STANDARDS FOR SCHOLARLY BEHAVIOR
Mr. Newhouse
2014-2015
The Armistead Gardens School
Trustworthy
What does this look like?
What does this sound like?
Achievement
What does this look like?
What does this sound like?
Generosity
What does this sound like?
What does this look like?
Safety
What does this sound like?
What does this look like?
NEGATIVE CONSEQUENCES
Behaviors that disrupt all student learning:
1. Redirection (name on the board)
2. Check mark 1 = Move seat for the rest of the class
3. Check mark 2 = detention (15 minutes or more if work is not completed) /letter or
reflection (phone call home)
4. Check mark 3 = Office Referral
* Parent conference
Severity Clause: Principal’s Office
Reflection prompts:
1. List 25 different things you will be able to do if you become better in mathematics.
2. List 25 reasons why you are bright, beautiful, and brilliant.
3. What happened in class today that did not fulfill the expectations of the class? What
are some steps that led up to your behavior? How did your behavior disrupt the
classroom? What you will do to keep this from happening again?
4. Write a one-page reflection about how you are preparing yourself for success in
school and life.
How were you side tracked from success today? How you will ensure that you are as
successful as you deserve to be in the future?
5. Write a letter to someone you respect about why you’re going to do better than you
did today.
POSITIVE CONSEQUENCES
1. Verbal praise
2. Owl Tags
3. Phone call home
4. Special Treats
5. Lunch with teacher
6. Trips/Special Events
7. You tell me !!!
The ultimate positive consequence is high grades and increased life opportunities.
Weekly rewards also include Scholarly Behavior Awards on the Wall of Honor, Student
of the Week and Student of the Quarter, Most Improved, Most Valuable Participator, etc.
SCHOLARLY PROCEDURES MATHEMATICS
PROCEDURE
SPECIFIC STEPS
Homework Turn-in
Homework is handed in to the homework collector. It can be
handed in at the beginning of class or any time after school
(coach class.) You will have time to start your homework in
class each day.
It will be the job of the Warm Up Collector to also collect
homework.
Homework Return
Rubric:
2- complete and correct
1- 80% complete and correct
0- less than 80% correct/complete
It will be your job to file in proper section of your
math binder.
It will be the job of homework collector to pass out
graded homework.
Entering the room
Come in quietly, either sit down right away or sharpen your
pencil, start homework.
Lining up and Exiting the
room
1-2-3: On the “One” count, students sit quietly and still. On
the “Two” count, students stand up, push chairs in, and
stand behind the chair. On the “Three” count, students are
chosen by GROUP to line up at the door.
Any talking results in starting over for that group or the
whole class.
Pencil sharpening and
borrowing
PENCILS are a must!
Students in need of a pencil will borrow a pencil from the
teacher, who will assign the job of Pencil Passer to a student
(and 1 backup).
In the first 5 minutes of class the Pencil Passer will make
sure all borrowable pencils are sharpened and pass them
out to students in need, keeping a list of all borrowers. The
Pencil Pusher will collect all pencils at the end of class.
Students with their own pencils can sharpen them in the first
5 minutes only (during homework/warm-up).
Trash/Recycling
Place all trash in the proper receptacle before or after class,
not during instruction.
Recycling: Paper goes in the paper box. This class is
respectful of the environment and our limited resources!
Absences
Before/after school or at the end of class check the missed
work folder– there will be extra handouts. Before or after
school talk with your math teacher about the material and
how to catch up.
Students with poor attendance will be required to attend
coach class and seek a peer coach to make up missing
work. Peer coaches receive extra credit.
Bathroom
No passes will be issued in the first and last 10 minutes of
class. EVER. Don’t ask.
Questions
Raise your hand.
Classroom Jobs
Opening the Door
1. Warm Up (HW) Collector
2. Classwork Collector
3. Pencil passer
4. Math folder passer-outer
5. Grader
6. Class Lawyer
7. Calculator keeper
8. Trash/Cleaner-upper
The teacher will answer the door unless a student is directed
to do it.
SCHOLARLY EXPECTATIONS
Your Math Teacher expects …
1. That you will work hard every day, no matter how tired, frustrated, or hot/cold you
are.
2. That you will use your words to say what you mean – no swearing, no
condescending or hurtful language.
3. That you treat yourself and your peers with dignity and respect.
4. That you work diligently and urgently as we reach for our goal – don’t waste your
time, your peers’ time, or Mr. Newhouse's time.
5. That you be the best and brightest scholar you can be.
You expect your Math Teacher to…
1.
2.
3.
4.
5.
I, _______________________, respect myself, my education, and the education of
others around me. I have read, understand, and will follow the guidelines,
consequences, and procedures as set forth in the class syllabus in order to ensure and
safe, cooperative, and motivating learning environment.
_______________________________
Student’s Signature
*This document stays in your Math folder!
Grading Policy
Classwork- 40%
Projects and Tests- 30%
Quizzes- 15%
Homework- 10%
Participation- 5%
*Reminder: The student is responsible for collecting make-up work from the missed work folder and for
completing in a timely manner.
**Any student caught cheating will receive a zero on the assignment and automatic detention .
Outline for Study 2014-2015
Grades 7/8 Mathematics
In the three years prior Grade 7, students acquired a strong foundation in numbers and operations,
geometry, measurement, and data. Students are fluent in multiplication of multi--‐digit whole numbers and
have a solid conceptual understanding of all four operations with positive decimals. Understanding of
measurement concepts (e.g. length, area, volume, angles), as well as the representation and
interpretation of data, is also emerging. The Grade 7 course outlined in this document begins by building
on students’ understanding of multiplication and division and equivalent fractions as a basis for
understanding ratios and proportional reasoning. Students then extend their understanding of numbers to
include negative rational numbers, absolute value as a distance, and coordinates of points in all
quadrants of the coordinate plane. Students extend their understanding of length, area, and volume as
they solve problems involving the areas of triangles, special quadrilaterals, and polygons, and volume of
rectangular prisms. Finally, formal work with statistics begins at this grade level in the final two units as
students represent data in various ways and build their understanding of statistical variation. Throughout
this Grade 7/8 course, students should continue to develop proficiency with the Common Core’s
Standards of Mathematical Practice (SMP):
Prior to Grade 8, students have written and interpreted expressions, solved equations and inequalities,
explored quantitative relationships between dependent and independent variables, and solved problems
involving area, surface area, and volume. Students have also begun to develop an understanding of
statistical thinking. The Grade 8 course outlined in this document begins with congruence transformations
of the coordinate plane, followed by exploration of similarity transformations, which contribute to students’
conceptual understanding of slope. Students apply their previous understandings of ratio and proportional
reasoning to the study of linear functions, equations, and systems, including a deep understanding of
slope. Students use statistical analysis to determine how well data can be represented by a linear model
and also analyze frequencies using two--‐way tables. They also compare linear and nonlinear
relationships and have a brief introduction to exponential functions. They explore negative integer
exponents and irrational numbers, and they deepen their understanding of geometric concepts by
investigating and applying the Pythagorean Theorem. Students extend their work with surface area
and volume to include cylinders, cones, and spheres and explore geometric relationships in parallel lines
and in triangles.
Throughout both courses, students will focus on identifying and applying the Standards of Mathematical
Practices shown below:
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. 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
These practices should become the natural way in which students come to understand and do
mathematics. While any practice might be brought to bear, depending on the content to be understood or
on the problem to be solved, some practices may prove more useful than others.
Let’s all have a GREAT year!
Dear Parents:
I am writing to ask for your help in forming a team with
me to facilitate and enhance your child’s education.
During the year we will be working together to meet
each of our expectations. I hope to engage your child in
learning mathematics and enhance the skills your child
will need to become a life-long learner. During the first
weeks of class we will be doing some activities so that I
can get to know your child better. I would like to create
in my class a learning community made up of unique
individuals, each with his or her own learning style,
interest, history and hopes.
Could you please take a moment to write me about your
child? What is your child like? What are your child’s
interests? What are your child’s strengths, weaknesses,
or goals? What are some goals that you have for your
child? What makes your child special? Complete the
following.
As a parent, I would like you to know the following
about my child…
Respectfully yours,
Michael Newhouse
Mathematics Instructor - Room M6
Estimados padres de familia:
Le escribo para pedir su ayuda en la formación de un
equipo conmigo para facilitar y mejorar la educación de
su hijo. Durante el año vamos a trabajar juntos para
cumplir con cada una de nuestras expectativas. Espero
que su hijo participe en el aprendizaje de las matemáticas
y mejorar las habilidades de su hijo tendrá que
convertirse en un estudiante de por vida. Durante las
primeras semanas de clase que vamos a hacer algunas
actividades para que yo pueda llegar a conocer mejor a su
hijo. Me gustaría crear en mi clase de una comunidad de
aprendizaje formada por individuos únicos, cada uno con
su propio estilo de aprendizaje, el interés, la historia y la
esperanza.
¿Podría usted por favor tome un momento para mí
escribir sobre su hijo? ¿Cuál es su niño? ¿Cuáles son los
intereses de su hijo? ¿Cuáles son las fortalezas,
debilidades, o metas de su hijo? ¿Cuáles son algunas metas
que usted tiene para su hijo? Qué hace que su niño
especial? Complete el siguiente.
Como padre, me gustaría que saber lo siguiente acerca de
mi hijo ...
Atentamente,
Michael Newhouse
Matemáticas Instructor - Habitación M6