Course Syllabus

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2020 - 2021Maths 8 syllabus

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

I am available for contact during these times: 8-4 on school days in person and via email in the evenings.

Course Description

Mathematics is integral to every aspect of daily life. Mathematical skills are essential for solving problems in most areas of life and are part of human history. All peoples have used and continue to use mathematical knowledge and competencies to make sense of the world around them.

Mathematical values and habits of mind go beyond numbers and symbols; they help us connect, create, communicate, visualize, and reason, as part of the complex process of problem solving. These habits of mind are valuable when analyzing both novel and complex problems from a variety of perspectives, considering possible solutions, and evaluating the effectiveness of the solutions. When developed early in life, mathematical habits of mind help us see the math in the world around us and help to generate confidence in our ability to solve everyday problems without doubt or fear of math.

Observing, learning, and engaging in mathematical thinking empowers us to make sense of our world. For example, exploring the logic of mathematics through puzzles and games can foster a constructive mathematical disposition and result in a self-motivated and confident student with unique and individualized mathematical perspectives. Whether students choose to pursue a deeper or broader study in mathematics, the design of the Mathematics curriculum ensures that they are able to pursue their individual interests and passions while establishing a strong mathematical foundation.

Course Expectations

Whilst we are here to teach you, you are here to learn. Learning is not a passive process. Active participation with your brain fully engaged is the surest way to improve and understand. It is your responsibility to make sure that you do understand. If you need help or clarification, then please
ask for it. My job is to help you to understand. I will help you as much as I can, provided that you in turn, do your part in doing that which is requested of you.

Arrive in class, on time, with the correct materials, ready to work, properly prepared and properly dressed. Correct mental attitude before the beginning of the lesson really does create a positive environment in which to learn, extend and improve. Copy down all notes to the same degree of completeness as they are actually given on the board. Keep your notes properly organised and ordered. If you are struggling with a particular topic,
then please do make use of tutorials or arrange to see me for a little extra help. – Saying “ I didn’t understand the homework assignment” etc is no excuse.

Attitude is everything. If you come with a positive attitude, prepared and eager to listen, concentrate and pay attention when required, then you will succeed. I most enjoy teaching classes where there is a good rapport within the class, and a sense of shared learning and advancement. Respect and consideration for each other is essential. Do this, and you will enjoy your math course, and achieve much success.

If you are unsure about ANYTHING, concerning the topic, the homework, or any other aspect of the course, then PLEASE see me at the earliest opportunity. I am here to help you perform to the very best of your ability.

Workload and homework:

The workload of this course is expected to be: 20-30 minutes of revision or preparation each night for the following day's class.

In normal circumstances homework will be set at the end of each lesson. It is expected that all questions will be properly attempted, with due reference to similar examples in the notes and textbook. I expect that every single non-trivial question set will be answered showing full and detailed working. Occasionally I will set questions which do not have answers available to you. Most homework, though, will be from the textbook and should be completed, and then marked by the student, before arriving in class. This will then be checked regularly for completeness, thoroughness and layout. I will occasionally take in homework for more detailed checking and
marking.

Submitting work

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  •  Lecture style presentations
  •  Group work and individual classwork
  •  Group activities and take home tasks

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

  • 8% Integers: Compare and order integers; Understand and apply the order of operations. Solve problems by multiplying and dividing integers, concretely, pictorially & symbolically.
  • 4.5% Operations with Fractions: Solve problems by adding, subtracting rational numbers.
  • 4.5% Operations with Fractions: Solve problems by multiplying, and dividing rational numbers.
  • 6% Operations with Fractions: Compare and order rational numbers. Explain and apply the order of operations with rational numbers with and without technology. BEDMAS.
  • 7% Linear Equations and Graphing: Model and solve problems involving equations with integer, rational or decimal coefficients.
  • 8% Linear Equations and Graphing: Use expressions and equations to generalize patterns and linear relations. Graph and analyze two-variable linear relations.
  • 5%  Square Roots and the Pythagorean Theorem: Determine the square roots of whole numbers that are perfect squares and approximate the square roots of whole numbers that are non-perfect squares.
  • 6% Square Roots and the Pythagorean Theorem: Develop and apply Pythagoras’ theorem.
  • 4% x 4 Curricluar competencies: Reasoning and Analysing, Understanding and Solving, Communicating and Representing, Connecting and Reflecting.

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include: quizzes, tests, homework activities or other enrichment tasks in the following areas:

Term 1: 
Unit 2 - Integers 5 classes
Unit 3  - Operations with Fractions 7 classes
Unit 6 - solving equations (begin) 5 classes
Unit 1 - Square Roots and Pythagoras 6 classes

Term 2:

Unit 4 - Prisms and Cylinders 8 classes
Unit 5 - Percent, Ratio and Rate 8 classes
Unit 6  - review / complete 6 classes

Term 3:
Unit 3 - Recap of Fractions 5 classes
Unit 7 - Data Analysis and Probability 7 classes
Unit 8 - Geometry and tessellations 7 classes

Please note that the order (for terms 2 and 3) might change. If you would like a more extensive break down of the syllabus please click here (Grade 8 20/21 syllabus)

The core competencies:

The Core Competencies – Thinking, Communication, and Personal and Social – are embedded in the Curricular Competencies. The Curricular Competencies introduced in Kindergarten have been expanded based on a developmental continuum throughout the grades that is focused on what students can do with their Content knowledge in mathematics. Students also build on their Curricular Competencies from year to year. The example below shows how the Curricular Competencies grow with students and expand the scope and depth of learning.

Content

The outlines for the content to be covered can be seen under the learning outcomes part.

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:

  • being reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
  • recognizing the consequences of one’s actions and taking responsibility for them.
  • realizing that science is embedded in memory, history, and story
  • ultimately supporting the well-being of the self, the family, the community, and the land. The spirits and the ancestors will only me mentioned.
  • being aware that mathematics has often been told through a particular lens and has prioritized some ways of knowing as being more important or valid than others and looking at ways that traditional knowledge is as valued in particular contexts.

Literacy/Numeracy

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:

  • how to read and interpret word problems in order to obtain and understand what the author is trying to share
  • focuses on the generation of graphs and data tables 
  • how to use and analyze numerical data in writing 
  • using graphics, posters, drawings, graphs, and tables to share their understanding of mathematics content in a visual manner
  • using activities and models to share their understanding of mathematical concepts.

Learning Resources

All resources in Mathematics will be posted to Canvas. This should be considered a student's home base for things course related.

Extension Resources

All resources in Mathematics will be posted to Canvas. This should be considered a student's home base for things course related.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.

 

Course Summary:

Date Details Due