• Math 6

As students transition to middle school mathematics, they will build on their understanding of numbers from elementary school and begin to learn the abstract components of mathematics. Math content will focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing an understanding of division of fractions and extending the notion of number to the system of rational number, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking. This work will lay the foundation for the focus on proportional reasoning in seventh grade.

Math 6/7

Math 6/7 and Math 7/8 are a two-year compacted course sequence that provides three years of mathematics content in two years, preparing students for Algebra 1 in grade 8. Math 6/7 students study all topics from Math 6 and extend three main concepts to blend with Math 7. The concept of ratio and rate is extended to proportional relationships, the concept of rational numbers and integers is extended to operations with integers and rational numbers, and the study of statistical thinking is extended to statistical inference based on samples. The compacted nature of the course will require students to be comfortable and proficient in learning math at an accelerated pace. Placement in Math 6/7 is determined using a body of evidence to support students’ readiness for success in this course.

• Math 7

Seventh grade students will build on their work with rational numbers and algebraic thinking from sixth grade as they move into deeper and more complex math concepts. Content will focus on four critical areas, including (1) developing understanding of and application of proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving geometric ideas of scale, area, surface area and volume with two- and three-dimensional shapes; and (4) drawing inferences about populations based on samples. These concepts will lay the foundation for the algebraic work with linear functions studied in eighth grade.

Math 7/8

Students who have successfully completed Math 6/7 continue in this two-year compacted course sequence preparing them for Algebra 1 in grade 8. Students will complete their study of Math 7 topics not covered in Math 6/7, including working with expressions and linear equations and the geometric study of two-and three-dimensional shapes. These concepts extend to the Math 8 topics of linear equations and the Pythagorean Theorem, respectively. The full content of Math 8 will be covered in this course. The compacted nature of the course will require students to be comfortable and proficient learning math at an accelerated pace.

• Math 8

Students begin a serious study of algebra with the learning of linear functions. The focus shifts from the study of numbers to the abstract application of understanding arithmetic. The content will focus on three critical areas including: (1) formulating and reasoning about expressions and equations, including modeling bivariate data with a linear equation, solving linear equations, and working with systems of linear equations; (2) developing and understanding of the concept of a function, and using functions to describe quantitative relationships; and (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding an applying the Pythagorean Theorem. This work will lay the foundation for the success in a high school Algebra 1 course.

Algebra 1

Algebra 1 formalizes and extends the mathematics that students learned in Math 6, 7, and 8. The major components of study include: (1) using equations and inequalities to model real-life quantities and manipulating them to highlight quantities of interest while focusing on the underlying structures of equations and inequalities; (2) understanding of the concept of a function, the use of function notations, and the structures of exponential functions and how they compare and contrast with linear functions; (3) working with quadratic functions through a structural perspective and in comparison to linear and exponential functions. These concepts lay the foundations for analytic geometry subsequent geometry courses, and for study with different function types in algebra 2 and other advanced math courses. This course is equivalent to the Algebra 1 course taught at CCSD high schools. Students who have successfully completed Math 7/8 are eligible for this class. Due to the content of this class, TI-84 Plus or TI-Nspire graphing calculators are used regularly and it is helpful if students have their own.

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