided your parents are home
and understand that we are talking.
Please sign below after both you and your parents have thoroughly read the syllabus.
I look forward to working with all of you this year!
Mrs. Lambeth
__________________________________
Student Signature/Date
______________________________________
Parent Signature/Date
PLEASE LEAVE YOUR SIGNED SYLLABUS AT THE FRONT OF YOUR MATH SECTION THE ENTIRE YEAR