# 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, self-confidence 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 high-quality 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 first-year

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 real-life 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 non -linear equations in one variable

Apply algebra to modeling

Operations on polynomials

Graph linear and non-linear 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 objectives1] use tables and graphs to organize real-life data 2] use rates, ratios, and percents to solve real-life problems 3] apply the Pythagorean Theorem to real-life problems 4] add, subtract, multiply and divide real numbers and solve real-life problems using real numbers 5] apply the distributive property to algebraic expressions and use the distributive property to solve real-life problems 6] use the properties of exponents to evaluate and solve exponential expressions 7] use scientific notation to solve real-life 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 real-life 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 real-life 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
applicable8.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 in-class 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' long-term 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 taught1] 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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