 # Math Department

Math Info & Syllabus

Welcome! This is the sixth year our middle school students will be taught and assessed by the Common Core Math Standards.  Under the Connected Math Project (CMP), students will receive a rigorous Common Core curriculum that focuses on problem solving, understanding concepts, and proportional reasoning.  This program is designed to empower students to think, generate new ideas, and enhance their communication skills. The approach to this process is frequent collaboration that will strengthen our students as a whole as well as improve student's individual knowledge and success in our society.

Learning Targets 3rd & 4th Quarter

*Exponents & Roots
I can generate the laws of integer exponents by exploring patterns.
I can simplify equivalent expressions using laws of integer exponents when multiplying.
I can simplify equivalent expressions using laws of integer exponents when dividing.
I can simplify equivalent expressions using laws of integer exponents when raising a power to a power.
I can simplify equivalent expressions using laws of integer exponents when the exponent is zero.
I can simplify equivalent expressions using laws of integer exponents when
the exponent is negative.
I can rewrite expressions with negative exponents to positive exponents.
I can evaluate the square root of small perfect squares.
I can evaluate the cube root of a perfect cube.
I can justify that the square root of a non -perfect square and the cube root of a non-perfect cube will be irrational.
I can prove that squaring a number and taking the square root of a number are
inverse operations.
I can prove that cubing a number and taking the cube root of a number are inverse operations.
I can solve simple equations with squares and cubes.
I can determine both the positive and negative solutions to simple equations involving squares.
I can determine the side length of a square by finding the square root of its area.
I can determine the side length of a cube by finding the cube root of its volume.
I can calculate using the side lengths of squares or cubes to solve problems.

*Scientific Notation
I can write numbers in scientific notation.
I can apply the laws of exponents to the power of 10.
I can use scientific notation to estimate very large quantities.
I can use scientific notation to estimate very small quantities.
I can use scientific notation to determine how many times as large one number is in relation to another.
I can convert numbers from scientific notation to standard form.
I can convert numbers from standard to scientific notation.
I can perform operations with numbers expressed in scientific notation without technology.
I can use scientific notation and choose for measurements of appropriate size of very large quantities.
I can use scientific notation and choose for measurements of appropriate size of very small quantities.
I can interpret scientific notation that has been generated by technology (ex. Recognize 3.7E-2 (or 3.7e-2) from technology as 3.7 x 10-2).
I can perform operations with numbers expressed in scientific notation technology.

Learning Targets 4th Quarter

*Pythagorean Theorem
I can identify the parts of a right triangle.
I can explain the Pythagorean Theorem.
I can use visual models to prove Pythagorean Theorem.
I can use the Pythagorean Theorem to prove or disprove that a given triangle is a right triangle
I can apply the Pythagorean Theorem to find a missing side of a right triangle.
I can draw a diagram and apply the Pythagorean Theorem to real world problems.
I can draw a diagram and apply the Pythagorean Theorem in a three-dimensional figure to calculate dimensions.
I can identify a diagonal line between two points as a hypotenuse of a right triangle.
I can construct a right triangle from two points on a coordinate plane.
I can apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
I can use Pythagorean Theorem to find side lengths of two -dimensional figures in the coordinate plane.
I can use side lengths to find area and perimeter of two -dimensional figures on a coordinate plane.

*Volume and Formulas
I can identify the shapes of cones, cylinders, and spheres.
I can use appropriate formulas for volume of cones, cylinders, and spheres in mathematical and real world situations.

Learning Targets 2nd & 3rd Quarters
*Functions & Descriptive Graphs

I can identify the domain and range of a relation.
I can determine if a graph represents a function.
I can determine if a set of points represents a function.
I can calculate the y-value for an equation when given the x-value.
I can create a table for an equation.
I can determine if a table represents a function.
I can represent a function in the form of ordered pairs, mapping, graph, or listing.
I can graph functions in a coordinate plane.
I can read inputs and outputs from a graph of a function on a coordinate plane.
I can identify equations as linear or nonlinear.
I can explain how slope changes when given a graph.
I can sketch a graph when given the description of the slope.
I can evaluate and describe properties based on a given graph.
I can analyze the graph for a functional relationships.
I can create a graph for a functional relationships.
I can sketch a graph by analyzing a situation that has been described verbally.

Learning Targets 3rd Quarter

*Scatter Plots & Frequency Tables

I can graph a set of points.
I can interpret scatter plot as linear or nonlinear.
I can interpret the graph as strong correlation (clustering) or weak (outliers).
I can construct a scatter plot on a plane using two variables.
I can investigate the relationship between two quantities on a scatter plot.
I can analyze the trend of a scatter plot and determine whether there is a positive, negative(linear), or no relationship(non-linear).
I can predict future outcomes using a scatter plot.
I can use a straight line of best fit to model the relationships between two sets of data.
I can graph the equation to demonstrate how the data is related.
I can use the line of best fit to determine an equation in two variables for the data (y=mx + b).
I can use slope intercept form (y= mx + b) to determine the slope and y-intercept of the line of best fit.
I can interpret the meaning of the slope and y-intercept in the context of the data given.
I can determine relevant information from graph.
I can create a frequency table with collected data.
I can interpret a frequency table.
I can determine if there is a correlation between the information.
I can read a graph to determine a correlation Construct a graph based on information given.
I can make predictions and analyze the data between the variables in the frequency table.
I can justify and defend the accuracy of my predictions.

*Systems of Equations
I can solve a system to determine if it has one solution, no solution, or infinitely many solutions.
I can find a solution to a system of equations with a graph.
I can solve a system algebraically by substitution.

*Number Systems
I can distinguish between rational and irrational numbers
I can recognize that a repeating/terminating decimal is a rational number
I can recognize that all real numbers can be written in a decimal form
I can write a fraction a/b as a repeating decimal by filling in the missing numbers.
I can write a fraction using long division, a÷b.
I can write a repeating decimal as a fraction.

Learning Targets 2nd Quarter

*Linear Equations

I can compare graphs, tables, and equations of proportional relationships.
I can interpret unit rate as slope.
I can identify the unit rate (slope) in graphs.
I can identify the unit rate (slope) in tables.
I can identify the unit rate (slope) in equations.
I can compare two proportional relationships represented in different ways.
I can graph proportional relationships.
I can compare the rate of change of two functions in different representations
I can compare the starting point of two functions in different representations.
I can generate ordered pairs by substituting zero for the input or the output value.
I can categorize functions represented in tables, graphs and equations as linear or nonlinear.
I can define a linear equation as having a constant rate of change.
I can identify the rate of change (slope) from tables, graphs, equations or verbal descriptions.
I can identify the initial value (y-intercept) from tables, graphs, equations or verbal descriptions.
I can write a function (linear equation) using the rate of change and initial value.
I can relate the connection between the equation and the x -values and the y -values.
I can interpret the rate of change and initial value of a linear function in context.
I can identify zero slopes and no slopes.
I can write an equation if given a point and the slope.
I can write an equation if given two points.
I can explain any restrictions on the x--values of a function in context.
I can construct triangles between two points on a line.
I can compare the legs of triangles drawn on the same line to prove constant rate of change (slope).
I can prove that slope is rise over run.
I can graph a line when given an equation in slope -intercept form.
I can write an equation in slope-intercept form from a given line passing through the origin on a coordinate plane.(y=mx)
I can write an equation in slope-intercept form from a given line not passing through the origin on a coordinate plane.(y=mx+b)
I can interpret the meaning of the numbers in slope- intercept form.

Learning Targets 1st Quarter
*Conversions
I can convert between fractions, decimals and percents. (review)
I can convert repeating decimals to fractions. (new)

*Equations
I can solve two-step equations using inverse operations. (review)
I can solve one-variable equations involving the distributive property. (new)
I can solve one-variable equations involving combining like terms. (new)
I can solve one-variable equations having variables on both sides of the equation. (new)
I can translate verbal descriptions into equations. (review & new)

*Transversals
I can determine the value of a missing interior angle given the value of one interior angle & an exterior angle.
I can determine the value of a missing exterior angle given the value of interior angles.
I can determine missing angles within a set of similar triangles.
I can determine missing angles within a set of parallel lines cut by a transversal.

*Transformations
I can match the lengths of line segments, angle measures, and the parallel line characteristics of an image and its pre-image that has been translated, reflected, or rotated.
I can define a rigid transformation.
I can verify the congruency of an image and its pre-image that has been translated, reflected, or rotated.
I can describe a sequence of transformations that were used to create an image from its pre-image.
I can perform a series of transformations to prove or disprove that two given figures are congruent.
I can identify new coordinates after translating, reflecting, or rotating a figure.
I can identify new coordinates after dilating a figure.
I can describe the changes that happen to the x and y coordinates of a figure after a translation, reflection, rotation, or dilation.
I can define similarity.
I can dilate a figure.
I can identify the scale factor after a dilation.
I can define a scale factor.
I can explain how transformations can be used to prove that two figures are similar.
I can describe a sequence of transformations to prove or disprove two given figures are similar.

Major Works 40%
Minor Works 35%
Class/Homework 25%

1st Quarter
*Unit 0~Review~Conversions
*Unit 1~Equations
*Unit 2~Transversals
*Unit 3~Transformations

2nd Quarter
*Unit 4~Linear Equations
*Unit 5~Functions & Descriptive Graphs

3rd Quarter
*Unit 6~Scatter Plots & Frequency Tables
*Unit 7~Systems of Equations
*Unit 8~Number Systems
*Unit 9~Exponents & Roots
*Unit 10~Scientific Notation

4th Quarter
*Unit 11~Pythagorean Theorem
*Unit 12~Volume and Formulas