Welcome to Grade 8

Miss WagnerBrampton Christian School

12480 Hutchinson Farm LaneCaledon, Ontario

L7C 2B6(905)-843-3771

Meet the Teacher

Hi! My name is Miss Wagner and I am so excited to be teaching grade 8 math! It is going to be an exciting year full of lots of learning and new adventures. I’m looking forward to what the year has in store for us!

I was born and raised in Kitchener, Ontario and am the middle of three children. My brother graduated from Oxford University with a MFE and my younger sister is studying business at the European School of Business and Brock University. I went to Brock University for Concurrent Education. I have an Honours Bachelor of Science with a minor in Mathematics and a Bachelor of Education.

I love travelling, sports, music and adventures. I travelled to Africa to teach in an all girls private school in Kloof, South Africa before teaching grade three at Brampton Christian last year! It was a life changing experience and I am so blessed to have had that opportunity. I worked with girls from grade two to grade twelve in math and science.

I attended school in Kitchener from k-12 and in my final year I experienced a trauma. This trauma prevented me from going to classes the final months of grade twelve. Through this trauma I realized the importance of different areas of my life such as faith, family and friends. Every experience we have in our lives shapes us to become the people we are today and I am confident that this experience will help me be a better teacher.

I have an incredible family that I love to spend time with. This past year my family spent lots of time at the cottage. I went to Germany to visit my sister at her university and we went to Greece together. My family attends Grandview Baptist Church in Kitchener and this is the church where I was baptized. I have had the opportunity to travel and attend many different churches around the world but Grandview will always be my home church.

I am very excited to be your teacher this year. I have been praying for you and your family! I know we are going to have an incredible year!

Please read through this Welcome Package so that you are well informed about what’s to come in math this year. Feel free to contact me if you have any questions or concerns.

• Blessings,

• Miss Wagner• kwagner@bramptoncs.org

Math is in every aspect of our world and I am excited to help you find it and conquer it. In the bible Noah builds the ark and uses geometry in Genesis 6:15-16. Solomon builds the temple in 1 Kings 6 and 7 and

uses many different math strands. We are even reminded the importance of multiplication in Matthew 18:21-22 when Jesus says to

forgive 70 X 7.

Overview 

Lesson Handouts are used for most classes, which contain the mathematical concepts presented that day, vocabulary of terms, sample problems, and space to record answers to discussion questions. Each handout corresponds to a section in the textbook.

Questions are assigned from the text to enable students to practice solving problems of the type presented in that lesson. These questions are begun in class and need to be completed at home. The next period the class has Math, the homework is checked and corrected - in pairs with an answer key; as a class sharing answers guided by the teacher; or collected and checked individually by the teacher.

During each unit there are one or two quizzes to assess students’ grasp of the concepts being taught. Prior to the unit test there are several Review Assignments given, which allow students to practice solving the types of problems in that unit, helping them prepare for the test itself.

At the end of each unit there is a Unit Test as a summative assessment of students’ understanding and ability to apply the principles learned.

Division:  Junior High

Course Title:  Grade 8 Mathematics

Course Developer:  Kristyn Wagner

Development Date:  July 2015

Curriculum Document:  The Ontario

Curriculum Mathematics, Grades 1-8, 2005

Text:  Mathematics 8 Nelson, 2006

Length: 144 hours

Course Description

This program is designed to ensure that students build a solid foundation in mathematics by enabling them to understand a range of mathematical concepts, memorize necessary mathematical facts, learn and practice standard mathematical procedures, and apply mathematics in complex real-world situations.

“An information- and technology-based society requires individuals who are able to think critically about complex issues, analyse and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively. The study of mathematics equips students with knowledge, skills, and habits of mind that are essential for successful and rewarding participation in such a society. To learn mathematics in a way that will serve them well throughout their lives, students need classroom experiences that help them develop mathematical understanding; learn important facts, skills, and procedures; develop the ability to apply the processes of mathematics; and acquire a positive attitude towards mathematics.” (Ont. Curriculum 2005)

Grade 7  (Ontario Curriculum, 2005)Strands in the Mathematics Curriculum Overall and specific expectations in mathematics are organized into five strands, which are the five major areas of knowledge and skills in the mathematics curriculum. The following are highlights of student learning in Grade 8. They are provided to give a quick overview of the mathematical knowledge and skills that students are expected to acquire in each strand in this grade.

Number Sense and Numeration: representing and ordering rational numbers; representing numbers using exponential notation; solving multi-step problems involving whole numbers and decimals; multiplying and dividing fractions and integers; multiplying and dividing decimals by powers of ten; applying order of operations in expressions with brackets and exponents; solving problems involving percents to one decimal place and percents greater than 100; solving problems involving rates and proportions. Measurement: converting between cubic centimetres and cubic metres and between millilitres and cubic centimetres; developing circumference and area relationships for a circle; developing and applying the formula for the volume of a cylinder; determining and applying surface-area relationships for cylinders

• Geometry and Spatial Sense: sorting quadrilaterals by geometric properties involving diagonals; constructing circles; investigating relationships among similar shapes; determining and applying angle relationships for parallel and intersecting lines; relating the numbers of faces, edges, and vertices of a polyhedron; determining and applying the Pythagorean relationship geometrically; plotting the image of a point on the coordinate plane after applying a transformation

• Patterning and Algebra: : representing the general term in a linear sequence, using one or more algebraic expressions; translating statements, using algebraic equations; finding the term number in a pattern algebraically when given any term; solving linear equations involving onevariable terms with integer solutions using a “balance” model.

• Data Management and Probability: collecting categorical, discrete, and continuous data; organizing data into intervals; displaying data using histograms and scatter plots; using measures of central tendency to compare sets of data; comparing two attributes using data management tools; comparing experimental and theoretical probabilities; calculating the probability of complementary events.

Grade 8: Mathematical Process Expectations The mathematical process expectations are to be integrated into student learning associated with all the strands. Throughout Grade 7, students will be:

• Problem Solving• Reasoning and Proving• Reflecting• Selecting tools and computational strategies• Connecting• Representing• Communicating

The mathematical processes enable the students to acquire and apply mathematical knowledge and skills. These processes are interconnected. Problem solving and communicating have strong links to all the other processes. A problem-solving approach encourages students to reason their way to a solution or a new understanding. They are encouraged to make conjectures and justify solutions, orally and in writing. The communication and reflection that occur during and after the process of problem solving help students not only to articulate and refine their thinking but also to see the problem they are solving from different perspectives. This opens the door to recognizing the range of strategies that can be used to arrive at a solution.

Throughout the Mathematics course students will be required to solve problems.

The Four-Step Problem-Solving Model. Students who have a good understanding of mathematical concepts may still have difficulty applying their knowledge in problem-solving activities, because they have not yet internalized a model that can guide them through the process. The most commonly used problem-solving model is George Polya’s four-step model: understand the problem; make a plan; carry out the plan; and look back to check the results. The four-step model provides a framework for helping students to think about a question before, during, and after the problem-solving experience. The stages of the four-step model are described below. Students should be made aware that, although the four steps are presented sequentially, it may sometimes be necessary in the course of solving problems to go back and revisit earlier steps.

Problem-Solving Model:1. Understand the Problem (the exploratory stage)2. Make a Plan3. Carry Out the Plan4. Look Back at the Solution

Web Resource:  www.math8.nelson.com    (Click on Student Centre – for online review

questionsClass Website: The link will be posted in the Student Centre and will have

instructional videos

Assessment and Evaluation: Assignments Questions from the textbook will be assigned to allow you to

practice the concepts taught and to incorporate the mathematical knowledge being gained. Furthermore, it will help you to be prepared for the quizzes. Class time will be provided to work on assignments, but some questions will need to be finished at home. If homework assignments are late or incomplete, you will be asked to complete the work, and parents will be notified.

Quizzes ……………………………….……………  30% Short quizzes will be administered regularly to evaluate your

understanding of the material being taught. Midway through a chapter, longer quizzes will be given to assess a larger number of concepts.

Review Assignments …………………………….…. 20%At the end of each chapter you will receive review assignments

containing a summary of the types of questions solved in that unit. A portion of them will be completed and submitted in class, with additional questions assigned for homework, unless completed in class.

 Unit Tests  ………….................................................  50% At the conclusion of each chapter you will write a unit test which

will evaluate your understanding of the material covered in that unit.

In June each student will write a Math exam as a culminating evaluation of third term material (worth 30% of that term’s grade).

Students’ Responsibilities

1. Have your Tools: Math text, binder, agenda, pencils, eraser, and ruler, (geometry set & calculator when required).

2. Math binder: - must be organized and complete. Keep handouts and work completed,

dated and in chronological order. Insert labelled dividers between each chapter’s notes.

3. Agenda: - all homework, quiz and test dates need to be recorded in the agenda each 

Math period. 4. Assignments:- each assignment must be on its own page, separate from your notes and separate

from a previous assignment.- write your name at the top right and the date at the top left of the page. Write

the text page number, and the numbers or letters of the questions assigned - clearly!

- all homework problems must be completed in pencil.- calculations must be shown where necessary. 5. Absence from School:- Each student is responsible to write any quiz or test missed, due to absence, the 

day of  your return to school (unless there has been a long period of absence).- If one or more Math periods are missed it is the student's responsibility to see me

for the notes and assignments missed and to get caught up in a reasonable period of time.

- If you know ahead of time that you are to be absent, let me know and I will provide you with the work the class will be doing.

6. Behaviour in Class:Respect your teacher: be quiet as instructions are given and the lesson is taught.Respect your classmates: raise your hand if you have a question or need some help.: work quietly (if you need to discuss a question with a classmate do so in a whisper). : encourage and give help to those who struggle with their work.Respect your classroom: recycle paper and place garbage in the waste bin. Do not write

on or damage the desks or chairs.Respect yourself: do your best work, remain organized, complete all homework, and

review material regularly.

Welcome to Grade 8 Math! I want you to appreciate how important math is to your daily life and find the work we do challenging but also fun! My goal is to present the material in a clear and varied approach that will enable you to understand and apply the knowledge learned.

As you begin this new school year you have the opportunity to commit to proper organization and study habits that will enable you to reach your potential in this course.

I commit to apply myself in math this year, do my homework, stay organized, study hard, and be responsible for learning the material. I have read the course outline and Miss Wagner’s expectations and agree to follow these guidelines.

Student's Name: _________________ Parent’s Signature: ___________________

(PRINT)

Student’s Signature: __________________________Teacher's Initials: ___________\

TEXTBOOK # __________   *Please treat your textbook with care! Do not write anything in it or spill food or drink on it

In the first few days of school, Grade 8 classes will be launching our own

website. You will be able to access important documents (calendars, reviews, etc.), video tutorials, and pictures of current events. I will post the link to the website on the BCS student centre.

Please complete and return this form to help us get started.

I give permission to have pictures of my child posted on the Grade 8 website.

(No names will be listed.)

I give permission for my child to be featured in videos that are posted online.

(No names will be listed.)

I do not want my child to be featured on the school website.

• ______________________ ______________________

Topics Covered:           Strand Text Chapter

Number Sense Chap.1 Number RelationshipsNumber Sense Chap.2 Proportional RelationshipsData Management Chap.3 Collecting, Organizing, & Displaying DataPatterns & Algebra Chap.4 Patterns & Relationships Measurement Chap.5 Measurement of CirclesNumber Sense Chap.6 Integer Operations Geometry Chap.7 TransformationsPatterns & Algebra Chap.8 Equations & Relationships Number Sense Chap.9 Fraction OperationsGeometry Chap.10 Angles & TrianglesMeasurement & Geometry Chap.11 Geometry & Measurement RelationshipsProbability Chap.12 Probability

Timeline:

September – Chapter 1 Number Relationships• Identifying Prime & Composite Numbers• Prime Factorization• Common Factors & Common Multiples• Calculating Powers• Multiplying & Dividing by Powers of 10• Expanded Form & Scientific Notation• Squares & Square Roots• Order of Operations

October – Chapter 2 Proportional Relationships• Expressing Fractions as Decimals• Multiplying & Dividing Decimals• Exploring Ratios• Rates• Representing Percent• Solving Percent Problems

November - Chapter 3 Collecting, Organizing, & Displaying Data• Organizing & Presenting Data• Exploring Sample Size• Using Electronic Databases• Histograms• Mean, Median, and Mode• Communicating about Graphs November/December - Chapter 4 Patterns & Relationships• Exploring Relationships in the Fibonacci Sequence• Creating Pattern Rules from Models• The General Term in a Sequence• Solve Problems by Examining Simpler Problems• Relating Number Sequences to Graphs

Timeline Continued

December – Chapter 12 Probability• Exploring Theoretical and Experimental Probability• Calculating Probabilities• Factorials• Solve Problems Using Organized Lists• Using Simulations to Determine Probability• Designing a Probability Model

January - Chapter 5 Measurement of Circles• Exploring Circumference & Diameter• Calculating Circumference• Estimating & Calculating Area• Solve Problems by Working Backward

January/February  – Chapter 6 Integer Operations• Exploring Integer Addition & Subtraction• Exploring Integer Multiplication• Exploring Integer Division• Order of Operations with Integers

February/March – Chapter 7 Transformations• Coordinates of Points on a Grid• Translations on a Coordinate System• Reflections & Rotations• Exploring Similar Shapes• Communicating about Transformations

March/April - Chapter 8 Equations & Relationships• Solving Equations by Graphing• Representing Pattern Relationships• Creating & Evaluating Algebraic Expressions• Solving Equations• Communicating about Equations

Timeline Continued

April – Chapter 9 Fraction Operations• Adding & Subtracting Fractions • Exploring Fraction Patterns• Fractions of Fractions• Multiplying Fractions• Dividing Fractions• Order of Operations

May – Chapter 10 Angles & Triangles• Intersecting Lines, Parallel Lines, and Transversals• Angles in Triangle• Exploring Quadrilaterals• Exploring Right Triangles• Applying the Pythagorean Theorem• Solve Problems Using Logical Reasoning

May/ June – Chapter 11 Geometry & Measurement Relationships• Exploring Cylinders• Surface Area of a Cylinder• Volume of a Cylinder• Solve Problems Using Diagrams• Exploring Platonic Solids• Polyhedron Faces, Edges, and Vertices

* Please note that this schedule is subject to change*