Math I (high school credit) Rogers-Herr Middle School Michael Fuga, Principal Math I (high school credit) Placement Meeting with Questions and Answers
New CCSS missed when progressing from last year’s Adv New CCSS missed when progressing from last year’s Adv. Math 6 to CCMath I 6.RP.3a 6. RP.3b 6.RP.3d 6.NS.6a 6.NS.7c 6.EE.3 6.G.2 6.G.4 6.SP.1 6.SP.2 6.SP.3 6.SP.4 6.SP.5a 6.SP.5b 6.SP.5c 6.SP.5d 7.RP.2a 7.RP.2b 7.RP.2c 7.RP.2d 7.EE.1 7.G.2 7.G.5 7.G.6 7.SP.1 7.SP.2 7.SP.3 7.SP.4 8.NS.1 8.NS.2 8.EE.1 8.EE.2 8.EE.4 8.EE.5 unit rate as slope 8.EE.6 8.EE.7a 8.EE.7b 8.EE.8a 8.EE.8b 8.EE.8c 8.F.1 8.F.2 8.F.3 8.F.4 8.G.2 8.G.4 8.G.5 8.G.6 8.G.7 8.G.8 8.G.9 (cones, spheres) 8.SP.1 8.SP.2 8.SP.3 8.SP.4
Michael Fuga, Principal 6th Grade Advanced Math 7th Grade Algebra I 8th Grade Algebra 1 Common Core 6th Plus 7th Plus Math I EOG Score - Level IV at grade 5 (scale score > 363) AND EVAAS prediction score - 80% or higher for a Level III in Math I AND/OR Math AIG Identification (If EVAAS prediction score is less than 70% for a Level III for Math I, a parent waiver and principal approval is required.) Any 5th grade student not recommended for 6th Grade Plus Math should be placed in 6th Grade Math. EOG Score - Level IV at 6th grade (scale score > 364) Any 6th grade student not recommended for 7th Grade Plus Math should be placed in 7th Grade Math. EOG Score - Level IV at 6th grade (scale score >364) EVAAS prediction score – 80% or higher for a level IV in Math I Any 7th grade student not recommended for Math 1 should be placed in 7th Grade Math or 7th Grade Plus Math. EOG Score - Level IV at grade 7 (scale score > 367) EVAAS prediction score- 80% or higher for a Level III in Math I Any 8th grade student not recommended for Math 1 should be placed in 8th Grade Math. Michael Fuga, Principal
COMMON CORE STATE STANDARDS-AT-A-GLANCE Durham Public Schools 2012-2013 Grade 8 Mathematics Curriculum Overview COMMON CORE STATE STANDARDS-AT-A-GLANCE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Correcting Instruction 9 WEEKS 6 WEEKS 3 WEEKS 4 WEEKS 5 WEEKS Exponential Patterns and Relationships Geometric Applications of Exponents Transformations Congruence and Similarity Functions and Linear Functions Linear Models and Tables Solving Systems of Equations Adjustment, Remediation and Exhibition 8.EE.1 8.EE.2 8.EE.3 8.EE.4 8.EE.7a 8.EE.7b 8.NS.1 8.NS.2 8.G.6 8.G.7 8.G.8 8.G.9 8.EE.2 (R) 8.G.1 8.G.2 8.G.3 8.G.4 8.G.5 8.F.1 8.F.2 8.F.3 8.EE.5 8.EE.6 8.F.4 8.F.5 8.SP.1 8.SP.2 8.SP.3 8.SP.4 8.EE.8a 8.EE.8b 8.EE.8c All Standards Please note that the weekly pacing also includes 1-2 week allotment for quarterly assessment and correcting of instruction. Three weeks of corrective instruction includes end of Qtr 4 review & standardized assessment. Any remaining instructional time may be used for adjustment throughout the school year. Standards define what students should understand and be able to do. Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because Mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Italicized standards notate Gap Standards that are new for North Carolina. Bold standards notate Power Standards that are heavily weighted on Standardized Tests. Italicized and Bold indicates the standard is both a Gap and a Power Standard. Standards listed with the notation of (R) indicate that the standard is being repeated. Rogers-Herr Middle School Michael Fuga, Principal
Rogers-Herr Middle School Michael Fuga, Principal
Rogers-Herr Middle School Michael Fuga, Principal