Middle School Math
“The purpose of mathematics education is to nurture an ongoing appreciation, enthusiasm and curiosity for mathematics as all students learn to effectively use mathematics for personal and real life applications, as well as prepare for the demands of a changing, global, technological society where new careers and new knowledge are continually being created.”
Singapore American School http://www.sas.edu.sg/curriculum/curriculumonline.html
The Middle School math curriculum is a three-year sequence that emphasizes problem solving and critical thinking through the study of mathematics. The Middle School mathematics department strives to ensure that all students receive a high-quality mathematics education.
The grade-level curricula were created based on National Council of Teachers of Mathematics and New York State Education Department standards. The result is a focused curriculum where students are expected to reach certain levels of conceptual understanding and procedural fluency by certain points in the curriculum.
Students may complete the three-year sequence in two or three years. Students who complete the sequence at the end of seventh grade are placed in a ninth grade level math course, Integrated Algebra, in eighth grade.
Program Placement
The mathematics department strives to provide a challenging and comprehensive program, structured to the abilities and needs of all students in sixth through eighth grades. Early testing, ongoing assessments, differentiated instruction and teacher observations all serve to provide suitable placement of students, helping them transition from sixth grade classes with a range of learners to seventh grade classes whose composition is more closely aligned in ability and instructional pace. Eighth grade placements provide for additional levels in preparation for ninth grade high school placement.
Middle School is a period of enormous growth and change in all aspects of an adolescent's development. As a result, students' intellectual, emotional and physical development must be taken into consideration in the placement and continued assessment of their work and capabilities. Because of this maturation process, students who are placed in the grade level math program in seventh grade and whose instructional progress warrants a change in placement to the advanced math level, will have an opportunity to move into the advanced class as early as the end of the first marking period in seventh grade and as late as Thanksgiving of their eighth grade year.
The course content for each grade is aligned with, but not driven by, the textbook series used as class resources for instruction. Prentice Hall Algebra (eighth grade) and Pre-Algebra (seventh grade) and Holt Middle School Mathematics Course 1 (sixth grade) are presently being used. In addition, grade level teachers supplement their course work with material from the Singapore Math textbooks.
Middle School Math Courses
Grade | Description |
Sixth | Heterogeneous class that covers the sixth grade curriculum and begins the seventh grade curriculum |
Seventh | Grade level – Completes the seventh grade curriculum and begins the eighth grade curriculum Advanced level – Completes the seventh and eighth grade curricula |
Eighth | Grade level – Completes the eighth grade curriculum and reviews a few ninth grade topics Advanced level – Completes the Integrated Algebra course (ninth grade); students take the New York State Integrated Algebra Regents at the end of eighth grade(see below for eighth grade curriculum details) |
Eighth Grade Math Courses
There are three levels of mathematics in the eighth grade. The differences among the levels are in duration, intensity, pacing and approach. Students are placed in a course based on their seventh grade teacher's recommendation. Occasionally, students may need to change levels at the end of the first quarter due to their individual needs and performance. Below are the descriptions of each level and the type of student selected for each course.
Eighth Grade LEVEL 1 Math (One Section)
The majority of students who complete the grade level seventh grade math course are recommended for this course. This is a traditional eighth grade math course, enriched with selected ninth grade topics. Students are challenged with integrated topics in Algebra and Geometry, and at the same time, have an opportunity to reinforce skills covered in previous math courses. Upon successful completion of this course, students are eligible to enter the Ninth Grade Regents Level Math course at the High School (Math 412).
Eighth Grade Advanced Math: LEVEL 2 AND LEVEL 3
Both Level 2 and Level 3 Math cover the New York State Integrated Algebra Curriculum and culminate with the New York State Integrated Algebra Regents Exam in June. Both the Regents grade and the full year grade become part of the student's High School transcript.
LEVEL 2 MATH (Math # 412): (Two Sections)
Students who successfully complete Advanced Seventh Grade Math or who perform exceptionally well in grade level Seventh Grade Math are recommended for this course. This is a continuation of the Advanced Seventh Grade Math course. The course follows the accelerated Regents-level ninth grade curriculum. Students build on the concepts and skills mastered during the previous year. Topics include: Algebra, Geometry, Coordinate Graphing (including Quadratics), Probability, and an introduction to the graphing calculator. Upon the successful completion of this course, students will be recommended for Math 422 (Advanced Tenth Grade Math), or Math 424 (Honors Tenth Grade Math).
LEVEL 3 MATH (Math # 413): (One Section)
This course is for students who have demonstrated that they would benefit from a challenge over and above the traditional advanced program, and who are able to handle a very fast-paced course with a high level of abstraction. Students are expected to analyze complicated and complex problems with little review or tutoring assistance. In addition to the topics covered in the Level 2 course, emphasis is placed on theory and proof, as well as higher levels of integration and application. Upon the successful completion of this course, students will be recommended for Math 422 (Advanced Tenth Grade Math), or Math 424 (Honors Tenth Grade Math).
Middle School Mathematics Curriculum by Grade
Throughout sixth, seventh and eighth grade, students will:
In Sixth Grade, students will:
In Seventh Grade, students will:
- understand numbers, multiple ways of representing numbers, relationships among numbers and number systems
- understand meanings of operations and procedures and how they relate to one another
- represent and analyze algebraically a wide variety of problem solving situations
- perform algebraic procedures accurately
- recognize, use and represent algebraically patterns, relations and functions
- use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes
- identify and justify geometric relationships, formally and informally
- apply coordinate geometry to analyze problem solving situations
- determine what can be measured and how, using appropriate methods and formulas
- develop strategies for estimating measurements
- collect, organize, display and analyze data
- understand and apply concepts of probability
In Eighth Grade, students will:
- understand operations and procedures, and how they relate to one another
- represent and analyze algebraically a wide variety of problem solving situations
- perform algebraic procedures accurately
- recognize, use and represent algebraically patterns, relations and functions
- use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes
- identify and justify geometric relationships, formally and informally
- apply transformations and symmetry to analyze problem-solving situations
- apply coordinate geometry to analyze problem solving situations
- determine what can be measured and how, using appropriate methods and formulas
Integrated Algebra (Math #412 and Math # 413)
In Level 2 and Level 3 Eighth Grade math classes, students will:
- look for patterns or relationships between elements within the setting
- notice patterns and generalizations that result from investigation/exploration
- make an overall statement, thought to be true, about a new discovery
- engage in a process that leads to knowing something to be true or false
- communicate verbally or in writing the reasoning process that leads to a conclusion
- provide an argument for a mathematical conjecture
- present a valid argument, in writing, justified by axioms, definitions and theorems
- use a theorem or concept to solve an algebraic or numerical problem
- understand numbers, multiple ways of representing numbers, relationships among numbers and number systems
- understand operations and procedures and how they relate to one another
- represent and analyze algebraically a wide variety of problem-solving situations
- perform algebraic procedures accurately
- recognize, use and represent algebraically patterns, relations and functions
- use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes
- apply coordinate geometry to analyze problem solving situations
- determine what can be measured and how using appropriate methods and formulas
- collect, organize, display and analyze data
- make predictions that are based upon data analysis
- understand and apply concepts of probability