SPACIAL SENSE
The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships. (Big idea, understand)
FRACTIONS
Computational fluency and flexibility extend to operations with fractions. (Big idea, understand)
PATTERNS AND RELATIONS
Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations. (Big idea, understand)
CONTENT (know)
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NUMBERS
Number represents, describes, and compares the quantities of ratios, rates, and percents. (Big idea, understand)
CONTENT (know)
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SQUARE ROOTS & PYTHAGOREAN THEOREM
STATISTICS & PROBABILITY
Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret.
(Big idea, understand)
CURRICULAR COMPETENCIES (do)
Reasoning and analyzing
Reasoning and analyzing
- Use logic and patterns to solve puzzles and play games
- Use reasoning and logic to explore, analyze, and apply mathematical ideas
- Demonstrate and apply mental math strategies
- Use tools or technology to explore and create patterns and relationships, and test conjectures
- Model mathematics in contextualized experiences
- Apply multiple strategies to solve problems in both abstract and contextualized situations
- Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
- Visualize to explore mathematical concepts
- Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
- Use mathematical vocabulary and language to contribute to mathematical discussions
- Explain and justify mathematical ideas and decisions
- Communicate mathematical thinking in many ways
- Represent mathematical ideas in concrete, pictorial, and symbolic forms
- Reflect on mathematical thinking
- Connect mathematical concepts to each other and to other areas and personal interests
- Use mathematical arguments to support personal choices
- Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts
For more detailed information about learning outcomes for this course, go to the Ministry of Education website at curriculum.gov.bc.ca/curriculum/mathematics/8
CLASSROOM EXPECTATIONS:
To allow for a positive learning environment students are asked to
Assessment: Evidence of Student Learning
EVERYTHING YOU DO, CREATE, AND SAY COUNTS. EVIDENCE IS COLLECTED DAILY!!!
You can always keep trying! You may redo tests or assignments to better show your understanding of each learning outcome following the “Re-do Policy” - http://cadmans.weebly.com/re-do-policy.html
Valid and reliable evaluation of student learning is gathered over time through a variety of avenues.
Students will also be assigned a work ethic mark for each term. For more detailed information about criteria to receive a “G” work ethic click on the following: Work Effort.docx
All student work is assessed on a five point scale similar to the one found below. Students are required to meet all outcomes of the course, so must redo any major assessment piece that does not meet expectations.
To allow for a positive learning environment students are asked to
- be willing to take risks as a learner.
- be respectful and considerate of others, property and surroundings.
- Please listen when others are talking and raise your hand to provide answers and ask questions.
- be responsible for your own learning, homework and assignment completion.
- Use class time effectively. Behavior in the classroom should reflect a serious and responsible attitude where the student strives to reach their full potential. Time given to work on assignments in class must be used effectively. Socializing and inappropriate behavior will not be tolerated.
- be on-time, be prepared to participate actively in classroom activities and come with supplies.
- Binder with all lined paper, notes, and class handouts
- Pens/pencils/pencil crayons, eraser, ruler
- Calculator – no smartphones/cell phones
- Food and drinks are not allowed during class time, although water is the exception.
- Cell phones, IPods/mp3 players are allowed, but at the discretion of the teacher.
Assessment: Evidence of Student Learning
EVERYTHING YOU DO, CREATE, AND SAY COUNTS. EVIDENCE IS COLLECTED DAILY!!!
You can always keep trying! You may redo tests or assignments to better show your understanding of each learning outcome following the “Re-do Policy” - http://cadmans.weebly.com/re-do-policy.html
Valid and reliable evaluation of student learning is gathered over time through a variety of avenues.
- Observations: What is observed about student learning thought their on-going learning process.
- Conversations with Students: What students communicate about their learning and understanding.
- Student Work: What student work demonstrates about what they know and can do.
Students will also be assigned a work ethic mark for each term. For more detailed information about criteria to receive a “G” work ethic click on the following: Work Effort.docx
All student work is assessed on a five point scale similar to the one found below. Students are required to meet all outcomes of the course, so must redo any major assessment piece that does not meet expectations.
Special note on attendance:
While it is understandable that students will get sick through the year, have family emergencies and have appointments to attend, the original classroom experience can never be 100% duplicated. I will always do my best to help students catch up on the material that has been missed, but it is the student’s responsibility to follow up with me and their classmates for the missing work. Please check my webpage http://cadmans.weebly.com/ to access material in case of an absence, and return to school with the missed material completed as best as possible.
Extra Help:
It is very important to keep up in Math. Most students find it necessary to seek additional assistance at some point in the school year. If you are struggling with a concept, I encourage you to come see me ASAP. The longer you wait the harder it will be. Don’t fall behind! I am available most lunch hours and after school; please make an appointment.
I wish you all the best in the upcoming year and look forward to working and learning with you! Please feel free to come and talk to me if you have any questions or concerns. I am here to help you succeed! Parent/Guardians or Students; please feel free to email me anytime with questions or concerns. I hope that you and I have an enjoyable year together in Science 8.
Thank you,
Mr. Cadman
While it is understandable that students will get sick through the year, have family emergencies and have appointments to attend, the original classroom experience can never be 100% duplicated. I will always do my best to help students catch up on the material that has been missed, but it is the student’s responsibility to follow up with me and their classmates for the missing work. Please check my webpage http://cadmans.weebly.com/ to access material in case of an absence, and return to school with the missed material completed as best as possible.
Extra Help:
It is very important to keep up in Math. Most students find it necessary to seek additional assistance at some point in the school year. If you are struggling with a concept, I encourage you to come see me ASAP. The longer you wait the harder it will be. Don’t fall behind! I am available most lunch hours and after school; please make an appointment.
I wish you all the best in the upcoming year and look forward to working and learning with you! Please feel free to come and talk to me if you have any questions or concerns. I am here to help you succeed! Parent/Guardians or Students; please feel free to email me anytime with questions or concerns. I hope that you and I have an enjoyable year together in Science 8.
Thank you,
Mr. Cadman