PreAlgebra 2023-24
Text: MN Go Math, Grade 7, 2018 edition, HMH
Length: 1 year
Grades: 7
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Class Expectations:            
 
           Let Mrs. Smith teach
          Be Respectful
         Come Prepared
 
Here are a few, not all, procedures that you will help you to meet the expectations listed above.
 

1. Enter classroom calm and quiet. 
2. Use your passing time wisely to eliminate hall passes.  Students must be in class when the bell rings.   Leaving your books, does not mean you are excused to be late.    
3. Listen and pay attention when class starts. 
4. Raise your hand!  Do not blurt out answers to questions.  
5. Wait to be dismissed at the end of the hour.  

Seating Charts – we will have one .

A seating chart will be arranged.  The arrangement can be changed at any time.  Students are expected to sit in their assigned seats each day. 

Books – Please put a book cover on your book.

Our books must to be handled with care!  A grocery bag and masking tape works well.  Do not use glue or anything that will stick to the book.   Book covers are to be put on at the beginning of the year and expected to stay on all year.

Tardies and absences

Arriving late to class will count as a tardy.  See the student handbook for the school’s attendance policy and makeup work policy.

Grading – Grades will consist of warm-ups, notes, homework, quizzes, and chapter tests.  Test will make up the majority of your grade.

 

Grades are earned based on the following percentages:                           50% tests & quizzes, 25% homework, 25% notes & warm-ups    Grading Scale:
93-100%   A	80-82%    B-	67-69%     D+
90-92%     A-	77-79%     C+	63-66%     D
87-89%     B+	73-76%     C	60-62%     D-
83-86%     B	70-72%     C-	<  60%     F

 
Warm up exercises: Warm-up exercises are to be completed when you arrive in class and should take 5-10 minutes. You should start working on these right away.  We will go over these problems each day.  Note: These exercises are worth 5 points per day.  If you are tardy to class, you will not receive the daily points for the warm-up exercises. 
 
Notes:  I will grade your notes; they are worth 5 points for each lesson.  Students should have a composition notebook reserved for math to take notes for the day.  The date and topic should be used as the heading for the notes each day.  Take notes in date order however, each day does not have to start on a new page.  Bring this notebook to class everyday!  
Assignments: Assignments will be given almost every day.  Grade reports, will help you know what missing work you have.  You can ask me to see yours, or get it printed, and any convenient time.    
 
Assignments will either be corrected in class or collected and graded. Show your work! Math is about learning the process, you need to show that you can do the problem step-by-step.  I do not give credit if you do not show work.   

Late Work: Assignments are expected to be done when due.  All late work is due within 7 days of the assignment due date for possible full credit on the assignment. Any work turned in after one week from the due date will receive one point. Any missing work will be marked as a zero in the gradebook until the work is turned in and graded. Any work that is not turned in will remain a zero.

Work due to excused absences will be accepted according to the student handbook.  (Due immediately upon your return.)  See the Student Handbook for more specific information.  

Tests:  Tests will be given at the end of each chapter.  Each test is weighted equally, worth the same number of points.  Study and be prepared for them.  Students will not be able to take the chapter test if they have not done the assignments…this means you cannot take the test if you have missing work.  The student will be responsible for scheduling a time, within one week of the class test date, to take the test at a later time.  Missing work must be completed.  Retests will be offered, however always strive to do your best the first time!  No retest on take-home tests.  You will need to complete “corrective” problems before retaking a test.  These “corrective” problems must be done well before you can take the retest.  The correctives and retest will be due one week after I return the original test and must be done outside of class time.
 
Quizzes:  There will be various short quizzes, scheduled and unscheduled, throughout the year.  Generally, quizzes are worth 10 to 20 points. There are no retakes on quizzes.
 
Extra Credit:  There may be various impromptu extra credit options offered throughout the quarter.  Extra credit is truly “extra” work, it will not be accepted from students who have missing regular work.  Extra credit options will be given a due date and will not be available at the end of a grading period. 
 
Math Hints:                                     
 

• Use a pencil! Work in pen will be returned. 
• Show your work! Math is about learning the process; you need to show that you can do the problem step-by-step.  No work = no credit. 
• It is important to keep your math work neat, others need to read it. 
• Students need to put their name and the assignment (page number and problems) in the upper right-hand corner of their papers. 

Preparing for class – bring your materials each day! 

Materials to bring to class each day:

1. Completed homework…Practice makes perfect!.
2. Textbook.
3. Pencil/eraser…or two that is ready to use…sharpened or have lead. 
4. Red pen for correcting.
5. Paper 

I expect assignments to be done when due.  If you have questions on your assignment, see me in the morning before school starts, after school, or before class starts. 
 
Be ready for class.  Have multiple pencils ready, get a drink of water, use the restroom, throw away paper, etc. BEFORE class begins.  Any garbage that needs to be thrown away or recycled, hole punching, stapling, etc. can be done after class.  If you have to borrow supplies, do so BEFORE class begins.  Be ready! 

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PreAlgebra learning goals

7.1.1.1 Know that every rational number can be written as the ratio of two integers or as a terminating or repeating decimal. Recognize that π is not rational, but that it can be approximated by rational numbers such as 22/7 and 3.14.
__I can explain the difference between a terminating or repeating decimal.
__I can define a rational number.
__I can identify a rational versus irrational number. 
__I can identify irrational numbers from a set of numbers. 
__I can know that pi can be approximated by 22/7 or 3.14.
 
7.1.1.2 Understand that division of two integers will always result in a rational number. Use this information to interpret the decimal result of a division problem when using a calculator.
__I can define and give examples of an integer.
__I can demonstrate that division of integers will always be a rational number.
 
7.1.1.3 Locate positive and negative rational numbers on a number line, understand the concept of opposites, and plot pairs of positive and negative rational numbers on a coordinate grid.
__I can locate positive and negative rational numbers on a number line. 
__I can identify the opposite of a number.
__I can compare and order positive and negative  rational numbers.
__I can plot coordinate points in all four quadrants of the coordinate grid. 
 
7.1.1.4 Compare positive and negative rational numbers expressed in various forms using the symbols  < , > , = , ≤ ,  ≥ .
__I can compare all positive rational numbers using the symbols < , > , = , ≤ ,  ≥ .
__I can order positive and negative numbers in any form.
 
7.1.1.5 Recognize and generate equivalent representations of positive and negative rational numbers, including equivalent fractions.
__I can convert between fractions and decimals.
__I can generate equivalent fractions.
__I can order positive and negative fractions, decimals, integers.
 
7.1.2.1 Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard algorithms; raise positive rational numbers to whole-number exponents.
__I can add, subtract, multiply, and divide positive and negative
 __integers 
 __fractions
 __terminating decimals
__I can raise positive rational numbers to whole number exponents.
 
7.1.2.2 Use real-world contexts and the inverse relationship between addition and subtraction to explain why the procedures of arithmetic with negative rational numbers make sense.
__I can use the inverse relationship between addition & subtraction to explain why the procedures of arithmetic with negative rational numbers make sense.  (See example in benchmarks.)
 
7.1.2.3 Understand that calculators and other computing technologies often truncate or round numbers.
__I can understand that calculators will truncate or round numbers. 
 
7.1.2.4 Solve problems in various contexts involving calculations with positive and negative rational numbers and positive integer exponents, including computing simple and compound interest.
__I can understand that simple interest does not use interest earned as new principal but compound interest does. 
__I can model addition and subtraction of integers with a number line.
__I can perform calculations with or without a calculator.
__I can understand the rules for calculating with positive and negative numbers.
__I can understand calculating with positive exponents.
 
7.1.2.5 Use proportional reasoning to solve problems involving ratios in various contexts.
__I can see a relationship as proportional.
__I can use ratios accurately.
__I can compare ratios.
__I can understand the mathematical characteristics of proportional situations. 
 
7.1.2.6 Demonstrate an understanding of the relationship between the absolute value of a rational number and distance on a number line. Use the symbol for absolute value.
__I can demonstrate awareness of the absolute value symbol.
__I can define absolute value.
 
7.2.1.1 Understand that a relationship between two variables, x and y, is proportional if it can be expressed in the form y=kx or  k=y/x . Distinguish proportional relationships from other relationships, including inversely proportional relationships xy = k or y=k/x.
__I can determine if a relationship between two variables is a proportional or inversely proportional relationship (xy=k or y = k/x).
 
7.2.1.2 Understand that the graph of a proportional relationship is a line through the origin whose slope is the unit rate (constant of proportionality). Know how to use graphing technology to examine what happens to a line when the unit rate is changed.
__I can determine from a graph if it is proportional and predict what will happen to a line when the unit rate is changed.
__I can use a graphing calculator to graph a line and examine what happens if the unit rate (slope) is changed or if it is not proportional. 
__I can determine from a table if a relationship is proportional. 
 
7.2.2.1 Represent proportional relationships with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another. Determine the unit rate (constant of proportionality or slope) given any of these representations.
__I can identify the unit rate.
__I can make a table of a given relationship
__I can write an equation/function of a proportional relationship
__I can make a graph of a proportional relationship.
__I can translate from a table, equation, or graph. 
 
7.2.2.2 Solve multi-step problems involving proportional relationships in numerous contexts.
__I can solve multi-step problems involving proportional relationships. 
 
7.2.2.3 Use knowledge of proportions to assess the reasonableness of solutions.
__I can assess the reasonableness of a solution.
 
7.2.2.4 Represent real-world or mathematical situations using equations and inequalities involving variables and positive and negative rational numbers.
__I can rewrite a written rule into an equation or inequality. 
 
7.2.3.1 Use properties of algebra to generate equivalent numerical and algebraic expressions containing rational numbers, grouping symbols and whole number exponents. Properties of algebra include associative, commutative and distributive laws.
__I can apply the full order of operations without a calculator.
__I can identify the associative, commutative and distributive properties given numerical express and verbal descriptions.
 
7.2.3.2 Evaluate algebraic expressions containing rational numbers and whole number exponents at specified values of their variables.
__I can substitute values into an equation.
__I can apply the order of operations to generate equivalent nubmers expressions involving rational numbers. 
 
7.2.3.3 Apply understanding of order of operations and grouping symbols when using calculators and other technologies.
__I can recognize order of operations, grouping symbols and exponents when using calculators and other technologies;
 
7.2.4.1 Represent relationships in various contexts with equations involving variables and positive and negative rational numbers. Use the properties of equality to solve for the value of a variable. Interpret the solution in the original context.
__I can solve and set up equations.
__I can translate a verbal description into an equation involving variables.
__I can recognize and translate proportional relationships into mathematical situations. 
__I can interpret the solution to an equation in the original context.
 
7.2.4.2 Solve equations resulting from proportional relationships in various contexts.
__I can solve proportional situations in multiple ways. 
 
7.3.1.1 Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is  π . Calculate the circumference and area of circles and sectors of circles to solve problems in various contexts.
__I can find the diameter given the radius or vice versa. 
__I can find the radius given the circumference of the circle.
__I can use the formula to find circumference or area of a circle, or sector of a circle.
__I can describe pi as the ratio of a circle’s circumference to its diameter.
__I can identify the part (fraction or percent) of a circle represented by a given sector. 
 
7.3.1.2 Calculate the volume and surface area of cylinders and justify the formulas used. 
__I can find the volume of a cylinder and verbalize it’s formula.  i.e. Volume = area of the base times the height. 
__I can calculate the volume of a cylinder.
__I can calculate the surface area of a cylinder.
 
7.3.2.1 Describe the properties of similarity, compare geometric figures for similarity, and determine scale factors.
__I can determine and list corresponding side and angles of similar figures. 
__I can create and use ratios to find corresponding side lengths.
__I can determine similarity between two figures by setting up ratios or corresponding side  lengths, and if they are equivalent (decimal or fractional), understanding that the two figures are similar.
 
7.3.2.2 Apply scale factors, length ratios and area ratios to determine side lengths and areas of similar geometric figures.
__I can find missing values on similar figures by scaling values up (or down). 
__I can list properties of images that are similar and properties of images that are not similar. 
 
7.3.2.3 Use proportions and ratios to solve problems involving scale drawings and conversions of measurement units.
__I can tell how many times the original figure can fit in a new image.
__I can find dimensions of the real image if given the scale drawing of it and the scale factor.
__I can use ratios and proportions to convert measurement units. 
 
7.3.2.4 Graph and describe translations and reflections of figures on a coordinate grid and determine the coordinates of the vertices of the figure after the transformation.
__I can reflect a point or translate a point to its new location.
__I can take a point and its new image and identify the rule, in rule format (x-6, y-2) or in description format (6 left, 2 down.).
__I can reflect over the y-axis, x-axis, or the lines y=x, or y=-x.
__I can identify the coordinates of the new (transformed) image. 
 
7.4.1.1 Design simple experiments and collect data. Determine mean, median and range for quantitative data and from data represented in a display. Use these quantities to draw conclusions about the data, compare different data sets, and make predictions.
__I can collect and organize data.
__I can compare data sets.
__I can predict patterns and trends for the data.
__I can find a missing value if I know the mean, how many data points there are and what all but one of the data values is. 
 
7.4.1.2 Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Know how to create data displays using a spreadsheet to examine this impact.
__I can understand the effect on the mean or median of inserting or deleting an additional data point. 
__I can use a spreadsheet to calculate the mean and median. 
 
7.4.2.1 Use reasoning with proportions to display and interpret data in circle graphs (pie charts) and histograms. Choose the appropriate data display and know how to create the display using a spreadsheet or other graphing technology.
__I can create a circle graph. (see framework)
__I can interpret a circle graph.
__I can compare two circle graphs.
__I can display and interpret data with a histogram. 
__I can create circle graphs and histograms with a spreadsheet. 
 
7.4.3.1 Use random numbers generated by a calculator or a spreadsheet or taken from a table to simulate situations involving randomness, make a histogram to display the results, and compare the results to known probabilities.
__I can generate random numbers using a graphing calculator, drawing numbers from a bucket, rolling dice, etc.
__I can make a histogram from collected data.
__I can use the term “relative frequency” when performing experiments as a way to compare the results as relative frequencies to a known probability. 
 
7.4.3.2 Calculate probability as a fraction of sample space or as a fraction of area. Express probabilities as percents, decimals and fractions.
__I can calculate probability of a data set.
__I can express probability as a fraction, decimal, or percent. 
 
7.4.3.3 Use proportional reasoning to draw conclusions about and predict relative frequencies of outcomes based on probabilities.
__I can predict the number of times an event can occur based on the probability of  the event.