ALERTS  |  MAIL LOGIN  |  SITEMAP

Math

MAJOR TEACHING FOCUS FOR GRADE 7

In Grade 7, instructional time should focus on four critical areas:

Developing understanding of and applying proportional relationships
  Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems including those involving discounts, interest, taxes, tips, and percent increase or decrease.  Students solve problems about scale drawings, graph proportional relationships, and understand the unit rate informally as slope.
 
Developing understanding of operations with rational numbers and working with expressions and linear equations
  Students develop an understanding of number, recognizing fractions, decimals, and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers.  Students interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers.  Students formulate expressions and equations in one variable and use these equations to solve problems.
 
Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume
  Students solve problems involving the area and circumference of a circle and surface area of three-dimensional objects. Students reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
 
Drawing inferences about populations based on samples
  Students compare two data distributions and address questions about differences between populations. They use random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.

 

MAJOR TEACHING FOCUS FOR GRADE 8

Measurement
  Surface areas of containers with non-perpendicular sides (pyramids, cones and spheres)
  Volume of containers with non-perpendicular sides
Data Analysis, Statistics and Probability
  Compound probability-independent and dependent events
  Box and Whisker Plots
Algebra
  Percent as ratio, proportion and linear equations
  Properties of inequalities, linear inequalities
  Absolute value functions
  Addition, subtraction and multiplication of monomials and binomials
Numbers and Operations
  Absolute value
Geometry
  Three dimensional/two dimensional-mat plans, isometric drawings, nets
  Transversals Construction of parallel and perpendicular lines and self-similarity
  Similarity based on scale drawings
 

Ratio and proportion

 

ALGEBRA I

Real Number System
  Complete the development of the real number system by developing the concept of irrational numbers and operations with irrationals.
Equalities and Inequalities
  Reflective property of equality
  Symmetric property of equality
  Transitive property of inequality
  Transitive property of equality
  Substitution principle
  Addition property of equality
  Subtraction property of equality
  Multiplication property of equality
  Division property of equality
  Addition property of inequality
  Subtraction property of inequality
  Multiplication property of inequality
  Division property of inequality
  Applications of equations and inequalities including ratio and proportion, absolute value, etc.
Graphs and Tables
  Simple matrices used to represent data and perform operations of addition, subtraction and scalar multiplication.
  Line of Best Fit will be used to model data sets. The y = mx + b and Ax + By = C forms will be utilized.
  Graphs will be used to represent data including stem and leaf, box and whisker and histogram
Functions, Relations and Patterns
  Functions notation and vocabulary
  Functions represented algebraically, graphically, and as tables of values
Polynomials
  Operations with polynomials
  Factoring simple polynomials
  Solutions to quadratic functions by factoring and graphing
  Solutions to problems involving scientific notation

 

GEOMETRY

Geometry of Patterns
  Inductive Reasoning
  Deductive Reasoning
  Logic (conditional statements)
  Venn diagrams
Geometry of Dimensions
  Distances and midpoints (1 and 2 dimensions)
  Number line Cartesian coordinate system
  Parallel and perpendicular-slope of lines on rectangular coordinate system
  Cross sections-draw and describe
  Spherical Geometry-non-Euclidean vocabulary
Geometry of Relationships
  Angles of polygons
  Altitudes, medians, perpendicular bisectors of triangles
  Right triangles
  Pythagorean Theorem
  Trigonometry relationships
  Platonic solids
  Circles
  Angles, arcs and sectors
  Equation of a circle
Geometry of Shape
  Functions notation and vocabulary
  Applications of Transformations and Tessellation
Geometry of Size
  Estimate the area under a simple closed curve
  Applications of the geometry of size (volume, surface area, area)
  Relationships between perimeter, area and volume

 

PREREQUISITE CRITERIA FOR PRE-AP ALGEBRA

Seventh grade students are recommended for placement in Pre-AP Algebra in the eighth grade if the student is very strong in at least three of the following four areas:

1. Students must have scored Advanced on the 6th grade administration of the ACTAAP.
2. Students must score at least 25 out of 30 on the Algebra Readiness Exam given during the third quarter of the seventh grade.
3. Students must maintain at least a 90% average in their math class.
4. Teacher recommendation*

 

Eighth grade students are recommended for placement in Pre-AP Algebra in the ninth grade if the student is very strong in at least two of the following three areas:

1. Students must have scored Proficient or Advanced on the 7th grade administration of the ACTAAP.
2. Students must maintain at least a 90% average in Pre-algebra.
3. Teacher recommendation*

 

PREREQUISITE CRITERIA FOR PRE-AP GEOMETRY

1. Students must maintain at least a 90% average in Pre-AP Algebra I.
2. Teacher recommendation*

 

* Teacher recommendation takes into consideration such factors as attendance, work habits, problem solving skills, and the ability to learn new material quickly.

Copyright © 2017 Fort Smith Public Schools   |  479-785-2501
PO Box 1948 | 3205 Jenny Lind Road | Fort Smith, Arkansas 72902

In compliance with federal nondiscrimination laws, the Fort Smith Public School District does not discriminate on the basis of race, color, national origin, sex, age, religion, genetic information, or disability in its employment or educational practices. If you have questions regarding the professional qualifications of your child's teachers or paraprofessionals, you are encouraged to ask Mr. Martin Mahan, Executive Director of Human Resources. • Le invitamos a que hable con la Senor Martin Mahan si usted tiene alguna pregunta sobre las capacitaciones profesionales de los maestros o asistentes de maestros de sus hijos.

Website Design by The Richland Group | Programming by Jamell Digital, Inc. | Site Login