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Philosophy: Believing that every student is capable of learning mathematics, opportunities are provided for all students to strive toward their maximum potential and to increase their confidence in themselves and in their own abilities. Teachers and parents work together in helping students to appreciate mathematics, to grow more proficient mathematically, and to realize that mathematical skills are stepping stones to success. Mathematics instruction must continue to grow to meet the changing demands of our society. Literacy in Mathematics requires understandings and habits of mind that enables citizens to make sense of our world, to think critically and independently, to recognize and weigh alternative explanations, and to deal reasonably with problems that involve numbers, patterns, and logical arguments.


Course Description:  In Grade 8, instructional time will focus on these critical areas:

(1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

(2) grasping the concept of a function and using functions to describe quantitative relationships;  where students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions and they describe how aspects of the function are reflected in the different representations.

 (3) analyzing two‐ and three‐dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem; where students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, Students complete their work on volume by solving problems involving cones, cylinders, and spheres.



  If you have further questions or concerns, feel free to contact me at (318) 387-1825 or e-mail me [email protected] My class scheule can be found here.  


We are Wildcats on the P.R.O.W. L.!

Providing Rigorous and relevant Opportunities in instruction that Will enhance Learning