Mathematics Department
Pre-Algebra
Course Syllabus
2014-2015
Instructor: Maria Smith
e-mail:msmith@westex.org
Phone: 973-228-1200 X854
A. Grading Policy – course work will be graded as follows:
a. Summative Assessments (test, quizzes, projects) – 90% of grade
b. Formative Assessments (homework) – 10% of grade
c. All grades should be verified in genesis on a regular basis
B. Classroom
a. Rules of Conduct
i. Follow all rules as stated in student handbook
ii. Come prepared to class with all required materials
iii. No food or drinks in classroom
iv. No cell use without teacher consent
b. Required Material
i. Textbook
ii. Pencils
iii. Graphing calculator
iv. Three ring binder
c. Homework
i. All homework will be posted on the teacher’s school website
ii. Homework will not be accepted late unless the student has
been absent and/or has a medical excuse
iii. As per math MS department policy any homework zero may be
made up for full credit during the First Marking period. After
1st marking period each homework missed will be counted as a
zero.
iv. Missed homework should be made-up for understanding of
concepts
d. Attendance
i. Follow all rules as stated in student handbook
ii. One day to make up work for every day absent
iii. Work assigned prior to absence(s) will be due on the first day
back
e. Academic Integrity
i. Students are to hand-in their own work
1. Receiving assistance is different from copying
ii. Cheating will result in a zero on the assessment and a call
home to the parent
f. . After School Help
i. Available Tuesdays, Wednesdays, Thursdays
ii. I Will notify students if I cannot stay on a particular day
C. Course Description
This course presents an integrated mathematics curriculum in preparation
for Algebra.
In the Connected Math Program, important mathematical ideas are
embedded in the context of interesting problems. The mathematical
content in Connected Mathematics covers number sense, geometry,
measurement, statistics, probability, combinatorics and algebra
appropriate for the middle grades.
As students explore a series of connected problems, they discover
mathematical content and theories beyond symbolic manipulation as they
use problem solving strategies and creative thinking. Students learn
mathematics and they learn how to learn mathematics.
D. Course Objectives
This course has been designed with respect to and in compliance with the
expectations set forth in the New Jersey Core Curriculum Content
Standards.
Overarching Objectives - Students will be able to:
a. Linear and Nonlinear Relationships: Recognize and model patterns in
bivariate data
i. Represent data patterns using graphs, tables, word
descriptions, and algebraic expressions
ii. Investigate the nature of linear functions in contexts
iii. Use mathematical models to answer questions about linear
relationships
iv. Write linear functions from tables, graphs, and verbal contexts
v. Analyze and solve linear equations
vi. Model situations with inequalities expressed as “at most” and
“at least” situations
vii. Investigate the nature of inverse variation in contexts
viii. Use mathematical models to answer questions about inverse
variation
b.
c.
d.
e.
ix. Compare inverse variation relationships with linear
relationships
Data Analysis: Measure variation in data and strength of association
in bivariate data
i. Use data to make predictions
ii. Fit a line to data that show a linear trend and measure
closeness of fit
iii. Analyze scatter plots of bivariate data to determine the
strength of the linear association between two variables
iv. Use correlation coefficients informally to describe the strength
of the linear association illustrated by scatter plots
v. Use standard deviation to measure variability in univariate
distributions
vi. Distinguish between categorical and numerical variables
Take square roots and the Pythagorean Theorem, make connections
with coordinates, slope, distance, and area
i. Relate the area of a square to the length of a side of the square
ii. Estimate square roots
iii. Develop strategies for finding the distance between two points
on a coordinate grid
iv. Understand and apply the Pythagorean Theorem
v. Use the Pythagorean Theorem to solve a variety of problems
Recognize and represent exponential growth and decay in tables,
graphs, words, and symbols; understand the rules of exponents and
scientific notation
i. Recognize situations where one variable is an exponential
function of another variable
ii. Recognize the connections between exponential equations
and growth patterns in tables and graphs of those relations
iii. Construct equations to express exponential patterns that
appear in data tables, graphs, and problem conditions
iv. Understand and apply the rules for operating on numerical
expressions with exponents
v. Solve problems about exponential growth and decay in a
variety of situations such as science or business
vi. Compare exponential and linear relationships
Recognize and represent quadratic functions in tables, graphs, words,
and symbols and factor simple quadratic expressions
i. Recognize the patterns of change for quadratic relationships
in a table, graph, equation, and problem situation
ii. Construct equations to express quadratic relationships that
appear in tables, graphs and problem situations
iii. Recognize the connections between quadratic equations and
patterns in tables and graphs of those relationships
iv. Use tables, graphs, and equations of quadratic relationships to
locate maximum and minimum values of a dependent variable
and the x- and y-intercepts and other important features of
parabolas.
v. Recognize equivalent symbolic expressions for the dependent
variable in quadratic relationships
vi. Use the distributive property to write equivalent quadratic
expressions in factored form or expanded form
vii. Use tables, graphs, and equations of quadratic relations to
solve problems in a variety of situations from geometry,
science, and business
viii. Compare properties of quadratic, linear, and exponential
relationships
f. Use samples to reason about populations and make predictions,
compare samples and sample distributions, investigate relationships
among attributes in data sets
i. Revisit and use the process of statistical investigation to
explore problems
ii. Compare sample distributions using measures of center (mean
or median), measures of dispersion (range or percentiles), and
data displays that group data (histograms and box-and-whisker
plots)
iii. Explore relationships between paired values of numerical
attributes
g. Investigate symmetries of designs, perform symmetry
transformations and congruency
i. Understand important properties of symmetry
ii. Recognize and describe symmetries of figures
iii. Use tools to examine symmetries and transformations
iv. Make figures with specified symmetries
v. Identify basic design elements that can be used to replicate a
given design
vi. Perform symmetry transformations of figures, including
reflections, translations, and rotations
vii. Examine and describe the symmetries of a design made from a
figure and its image(s) under a symmetry transformation
viii. Give precise mathematical directions for performing
reflections, rotations, and translations
ix. Understand that figures with the same shape and size are
congruent
x. 10. Use symmetry transformations to explore whether two
figures are congruent
h. Create equivalent expressions, substituted and combined
expressions
i. Model situations with symbolic statements
ii. Write equivalent expressions
iii. Determine if different symbolic expressions are
mathematically equivalent
iv. Interpret the information equivalent expressions represent in a
given context
v. Determine which equivalent expression to use to answer
particular questions;
vi. Solve linear equations involving parentheses
vii. Use equations to make predictions and decisions
viii. Analyze equations to determine the patterns of change in the
tables and graphs that the equation represents
i. Recognize situations in which various counting techniques apply
i. Construct organized lists of outcomes for complex processes
and uncover patterns that help in counting the outcomes of
those processes
ii. Use diagrams, tables, and symbolic expressions to organize
examples in listing and counting tasks
iii. Analyze the usefulness of counting trees and use counting
trees
iv. Use mental arithmetic to make estimates in multiplication and
division calculations
v. Invent strategies for solving problems that involve counting
vi. Analyze counting problems involving choices in various
contexts
vii. Differentiate among situations in which order does and does
not matter and in which repeats are and are not allowed
viii. Analyze the number of paths through a network
ix. Compare the structures of networks with problems involving
combinations
x. Create networks that satisfy given constraints
E. Text(s)/resources/Software: Instructional Resources for all students:
Connected Math 2. Glenda Lappan, James T. Fey, et al. Prentice Hall,
Boston MA 2013
F. Supplemental works NJASK
a. New Jersey ASK8 Coach
b. Prentice Hall Brief Review for New Jersey Grade 8 ASK Math
G. Technology
c. TI-84 Graphing Calculator
d. SmartBoard
e. Smart Calculator