About Standards and SPS Jr. High Mathematics …
St. Patrick School Junior High Math is based on Diocese of Manchester, NH, and NH Math standards. These reflect and incorporate research into current mathematics best practice, thoughtful consideration of teaching and assessment methods, and collaboration and consultation with teachers and experts in the field of mathematics. Classrooms are expected to incorporate a learning environment that values problem solving in real life situations and encourage the active participation of students in the learning process. Instruction should engage students in the learning process rather than allowing them to be the passive recipients of information. They should provide opportunities for students to think creatively and critically, to communicate and collaborate, and to integrate technology which will prepare them for their future. |
Each introduction of a new skill or concept should be developed with the idea that knowing mathematics is doing mathematics. Associated learning activities should arise from problem situations.
Communicating and writing mathematics
Just as students are required to read, write and speak about what they have learned in the language arts and other content areas, so should this be the practice in mathematics. As students are asked to communicate about the mathematics they are studying (“Accountable Talk”), they gain insights into their thinking. In order to communicate their thinking to others, students naturally reflect on their learning and organize and consolidate their thinking about mathematics. The ability to write about mathematics will be nurtured across all three grades.
Grade 8 takes Algebra I
It is our goal that all students will complete Algebra I by the end of eighth grade. Completion of algebra in grade eight affords students the possibility of completing five years of secondary mathematics before college. Nurturing the expectation that all students will take Algebra I eliminates the possibility of inequality and untapped potential that may result from accelerating only a few students into Algebra. However, if student needs a stronger foundation in standard grade 7 math additional help will be available at their request. Benchmark assessments will be given throughout the year for 6th and 7th graders to monitor skills and readiness for the next level of math.
Use of Technology
As in all areas of curriculum, technology can and should enhance learning of mathematics. There are countless website resources for student exploration and practice and for assisting teachers in lesson planning. Interactive white boards provide powerful opportunities for motivating and challenging students in the study of mathematics. Calculators, too, are a valuable tool in math instruction. The National Council of Teachers of Mathematics, in its position statement on the use of technology, states: calculators, computer software tools, and other technologies assist in the collection, recording, organization, graphing and analysis of data.
Students will use their study of math to make data-driven moral decisions and to promote justice in the world.
Fluency with Fractions
1. By the end of grade 4, students should be able to identify and represent fractions and decimals, and compare them on a number line or with other common representations of fractions and decimals.
2. By the end of grade 5, students should be proficient with comparing fractions and decimals and common percents, and with the addition and subtraction of fractions and decimals.
3. By the end of grade 5, students should be proficient with multiplication and division of fractions and decimals.
4. By the end of grade 5, students should be proficient with all operations involving positive and negative integers.
5. By the end of grade 5, students should be proficient with all operations involving positive and negative fractions.
6. By the end of grade 6, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality.
Geometry and Measurement
1. By the end of grade 6, students should be able to analyze the properties of two-dimensional shapes and solve problems involving perimeter and area.
2. By the end of grade 7, students should be familiar with the relationship between similar triangles and the concept of the slope of a line.
3. By the end of grade 8, students should be able to analyze the properties of three-dimensional shapes and solve problems involving surface area and volume.
Communicating and writing mathematics
Just as students are required to read, write and speak about what they have learned in the language arts and other content areas, so should this be the practice in mathematics. As students are asked to communicate about the mathematics they are studying (“Accountable Talk”), they gain insights into their thinking. In order to communicate their thinking to others, students naturally reflect on their learning and organize and consolidate their thinking about mathematics. The ability to write about mathematics will be nurtured across all three grades.
Grade 8 takes Algebra I
It is our goal that all students will complete Algebra I by the end of eighth grade. Completion of algebra in grade eight affords students the possibility of completing five years of secondary mathematics before college. Nurturing the expectation that all students will take Algebra I eliminates the possibility of inequality and untapped potential that may result from accelerating only a few students into Algebra. However, if student needs a stronger foundation in standard grade 7 math additional help will be available at their request. Benchmark assessments will be given throughout the year for 6th and 7th graders to monitor skills and readiness for the next level of math.
Use of Technology
As in all areas of curriculum, technology can and should enhance learning of mathematics. There are countless website resources for student exploration and practice and for assisting teachers in lesson planning. Interactive white boards provide powerful opportunities for motivating and challenging students in the study of mathematics. Calculators, too, are a valuable tool in math instruction. The National Council of Teachers of Mathematics, in its position statement on the use of technology, states: calculators, computer software tools, and other technologies assist in the collection, recording, organization, graphing and analysis of data.
Students will use their study of math to make data-driven moral decisions and to promote justice in the world.
Fluency with Fractions
1. By the end of grade 4, students should be able to identify and represent fractions and decimals, and compare them on a number line or with other common representations of fractions and decimals.
2. By the end of grade 5, students should be proficient with comparing fractions and decimals and common percents, and with the addition and subtraction of fractions and decimals.
3. By the end of grade 5, students should be proficient with multiplication and division of fractions and decimals.
4. By the end of grade 5, students should be proficient with all operations involving positive and negative integers.
5. By the end of grade 5, students should be proficient with all operations involving positive and negative fractions.
6. By the end of grade 6, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality.
Geometry and Measurement
1. By the end of grade 6, students should be able to analyze the properties of two-dimensional shapes and solve problems involving perimeter and area.
2. By the end of grade 7, students should be familiar with the relationship between similar triangles and the concept of the slope of a line.
3. By the end of grade 8, students should be able to analyze the properties of three-dimensional shapes and solve problems involving surface area and volume.