Course Syllabus

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2021 - 2022Syllabus

Faculty

Section Teacher
G Mr. D. Tam

Contacting Me

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

  • Name: Douglas Tam
  • Email: dtam@stgeorges.bc.ca
  • Office: 225B

I am available for contact in person during these times (Please email at least a day in advance):

  • Day 1: Block A
  • Day 2: Block F

Course Description

Welcome to Math 8!  In this course we will complete the British Columbia Math 8 curriculum. The curriculum will focus on problem based learning to provide students with the opportunity to make connections between math and the real world. Our goal is for students to develop deep mathematical understanding, fluency, logical reasoning, analytic thought, and creative thinking, by actively investigating and modeling problems and finding solutions. 

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload

The workload of this course is expected to be:

  • Time will be given in class for all assignments and project work
  • Students may expect to spend up to 0.5 hr/day at home completing work not finished in class or reviewing class content

Submitting work

Students in this course are expected to complete work assignments on the due 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

Big Ideas are the key concepts, principles, and theories that are used to organize knowledge within this subject. The Big Ideas in Math 8 are:

Number represents, describes, and compares the quantities of ratios, rates, and percents.

Computational fluency and flexibility extend to operations with fractions.

Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations.

The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships.

Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret.

Learning Outcomes

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

  • perfect squares and cubes
  • square and cube roots
  • percents less than 1 and greater than 100 (decimal and fractional percents
  • numerical proportional reasoning (rates, ratio, proportions, and percent)
  • operations with fractions (addition, subtraction, multiplication, division, and order of operations)
  • discrete linear relations (extended to larger numbers, limited to integers)
  • expressions - writing and evaluating using substitution
  • two-step equations with integer coefficients, constants, and solutions
  • surface area and volume of regular solids, including triangular and other right prisms and cylinders
  • Pythagorean Theorem
  • construction, views, and nets of 3D objects
  • central tendency
  • theoretical probability with two independent events
  • financial literacy - best buys

Assessment and Evaluation

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

Major assessments for this course include:

  • Quizzes
  • Tests
  • Reflection Journals

Learning Outcomes

Traditionally, procedural knowledge and content influenced much of the teaching and assessment practices in a math classroom. However, Mathematics is more than a sequence of calculations that lead to the correct solution to a problem. While content (learning outcomes) will still provide the foundation and a guide for each course, students are expected to develop a deep understanding of processed-based (Curricular Competencies) information, needed to solve complex problems. As a result the learning outcomes will contribute 60% and the curricular competencies will contribute 40% towards a students grade. 

Curricular Competencies (40%):

CC1 Reasoning & Analyzing 10%

CC2 Understanding & Solving 10%

CC3 Communicating & Representing 10%

CC4 Connecting & Reflecting 10%

Reasoning and analyzing

  • Use logic and patterns to solve puzzles and play games
  • Use reasoning and logic to explore, analyze, and apply mathematical ideas
  • Estimate reasonably
  • Demonstrate and apply mental math strategies
  • Use tools or technology to explore and create patterns and relationships, and test conjectures
  • Model mathematics in contextualized experiences

Understanding and solving

  • Apply multiple strategies to solve problems in both abstract and contextualized situations
  • Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
  • Visualize to explore mathematical concepts
  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Communicating and representing

  • Use mathematical vocabulary and language to contribute to mathematical discussions
  • Explain and justify mathematical ideas and decisions
  • Communicate mathematical thinking in many ways
  • Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and reflecting

  • Reflect on mathematical thinking
  • Connect mathematical concepts to each other and to other areas and personal interests
  • Use mathematical arguments to support personal choices
  • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Learning Outcomes (60%):

Unit 1 Integers  (6%)

AN3 Compare and order integers; Understand and apply the order of operations.

Solve problems by multiplying and dividing integers, concretely, pictorially & symbolically. 6%

Unit 2 Operations with Fractions (8%)

AN4 Solve problems by adding, subtracting rational numbers. 2%

AN5    Solve problems by multiplying, and dividing rational numbers 2%

AN6 Compare and order rational numbers. Explain and apply the order of operations with rational numbers with and without technology. BEDMAS 4%

Units 3, 4, 5 Expressions, Equations and Linear Relations (13%)

AN7 Model and solve problems involving equations with integer, rational or decimal coefficients. 6%

RF1 Use expressions and equations to generalize patterns and linear relations.

Graph and analyze two-variable linear relations 7%

Unit 6 Square Roots and the Pythagorean Theorem (9%)

AN1 Determine the square roots of whole numbers that are perfect squares.

and approximate the square roots of whole numbers that are non-perfect squares. 4%

AN2 Develop and apply Pythagoras’ theorem 5%

Unit 7 Surface Area, Volume and Net Diagrams (11%)

M1 Demonstrate an understanding of nets -how they apply to their 3-D object. 2%

M2 Determine the surface areas of composite 3-D objects to solve problems. 2%

M3 Determine the volumes of composite 3-D objects to solve problems 4%

M4 Draw and interpret top, front and side views of 3D objects composed of right rectangular prisms 3%

Unit 8 Percent, Ratio, Rate and Financial Literacy (7%)

AN8 Demonstrate an understanding of percents 3%

AN9 Demonstrate an understanding of ratio and rate. Solve problems that involve rates, ratios and proportional reasoning 4%

Unit 9 Data Analysis and Probability (6%)

SP1 Critique ways in which data is presented

(pros & cons of various types of graph, tables) 3%

SP2 Solve problems involving probability of independent events. 3%


These weightings total 60%

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 focusing on connectedness and reciprocal relationships that can be built through computing technology and networks as well as focusing on a sense of place through a project that involves consideration of technology and their impacts on people and the land.

Literacy

In this course, students will be introduced to the design thinking model, which will require them to observe, ask questions, analyse information, evaluate their prototypes and communicate their processes. Students will also be required to comprehend information presented orally, textually, and visually to gain an understanding of key course content and concepts, and to learn key skills. Finally, students will be asked to give oral presentations, visually represent data and ideas, and share written versions of their ideas.

Learning Resources

Resources that will be used as part of this course include:

Extension Resources

Helpful resources that students can use to extend their learning in this course include:

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