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8 Grade Math Accelerated
The Department's Educational Philosophy
The study of mathematics will enhance the ability of all students to problem
solve and to reason. Through a strong standardized
departmental program that emphasizes problem solving, communicating, reasoning
and proof, making connections, and using
representations, students will develop organizational skills, selfconfidence
and a positive attitude toward mathematics. Our
curriculum matches that of the Massachusetts Mathematics Curriculum Framework,
and we are philosophically aligned with the
National Council of Teachers of Mathematics Standards.
Guiding Principles
• All students can learn mathematics.
• Mathematical ideas should be explored in ways that stimulate curiosity, create
enjoyment of mathematics, and develop depth of
understanding.
• Effective mathematics programs focus on problem solving and require teachers
who have a deep knowledge of the discipline.
• Technology is an essential tool in a mathematics education, and all students
should gain facility in using it where advantageous.
• All students should have a highquality mathematics program.
• Assessment of student learning in mathematics should take many forms to inform
instruction and learning.
• All students should recognize that the techniques of mathematics are
reflections of its theory and structure.
• All students should gain facility in applying mathematical skills and
concepts.
• All students should understand the role of inductive and deductive reasoning
in mathematics and real life situations.
Background to the Curriculum
This course is now using the 1998 edition of the Heath McDougal Littell
Algebra I text: An Integrated Approach by Larson, Kanold,
and Stiff. Chapters 1 through 9 are covered. The course addresses the
Massachusetts State Frameworks recommendations for a firstyear
Algebra course and meets the 2000 edition of the National Council of Teachers of
Mathematics. Teachers utilize other materials
to enhance and deepen the curriculum content where appropriate and make minor
changes after consultation with the BDL.
Core Topics/Questions/Concepts/Skills
Solve reallife problems using algebraic skills and concepts
Create an environment conducive to learning algebra
Stress organizational skills and the need to provide proof of all solutions
Perform operations/ simplify expressions
Solve linear and nonlinear equations in one variable
Apply algebra to modeling
Operations on polynomials
Graph linear and nonlinear functions
Writing linear equations in a variety of forms
Review topics in probability and statistics
Apply the laws of exponents
Explore exponential growth and decay situations
Solve systems of equations and inequalities in more than one variable
Use of irrational and rational numbers in the Pythagorean Theorem
Solve quadratic equations using the quadratic formula
Solve real life problems involving quadratic equations
Learning objectives 1] use tables and graphs to organize reallife data 2] use rates, ratios, and percents to solve reallife problems 3] apply the Pythagorean Theorem to reallife problems 4] add, subtract, multiply and divide real numbers and solve reallife problems using real numbers 5] apply the distributive property to algebraic expressions and use the distributive property to solve reallife problems 6] use the properties of exponents to evaluate and solve exponential expressions 7] use scientific notation to solve reallife problems 8] simplify and evaluate numerical and algebraic expressions with and without exponents 9] write, use, and graph models of exponential growth and decay 10] find exact and approximate solutions to equations involving real numbers 11] add, subtract, and multiply polynomials 12] rewrite and evaluate an equation in function form 13] graph quadratic equations 14] solve quadratic equations using the quadratic formula 15] solve and graph absolute value equations and inequalities on a number line and coordinate plane 16] graph horizontal and vertical equations 17] graph linear equations and inequalities using slope and y intercepts 18] use standard form and slope intercept form to solve reallife problems 19] solve linear equations and inequalities using one or more transformations 20] solve literal equations and formulas for one of its variable 21] solve problems using a linear verbal model 22] draw a diagram to help understand reallife problems 23] represent real numbers on the number line 24] solve systems of equations and inequalities in two variables using graphing , substitution or linear combination 25]identify linear systems having one solution, no solution, or infinitely many solutions 26] apply systems of linear inequalities to real life problems 27] add and subtract matrices and organizing data into matrices 
Corresponding state standards, where
applicable 8.D.02 8.N.03 10.G.07 10.N.01 10.N.01 10.N.01 10.N.01 10.N.01 10.N.02 10.P.01 10.P.02 10.P.03 10.P.04 10.P.05 10.P.05 10.P.06 10.P.07 10.P.07 10.P.07 10.P.07 10.P.07 10.P.07 10.P.07 10.P.07 10.P.08 10.P.08 10.P.08 10.P.explor 
Assessment
Students are generally assessed by inclass tests and quizzes, which are
administered regularly throughout a marking period.
Generally, two quizzes are equivalent to a test. The student's attitude, effort,
and quality of homework preparations will also impact
their term grade to a small degree. Teachers informally assess students every
day by asking pivotal questions, as well as questions
involving mechanics or concepts. A standardized midyear examination and final
examination are administered to all students in this
course in order to assess the students' longterm retention of the course
material.
Technology Learning Objectives Addressed in This Course
(This section is for faculty and administrative reference; students and parents
may disregard.)
Course activity: skills &/or topics taught 1] Introduction to the use of graphing calculators in areas such as graphing of linear and polynomial functions , solving systems of linear equations, and introducing the concept of data analysis and best fit lines. 
Standard(s) addressed through this activity 
Materials and Resources
Teachers use other texts for supplementary ideas and more challenging examples,
and “Algebra with Pizzazz” puzzle sheets. Basic
and practice worksheets that coordinate to each lesson are used.
Graphing calculators are utilized throughout the course to enhance various
concepts and skills.
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