8th Grade Math Syllabus

Teacher
Course Number
Course Title

: MS. APRIL ANGOCO

: MA820X
: Pre-Algebra

Greetings Parents/Guardians and Students:

Welcome to 8th grade Mathematics! I am Ms. April Angoco and I will be your childs Math
teacher for School Year 2015-2016. I am excited to begin this school year with your child at FBLG
Middle School, and work with him/her in reaching goals and objectives to carry out a successful year.
This syllabus should be kept in your childs binder for future reference.

COURSE DESCRIPTION:
This course is designed to provide a smooth transition from elementary mathematics to Algebra.
It will enable the students to further understand all the standard topics of junior high school math,
including a higher level of mathematical abstractions - algebraic concepts and terminology,
computations and applications, and gives students the opportunity to enhance their critical thinking
and reasoning skills, which will make them better prepared for Algebra.

GOAL: Increase students actual math grade level by at least two steps.
ESLRs ADDRESSED:
1
2
3
4
5

High Level Thinkers

Accomplished Communicators
Worthwhile Contributors
Knowledgeable About Themselves, Physically and Emotionally
Subject Area Integrators and Study Skills Masters

LEARNING OBJECTIVES:
At the end of this course:
Students will demonstrate mastery of the concepts of whole numbers and the
four basic arithmetic operations by obtaining an average of at least 85% in all
quizzes and tests.
Students will demonstrate partial mastery of the relationships, order of
operation, computation and application of whole numbers, fractions, decimals,
percent, ratio, and proportion by obtaining an average of at least 60% in all
quizzes and tests.
Students will demonstrate increased reasoning, problem solving and decision
making skills by successfully solving at least three out of five simple problems
given, using modeling, diagrams, charts, graphs, and/or other methods/strategies.
Students will be able to demonstrate improved ability to work in peer groups by
obtaining an approval rating of at least 60% among the group members.

CLASS REQUIREMENTS:

Textbook: MATH Course 3, McDougal Littell

Materials : 1 composition notebook
1 pencil/and or pen
Attendance and Participation: absence of any kind is not an excuse for not learning.
Seatwork/homework checklists will be written on the board, students must copy them in their
planner / notebook. All seatwork / homework must be done in the notebook. Both must include the
number and the date.
STUDENTS ARE RESPONSIBLE FOR GETTING MAKE-UP WORK FROM THE TEACHER IF
THEY ARE ABSENT FROM CLASS.
Quizzes will be given at least once a week
Mid-Chapter/Chapter tests will be given at the middle and end of each chapter.
Exams will be given at the end of each quarter.
Students must abide with all the school rules, policies and procedures set forth in the School
Handbook.

GRADING SYSTEM:
Your grade in this class will be determined by your performance in the following areas:
1.
2.
3.
4.
5.

Homework/Math Journals
Seatwork
Projects/Research Work
Quizzes
Chapter Tests/Quarter Exams

20%
20%
20%
20%
20%

TOTAL . . . . . . . . . . . . . . . . . . . . . . 100%
* Extra Credits are given for parents signatures, volunteering as mentor, good behavior.
POLICIES FOR GRADING CLASS WORK AND HOMEWORK

A complete homework, seatwork, math journal will earn 5 effort points.

Incomplete homework, seatwork or math journal will earn partial credits.
Any assignment turned in late will result in a grade deduction of one (1) point per day, 3 days
maximum. Assignments will not be accepted thereafter.
Any quiz/test or notebook without name, and homework, seatwork or math journal without a number
will not be accepted.
Extra Credits will be given at the teachers discretion. Points earned can only be added to work done
in class (homework, seatwork, quizzes, test, exams, projects, notebooks), not as a replacement.

Notebooks will be collected every Friday.

**This syllabus is subject to change at the teachers discretion in order to meet student needs.
If you would like to make an appointment to meet with your childs Math teacher, you may contact
our main office at 653-2080 from 9:00 am - 3:30 pm. You may also leave a note in your childs
planner. We will respond as expeditiously as possible.

April Angoco

Robert G. Martinez

Math Teacher

Principal

STANDARDS ADDRESSED/COURSE CONTENT

FIRST QUARTER
Quarter/ Unit
TOPICS/ LESSONS :
SKILLS REVIEW

Number Sense Using

Whole Numbers and
Decimals (pp. 704-708)
10 days

Number Operations
Number Theory and
Fractions (pp. 709-717)
20 days

Measurement and
Geometry Basic Ideas in
Geometry (pp718-722)
10 days

Data Analysis Graphing

(pp. 723-726)
5 days

Common Core State Standards

The Number System 8.NS
Know that there are numbers that are not rational, and
approximate
them by rational numbers.
8.NS.1 Know that numbers that are not rational are called
irrational. Understand informally that every number has a
decimal expansion; for rational numbers show that the
decimal expansion repeats eventually, and convert a decimal
expansion which repeats eventually into a rational number.

Geometry 8.G
1. Verify experimentally the properties of rotations,
reflections, and translations:
a. Lines are taken to lines, and line segments to line
segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.

Statistics and Probability 8.SP

4. Understand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and
relative frequencies in a two-way table.

**END OF FIRST QUARTER ***************************************** October 19, 2015

STANDARDS ADDRESSED/COURSE CONTENT

SECOND QUARTER
Quarter/ Unit

Chapter 1
Variables and Equations (pp.
2-49)
20 days

Chapter 2
Integer Operations (pp. 50101)
25 days

Common Core State Standards

The Number System 8.N
2. Use rational approximations of irrational numbers to
compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the
value of expressions (e.g., 2). For example, by truncating
the decimal expansion of 2, show that 2 is between 1 and
2, then between 1.4 and 1.5, and explain how to continue on
to get better approximations.

Expressions and Equations 8.EE

1. Know and apply the properties of integer exponents to
generate equivalent numerical expressions. For example, 32
35 = 33 = 1/33 = 1/27.
4. Perform operations with numbers expressed in scientific
notation, including problems where both decimal and
scientific notation are used. Use scientific notation and
choose units of appropriate size
for measurements of very large or very small quantities (e.g.,
use millimeters per year for seafloor spreading). Interpret
scientific notation that has been generated by technology.

**END OF SECOND QUARTER ************************************* January 08, 2016

STANDARDS ADDRESSED/COURSE CONTENT

THIRD QUARTER
Quarter/ Unit

Chapter 3
Solving Equations and
Inequalities (pp.104-155)
20 days

1. Know that numbers that are not rational are called

irrational. Understand informally that every number has a
decimal expansion; for rational numbers show that the
decimal expansion repeats eventually, and convert a decimal
expansion which repeats eventually into a rational number.
2. Use rational approximations of irrational numbers to
compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the
value of expressions (e.g., 2). For example, by truncating
the decimal expansion of 2, show that 2 is between 1 and
2, then between 1.4 and 1.5, and explain how to continue on
to get better approximations.

Expressions and Equations 8.EE

Chapter 4
Factors, Fractions and
Exponents (pp.164-215)
15 days

Common Core State Standards

The Number System 8.NS

Chapter 5
Rational Number
Operations (pp.216-267)
10 days

1. Know and apply the properties of integer exponents to

generate equivalent numerical expressions. For example, 32
35 = 33 = 1/33 = 1/27.
2. Use square root and cube root symbols to represent
solutions to equations of the form x2 = p and x3 = p, where p
is a positive rational number. Evaluate square roots of small
perfect squares and cube roots of small perfect cubes. Know
that 2 is irrational.

Statistics and Probability 8.SP

4. Understand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and
relative frequencies in a two-way table. Construct and
interpret a two way table summarizing data on two
categorical variables collected from the same subjects.

**END OF THIRD QUARTER **************************************** March 14, 2016

STANDARDS ADDRESSED/COURSE CONTENT

FOURTH QUARTER
Quarter/ Unit
Chapter 6 Multi-Step
Equations and Inequalities
(pp.268-311)
10 days
Chapter 7 Ratio, Proportion
and Percent (pp.314-363)
5 days
Chapter 8 Polygons and
Transformations (pp.372-427)
5 days
Chapter 9 Real Numbers
and Right Triangles (pp.428475)
5 days
Chapter 10 Measurement ,
Area and Volume (pp.478529)
5 days
Chapter 11 Linear
Equations and Graphs
(pp.538-593) 5 days
Chapter 12 Data Analysis
and Probability (pp.594-651)
5 days
Chapter 13 Polynomials and
Functions (pp.654-691)
5 days

Common Core State Standards

Expressions and Equations 8.EE
5. Graph proportional relationships interpreting the unit rate
as the slope of the graph.
7. Solve linear equations in one variable.
8. Analyze and solve pairs of simultaneous linear equations.

The Number System 8.NS

2. Use rational approximations of irrational numbers to
compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the
value of expressions

Geometry 8.G
2. Understand that a two-dimensional figure is congruent to
another if the second can be obtained from the first by a
sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the
congruence between them.
3. Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
4. Understand that a two-dimensional figure is similar to
another if the second can be obtained from the first by a
sequence of rotations, reflections, translations, and dilations;
given two similar two dimensional figures, describe a
sequence that exhibits the similarity between them.
6. Explain a proof of the Pythagorean Theorem and its
converse.
7. Apply the Pythagorean Theorem to determine unknown
side lengths in right triangles in real-world and mathematical
problems in two and three dimensions.

Statistics and Probability 8.SP

3. Use the equation of a linear model to solve problems in
the context of bivariate measurement data, interpreting the
slope and intercept.

**END OF FOURTH QUARTER ************************************* May 20, 2016

STANDARDS ADDRESSED/COURSE CONTENT

Quarter/ Unit

Common Core State Standards

The Number System 8.NS

1ST QUARTER
TOPICS/ LESSONS : SKILLS REVIEW
Number Sense Using Whole Numbers
and Decimals (pp. 704-708) 10 days
Number Operations Number Theory
and Fractions (pp. 709-717) 20 days
Measurement and Geometry Basic
Ideas in Geometry (pp718-722) 10 days
Data Analysis Graphing (pp. 723-726)
5 days
2ND QUARTER
Chapter 1 Variables and Equations (pp.
2-49)
20 days

Chapter 2 Integer Operations

(pp.
50-101)
25 days

3RD QUARTER

Chapter 3 Solving Equations and

Inequalities
(pp.104-155)
20 days
Chapter 4 Factors, Fractions and
Exponents (pp.164-215) 15 days
Chapter 5 Rational Number Operations
(pp.216-267) 10 days

8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number
has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert
a decimal expansion which repeats eventually into a rational number.
Geometry 8.G
1. Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
Statistics and Probability 8.SP
4. Understand that patterns of association can also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table.
The Number System 8.N
2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the value of expressions (e.g., 2). For example, by
truncating the decimal expansion of 2, show that 2 is between 1 and 2, then between 1.4 and 1.5, and
explain how to continue on to get better approximations.
Expressions and Equations 8.EE
1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For
example, 32 35 = 33 = 1/33 = 1/27.
4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and
scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of
very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific
notation that has been generated by technology.
The Number System 8.NS
1. Know that numbers that are not rational are called irrational. Understand informally that every number has a
decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a
decimal expansion which repeats eventually into a rational number.
2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the value of expressions (e.g., 2). For example, by
truncating the decimal expansion of 2, show that 2 is between 1 and 2, then between 1.4 and 1.5, and
explain how to continue on to get better approximations.
Expressions and Equations 8.EE
1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For
example, 32 35 = 33 = 1/33 = 1/27.
2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p,
where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small
perfect cubes. Know that 2 is irrational.
Statistics and Probability 8.SP
4. Understand that patterns of association can also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table. Construct and interpret a two way table summarizing
data on two categorical variables collected from the same subjects.

4TH QUARTER

Chapter 6 Multi-Step Equations and

Inequalities (pp.268-311) 10 days
Chapter 7 Ratio, Proportion and Percent
(pp.314-363)
5 days
Chapter 8 Polygons and
Transformations
(pp.372-427)
5 days
Chapter 9 Real Numbers and Right
Triangles
(pp.428-475)
5 days
Chapter 10 Measurement , Area and
Volume (pp.478-529) 5 days
Chapter 11 Linear Equations and Graphs
(pp.538-593)
5 days
Chapter 12 Data Analysis and Probability
(pp.594-651)
5 days
Chapter 13 Polynomials and Functions
(pp.654-691)
5 days

Expressions and Equations 8.EE

5. Graph proportional relationships interpreting the unit rate as the slope of the graph.
7. Solve linear equations in one variable.
8. Analyze and solve pairs of simultaneous linear equations.
The Number System 8.NS
2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them
approximately on a number line diagram, and estimate the value of expressions
Geometry 8.G
2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first
by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates.
4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a
sequence of rotations, reflections, translations, and dilations; given two similar two dimensional figures, describe
a sequence that exhibits the similarity between them.
6. Explain a proof of the Pythagorean Theorem and its converse.
7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
Statistics and Probability 8.SP
3. Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept.

ACKNOWLEDGEMENT
I/We have read and understand the syllabus and agree to help my/our child in any way possible so
he/she can achieve academic excellence.
_____________________________________________
Parent(s) Name/ Signature

________________________
Date

As a student, I agree to fulfill all the course requirements, abide by all the policies set forth in the
syllabus, and promise to do all my work and strive for the best.
_____________________________________________
Student Name/ Signature

________________________
Date

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ACKNOWLEDGEMENT
I/We have read and understand the syllabus and agree to help my/our child in any way possible so
he/she can achieve academic excellence.
_____________________________________________
Parent(s) Name/ Signature

________________________
Date

As a student, I agree to fulfill all the course requirements, abide by all the policies set forth in the
syllabus, and promise to do all my work and strive for the best.
_____________________________________________
Student Name/ Signature

________________________
Date

- - - - - - - - - - -- - - - - - - - - - - -- -- - - - - - - - - - --- - - - - - - - - - --- - - - - - - - - - --- - - - - - - - - - --- - - - - - - - - - --- - - - - - - - - - --- - - - - - - - - - --

ACKNOWLEDGEMENT
I/We have read and understand the syllabus and agree to help my/our child in any way possible so
he/she can achieve academic excellence.
_____________________________________________
Parent(s) Name/ Signature

________________________
Date

As a student, I agree to fulfill all the course requirements, abide by all the policies set forth in the
syllabus, and promise to do all my work and strive for the best.
_____________________________________________
Student Name/ Signature

________________________
Date