# Author: mrpaine

The Real Number System (N-RN)

• Extend the properties of exponents to rational exponents
• Use properties of rational and irrational numbers

Quantities (N-Q)

• Reason quantitatively and use units to solve problems

Complex Numbers (N-CN)

• Perform arithmetic operations with complex numbers
• Represent complex numbers and their operations on the complex plane
• Use complex numbers in polynomial identities and equations

Vector and Matrix Quantities (N-VM)

• Represent and model with vector quantities
• Perform operations on vectors
• perform operations on matrices and use matrices in applications

High School Mathematics, according to California Common Core State Standards (CCSS), has two trajectories. In accordance with the intended trajectory of the CCSS, an integrated pathway exists that builds on the momentum and plan established by the K-8 grade standards.

The CCSS are broken down in to sub categories at the High School level:

• Number and Quantity
• Algebra
• Functions
• Modeling
• Geometry
• Probability and Statistics

Most schools have retained the standard course names and divide the standards by course.

Courses by name:

• Algebra I
• Geometry
• Algebra II
• Statistics

# Textbook: Glencoe 7th Grade Mathematics

Student Login

Access code: F02009A10C

# Inside Mathematics

A collection of tasks that correspond with the Common Core State Standards areas.

# Mathematics Assessment Project

The Mathematics Assessment Program (MAP) aims to bring to life the Common Core State Standards (CCSSM) in a way that will help teachers and their students turn their aspirations for achieving them into classroom realities. MAP is a collaboration between the University of California, Berkeley and the Shell Center team at the University of Nottingham, with support from the Bill & Melinda Gates Foundation. The team works with the Silicon Valley Mathematics Initiative and school systems across the US and UK to develop improved assessment. (Mathematics Assessment Project.” MAP: An Overview for Teachers. N.p., n.d. Web. 10 Feb. 2014.)

# Sonoma County Office of Education

Collection of Mathematics Assessment Resource Service (MARS) Tasks grouped by grade level.

# Open Culture

Source for free books, textbooks, and other educational media.

# Alternative Classroom/Learning

Some interesting ideas on alternative classroom styles or learning styles

# Make The Way

## Students are required to follow all of the rules and guidelines defined by the school, such as:

• Students must treat each other and their teachers with mutual respect – including taking turns when speaking and listening when others are talking.
• Hazing, teasing, name-calling, sexism, or racism is not allowed.
• Vandalism, profanity, and violence is not tolerated.
• Gum is not allowed.
• With the class structured around collaboration and group work, communication and participation are key to success.
• Students will develop and use high level communication to discuss and learn mathematics.
• Learning cannot take place without daily participation.

Students will work with their peers in class as they explore new concepts and develop new skills. They will rely on their peers just as their peers will rely on them, so not participating hurts everyone.
A math binder and a pencil will be REQUIRED every day

## Text Book

There is a standard set of classroom textbooks that are available to students (and parents!) that can be used as reinforcement to the learning taking place in the classroom, however, the content of this class will be compiled from a wide range of sources. I believe this gives a student more diversity in their learning by not locking them into a single source.

## Content Outline

This course will include the following content. Italicized Items are content that is being migrated to another course when Common Core State Standards takes affect in 2015.

1. Algebraic Reasoning
1. Order Operations
2. Properties of Numbers
3. Variables and Algebraic Expressions
4. Translating Words into Math
5. Simplifying Algebraic Expressions
2. Integers and Rational Numbers
1. Integers
2. Adding Integers
3. Subtracting Integers
4. Multiplying and Dividing Integers
5. Solving Equations Containing Integers
6. Equivalent Fractions and Decimals
7. Comparing and Ordering Rational Numbers
3. Applying Rational Numbers
1. Adding and Subtracting Decimals
2. Multiplying Decimals
3. Dividing Decimals
4. Solving Equations Containing Decimals
5. Adding and Subtracting Fractions
6. Multiplying Fractions and Mixed Numbers
7. Dividing Fractions and Mixed Numbers
8. Solving Equations Containing Fractions
4. Exponents and Square Roots
1. Powers and Exponents
2. Square Roots
5. Proportional Relationships
1. Rates
2. Identifying and Writing Proportions
3. Solving Proportions
4. Similar Figures and Proportions
5. Using Similar Figures
6. Scale Drawing and Scale Models
6. Graphs
1. The Coordinate Plane
2. Interpreting Graphs
3. Slope and Rates of Change
4. Direct Variations
7. Functions
1. Linear and Non-Linear Functions
2. Slope
3. Slope-Intercept Form
4. Scatter Plots
5. Graphing Quadratics
6. Graphing Cubics
8. Percents
1. Fractions, Decimals, and Percents
2. Estimating Percents
3. Using Properties with Rational Numbers
4. Percent of Change
5. Application of Percents
6. Simple Interest
9. Collecting, Displaying, and Analyzing Data
1. Mean, Median, Mode, and Range
2. Box-and-Whisker Plot
3. Populations and Samples
10. Geometric Figures
1. Building Blocks of Geometry
2. Classifying Angles
3. Line and Angle Relationships
4. Angles in Polygons
5. Congruent Figures
11. Pythagorean Theorem
1. Using Pythagorean Theorem
2. Finding Distance between two points on Coordinate System
12. Measurement and Geometry
1. Perimeter and Circumference
2. Area of Circles
3. Area if Irregular Figures
4. Introduction to Three-Dimensional Figures
5. Volume of Prisms and Cylinders
6. Surface Area of Prisms and Cylinders
13. Probability
1. Probability
2. Experimental Probability
3. Sample Spaces
4. Theoretical Probability
5. Making Predictions
6. Probability of Independent and Dependent Events
7. Combinations
8. Permutations
9. Probability of Compound Events
14. Multi-Step Equations and Inequalities
1. Solving Two-Step Equations
2. Solving Multi-Step Equations
3. Solving Equations with Variables on Both sides
4. Inequalities
5. Solving Inequalities by Adding or Subtracting
6. Solving Inequalities by Multiplying or Dividing
7. Solving Multi-Step Inequalities

## Grading Policy

 90% – 100% A (96-100), A- (90-95) Consistently superior quality. Work completed exceeds expectations.  Active interest and engagement in class discussion with insightful and respectful input. 80% – 89% B+ (87-89), B (84-86), B- (80-83) Above average work. Completion of assignments as outlined. Quality participation in class. 68% – 79% C+ (77-79), C (74-76), C- (68-73) Completion of the assignments within minimum expectations.  Some marked participation in class.  Poor Attendance 51% – 67% D+ (61-67), D (51-60) Not all assignments completed properly. No effort. Poor Attendance. Lack of participation. 50% – 0% F Failure of all of the above and / or excessive absences.

## Introduction

### Introduction

I would like to begin by saying that I am a teacher because I want to help. I would like to tell you a little bit about who I am and, hopefully, I can get to know you as well. I am a currently working toward a teaching credential  in the area of single subject mathematics at Sonoma State University. This program is one of the highest accredited programs in this area. The focus of my studies, besides how to teach mathematics, included all of the many facets of today’s classroom. Before I pursued teaching, I worked as an engineer at a computer support firm. I hold a degree from California State University Fresno in Business Administration with an option in Information Systems. Before this, I earned a Welding Technology certificate from the Santa Rosa Junior College and worked in both the fabrication and machining industries. All of these wide range of skills and experiences provide me with a strong foundation that I hope to pass along to my students. My goal is to teach students how to think, instead of just what to think. If I can achieve this goal, students will be equipped to succeed in the multitude of situations life will present them with. If there is some way I can reach each and every student, I will strive to do so because their future is that important to me. I encourage every parent or guardian to work with me and their child so we can make sure they have all of the support they need.

The goal of this class is to prepare students for algebra, but more importantly, it will teach students how to learn mathematics. Some important points regarding this class:
• Mistakes are the most important part of learning – making mistakes and learning from them is key to success in this class, as it is in life.

• Non-lecture based classroom – traditional lecture classrooms do not teach students how to learn mathematics for themselves, but rather focus on repeating steps and procedures.

• Flipped lesson structure – Instead of long sets of repeated homework problems, video lessons and demonstrations will be assigned for homework.

• Activity driven classroom – Classroom time will be centered around group collaboration and discussion about assigned activities.

## Attendance Policy

Be in class, that is all.

## Grading Policy

 90% – 100% A (96-100), A- (90-95) Consistently superior quality. Work completed exceeds expectations.  Active interest and engagement in class discussion with insightful and respectful input. 80% – 89% B+ (87-89), B (84-86), B- (80-83) Above average work. Completion of assignments as outlined. Quality participation in class. 68% – 79% C+ (77-79), C (74-76), C- (68-73) Completion of the assignments within minimum expectations.  Some marked participation in class.  Poor Attendance 51% – 67% D+ (61-67), D (51-60) Not all assignments completed properly. No effort. Poor Attendance. Lack of participation. 50% – 0% F Failure of all of the above and / or excessive absences.