Download Middle School Math Options for the 2016-17 School Year

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Middle School Math Options for the 2016-17 School Year
6th Grade
8th Grade
Math 3 H (1 semester)(2 periods)
Honors Algebra (1 semester)(2 periods)
Honors Geometry (1 yr)(2 peri
Math 1 A (1 yr)(1 period)
Math 1 Extension 1 (1 yr)(1 period)
Math 2 A (1 semester)(2 periods)
Math 3 A (1 semester)(2 periods)
Honors Algebra (1 yr)(2 periods
e
Math 1 C (1 yr)(1 period)
Math T2-Level (E-F) (1 yr)(1 period)
Math 2 C (1 yr)(1 period)
Math T2-Level (F-G) (1 yr)(1 period)
Math 3 C (1 yr)(1 period)
Math T2--Level (G-H) (1 yr)(1
RE
nced
Math 1 ASPIRE A(1 yr)(1 period)
Math Extension 1 ASPIRE (1 yr)(1 period)
Math 7 ASPIRE A (1 semester)(2 periods)
Math 8 ASPIRE A (1 semester)(2 periods)
Honors Algebra ASPIRE(1 y
RE
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Math 1 ASPIRE H(1 semester)(2 periods)
Math 2 ASPIRE H(1 semester)(2 periods)
Math 3 ASPIRE H(1 semester)(2 periods)
Honors Algebra ASPIRE(1 semester)(2 periods)
Honors Geometry ASPIRE
nced
Math 1 H(1 semester)(2 periods)
Math 2 H (1 semester)(2 periods)
7th Grade
(Fee Schedule as a year long)
Geometry Standards to support into H
Geometry
periods)
urse Path will be the same, but what is taught in each path will change.
ath 1 - This course teaches the 6th grade Arizona Math Standards.
In Math 1, instructional time is focused on four critical areas: (1)
necting ratio and rate to whole number multiplication and division using concepts of ratio and rate to solve problems; (2) completing
erstanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers;
ng, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
ath 1 Extension This course is designed for students with more academic rigor, greater depth, and complexity of learning. Students w
lement skills in real-world applications and problem solving situations. Students will apply the eight Arizona College and Career Ready
hematical Practices to all areas under study. They will be asked to persevere in solving problems, to reason abstractly and quantitatively, to
http://bit.ly/1MDWK
Tempe Elementary School Dis
Nov. 19, 20
struct viable arguments and critique the reasoning of others, to model mathematics, to use appropriate tools, to attend to precision, to make
of structure, and to express regularity in repeated reasoning. instructional time is focused on four critical areas: (1) connecting ratio and rate
ole number multiplication and division using concepts of ratio and rate to solve problems; (2) completing understanding of division of fraction
extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using
ressions and equations; and (4) developing understanding of statistical thinking. This course should be taken with Math 6 is designed to
pare students for Math 7.
ath T2 This course is designed for students who would benefit from additional math skills development. Small group instruction will focus
vidual student needs.
ath INT T3 This course is designed for students who would benefit from additional math skills development. Small group instruction will
us on individual student needs. (Additional math course in lieu of an elective)
ath 2 This course teaches the7th grade Arizona Math Standards.
In Math 2, instructional time should focus on four critical areas: (1)
eloping understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and
king with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and workin
two- and three- dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about
ulations based on samples.
ath 3
This course teaches the 8th grade Arizona Math Standards. In Math 3, instructional time is focused on three critical areas: (1)
mulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solv
ar equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationship
analyzing two - and three- dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying
Pythagorean Theorem.
onors Algebra The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle
des. Because it is built on the middle grades standards, this is a more ambitious version of Algebra 1 that has been generally offered. The
cal areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by
lying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions.
Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experien
hematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course is design
meet the requirements for high school credit as described in the Articulation Agreement with Tempe Union High School District.
http://bit.ly/1MDWK
Tempe Elementary School Dis
Nov. 19, 20
onors Geometry The fundamental purpose of this course is to formalize and extend students’ geometric experiences from the middle
des. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal
hematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. Fo
mple, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry
ceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course, and, together with th
tent standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to
ke sense of problem situations. This course is designed to meet the requirements for high school credit as described in the Articulation
eement with Tempe Union High School District.
ath 1 ASPIRE (Connolly only)
Math 1 ASPIRE, instructional time is focused on four critical areas: (1) connecting ratio and rate to whole number multiplication and division
ng concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to t
em of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developin
erstanding of statistical thinking. This course is designed for gifted students who want more academic rigor, including faster pacing, greater
th, and complexity of learning. Students will apply the eight Arizona College and Career Ready Mathematical Practices to all areas under
dy. They will be asked to persevere in solving problems, to reason abstractly and quantitatively, to construct viable arguments and critique th
soning of others, to model mathematics, to use appropriate tools, to attend to precision, to make use of structure, and to express regularity i
eated reasoning. This course should be taken with Math 6 Extension ASPIRE is designed to prepare students for Math 7 ASPIRE.
ath 1 EXTENSION ASPIRE (Connolly only)
s course is designed for gifted students who want more academic rigor, including faster pacing, greater depth, and complexity of learning.
dents will implement skills in real-world applications and problem solving situations. Students will apply the eight Arizona College and Caree
ady Mathematical Practices to all areas under study. They will be asked to persevere in solving problems, to reason abstractly and
ntitatively, to construct viable arguments and critique the reasoning of others, to model mathematics, to use appropriate tools, to attend to
cision, to make use of structure, and to express regularity in repeated reasoning. instructional time is focused on four critical areas: (1)
necting ratio and rate to whole number multiplication and division using concepts of ratio and rate to solve problems; (2) completing
erstanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers;
ng, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. This course should be taken
Math 6 ASPIRE is designed to prepare students for Math 7 ASPIRE.
http://bit.ly/1MDWK
Tempe Elementary School Dis
Nov. 19, 20
ath 2 ASPIRE (Connolly only)
n Math 2 ASPIRE, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional
tionships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving
blems involving scale drawings and informal geometric constructions, and working with two- and three- dimensional shapes to solve problem
olving area, surface area, and volume; and (4) drawing inferences about populations based on samples. The course is designed for students
o want extensive academic rigor, including faster pacing and greater depth, and complexity of learning. Students will apply the eight Arizona
ege and Career Ready Mathematical Practices to all areas under study. They will be asked to persevere in solving problems, to reason
tractly and quantitatively, to construct viable arguments and critique the reasoning of others, to model mathematics, to use appropriate tools
nd to precision, to make use of structure, and to express regularity in repeated reasoning. Students will implement skills in real-world
lication and problem solving situations.
ath 3 ASPIRE(Connolly only)
Math 3 ASPIRE, instructional time is focused on three critical areas: (1) formulating and reasoning about expressions and equations, includi
deling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the
cept of a function and using functions to describe quantitative relationships; (3) analyzing two - and three- dimensional space and figures us
ance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
gebra ASPIRE (Connolly only)
s course is designed to teach above-grade-level math skills to gifted students in the ASPIRE Academy. The course is designed for students
o want extensive academic rigor, including faster pacing, greater depth, and complexity of learning. This course will focus on the Arizona Ma
ndards areas of: Modeling with Functions, Linear Functions, Linear Equations and Inequalities in One Variable, Linear Equations & Inequalit
wo Variables, Quadratic Functions and Equations, and Statistics. Students will apply the eight Arizona College and Career Ready Standard
hematical Practices to all areas under study. They will be asked to persevere in solving problems, to reason abstractly and quantitatively, to
struct viable arguments and critique the reasoning of others, to model mathematics, to use appropriate tools, to attend to precision, to make
of structure and to express regularity in repeated reasoning. This course is designed to meet the requirements for high school credit as
cribed in the Articulation Agreement with Tempe Union High School District.
eometry ASPIRE (Connolly only)
s course is designed to teach above-grade-level math skills to gifted students in the ASPIRE Academy. The course is designed for students
o want extensive academic rigor, including faster pacing and greater depth, breadth, and complexity of learning. This course will focus on the
http://bit.ly/1MDWK
Tempe Elementary School Dis
Nov. 19, 20
ona Math Standards areas of: Congruence, Geometric Constructions, and Rigid Motions; Geometric Relationships and Properties; Similarit
ordinate Geometry; Coordinate Geometry; Circles and Conics; Geometric Measurement and Dimensions; Trigonometric Ratios; and Geome
deling. Students will apply the eight Arizona College and Career Ready Standards Mathematical Practices to all areas under study. They wil
ed to persevere in solving problems, to reason abstractly and quantitatively, to construct viable arguments and critique the reasoning of othe
model mathematics, to use appropriate tools, to attend to precision, to make use of structure, and to express regularity in repeated reasoning
s course is designed to prepare ASPIRE students to take Algebra 3-4 or Honors Algebra 3-4 as described in the Articulation Agreement with
Tempe Union High School District.
http://bit.ly/1MDWK
Tempe Elementary School Dis
Nov. 19, 20