Lower School Specials

A Brief History

Lower School Specials meet as part of a six-day scheduling rotation. The number of meetings per rotation varies by course and grade level.

Art

The philosophy of the Lower School art program is premised on the notion that young children want and need to create art, and that the goal of the program is, in large part, the facilitation of this natural process. The art program is designed to tap into and nourish the inherent creative impulse with children by providing

5. Students understand the fight to control North America by learning and understanding the causes and the personal and economic effects of the American Revolution.

6. Students can describe and understand the people, events, and key concepts of the Declaration of Independence and the Constitution.

7. Students can define and understand what it means to be a global citizen and recognize how the United Nations Sustainable Development Goals impact our lives.

Junior Achievement BizTown Program Course Standards

1. Students begin to gain an understanding of the important elements of citizens’ rights and responsibilities in a community, money management, business practices and responsibilities, work readiness, entrepreneurship, philanthropy, and financial literacy.

2. Students develop critical thinking skills as they learn about key economic concepts and explore and enhance their understanding of free enterprise.

three critical components: an accepting and supportive atmosphere for work, access to appropriate materials, and quality instruction of techniques. Elements of art study include: line, shape, balance, rhythm, form, space, color, and art appreciation.

Library

The Lower School library seeks to build and maintain a collection of fiction and nonfiction books, and information resources that will support and enhance our students’ learning in school and at home.

Grade level curriculum translates the following goals into age appropriate instruction and materials.

Our program has been developed to:

• support classroom curricular units and centers;

• instill in students a love of reading;

• encourage students’ independent learning;

• help students become effective library users;

• teach students how to access and evaluate information in all formats.

Music

General music classes consist of a broad-based, multi-faceted curriculum designed to provide a foundation of musical concepts and skills. The classes expose students to a variety of musical styles that are multicultural and international in scope. Through singing, listening, dancing, and playing instruments, students are provided with creative musical experiences as well as an understanding that music is an integral part of the lives of all people and cultures. Furthermore, music provides students an opportunity to succeed at their own level, and by exploring all musical concepts, it can have a profound effect on every student.

The main musical concepts taught to all grade levels with age-appropriate activities are as follows: rhythm, melody, harmony, form, style, expressive qualities, and tone color. The musical concepts listed above are sequentially taught via the following skills: singing/ chanting/using the voice, playing classroom instruments, moving, listening, creating, evaluating.

Physical Education

The physical education curriculum is designed to provide a broad range of physical activities and challenges that demand both cooperation with others and a sustained individual effort. With both of these qualities present, it is expected that students will be able to participate in a variety of physical challenges with the support and encouragement from classmates and teachers. Individual and team skills are taught and practiced in class and understanding the objectives and rules for each activity are a prerequisite for engaging in lead-up games. We believe that cooperation with classmates must first exist in our elementary aged children, so that they will have a healthy foundation from which to compete.

Approximately 20 different physical education units will be taught to grades Pre-K - 5 with the hope that every child will leave our P.E. program having experienced some success and interest in physical activity. Our goal is to boost the confidence levels and the fun factor by designing classes where everyone participates at their own level.

Science

Students in Pre-K - 2 experience science within the classrooms. Students in grades 3-5 participate in science as a special area class and focus on a series of specific units. In each science unit, the students participate in a variety of hands-on discovery experiences that enable them to increase their level of understanding of the topics being explored. The use of the scientific method is emphasized in many units and during the annual science fair project in which 3rd, 4th, and 5th graders participate on an annual basis. Students will engage in the review and practice of the scientific method, design thinking, listening, asking questions, describing, sketching, making hypotheses/predicting, observing, experimenting, forming conclusions, classifying, taking appropriate risks, public speaking, and safety.

Spanish

The Spanish program is an enrichment program based on the belief that all children can learn and enjoy another world language. We hope to produce students who can benefit from the educational and personal rewards that exposure to two languages can bring. Studies have shown – and experience has supported – that the earlier a child is introduced to a second language, the greater the chances are that the child will become truly proficient in that language. In addition to developing a lifelong ability to communicate with more people, children may derive other benefits from early language instruction, including improved overall school performance and superior problem-solving skills. Students of world languages have access to a greater number of career possibilities and develop a deeper understanding of their own and other cultures.

The two major goals of the Spanish program are developing communication skills and learning about world cultures. The program focuses less on the teaching of grammar and more on the development of listening and speaking skills, and on cultural awareness. Grammar is learned indirectly rather than through direct instruction. The Spanish program follows the natural sequence of language acquisition -- understanding, speaking, reading and writing -- which results in greater retention and greater ability to create new and meaningful messages.

Children learning a world language need to develop an understanding of the cultural context in which the language occurs. Cultural learning is the discovery that there are multiple ways of viewing the world.

Technology

Using computers and technology in education should model a creative, problem-solving process. Basic computer knowledge and skills are presented in a logical, systematic order to facilitate selecting and

After-School Enrichment

AFTER-SCHOOL CLUBS

The Lower School provides a wide array of enrichment opportunities after regular school hours for children to both discover and cultivate new interests and talents. These activities are sponsored by either Lower School faculty or special instructors hired by the school.

Most activities are scheduled one day per week for approximately a period of 10 weeks, although some of the activities span more than one 10-week period. The activities are generally from 3:20 p.m. to 4:15 p.m. On occasion, some activities meet before school, starting at 7:30 a.m.

For most clubs, participation is free of charge. Fee information, if charged, is provided in a registration document that is produced before each club season.

organizing information, to communicate ideas, to increase the relevance of curricular areas and to improve student performance. By integrating computer skills, general information skills, and curricular content from the classroom the learning objectives become an ongoing process rather than an isolated list of skills. iPads are available for student usage in PreK through third grade. Fourth and fifth graders participate in a 1:1 iPad program. Teachers across all grade levels integrate the iPad into specific lessons utilizing apps and programs that support the curriculum.

COUNSELING/LIFE SKILLS

Unlike other Specials, this enrichment course meets once a month. The Lower School counselor works collaboratively with each classroom to develop the concept of feelings and appropriately healthy ways in which to process them. The curriculum introduces and builds on various character issues – respect, responsibility empathy, kindness, honesty, and fairness, as well as life skills such as good listening, cooperation, and appreciating differences in others.

Examples of club offerings include: Chess, Cub Scouts, Dance, Girl Scouts, Homework Helpers, Mandarin Chinese, Orchestra, Spartan Service, Speedy Spartan Running, Tennis, Theatre Workshop and Ukulele.

Webb Dance Academy

The Webb Dance Academy is devoted to providing dancers of all ages a positive environment where they have the opportunity to grow and excel in their dance education while encouraging students to achieve their fullest potential; to support them as they develop artistically and academically; and grow into well-rounded individuals, nourished in imagination and creativity. Its goal is to offer high-quality dance classes to learners in a non-competitive, socially aware environment. Experienced dancers are allowed leadership opportunities through the Academy’s mentor program, where they may assist younger dancers and try their hand at choreography.

The Middle School academic schedule consists of eight periods per day. Students take six required courses and two enrichment courses, called Encore courses. All Middle School students enroll in literature, composition, math, science, social studies, wellness and world language. Language offerings include French, Latin and Spanish. Students choose Encoure courses, including art, drama, chorus, band/strings, handbells, introduction to broadcasting and media, innovation and engineering design and inquiry-based study.

Extracurricular clubs and activities are designed to provide both enrichment to a student’s day as well as opportunities in leadership and personal growth. A comprehensive athletic program begins in the sixth grade. Information regarding clubs, activities and athletics are distributed by school administrators and activity leaders at the start the year.

Course Registration

Schedule advising begins in the spring and electronic registration takes place following Spring Break each year.

Grading System

Detailed information about our grading system is available to current students, parents and guardians in the Middle School Handbook. Also included is information on the grading scale, academic reports, athletic eligibility, homework, test/exam policy, tutoring, missed work, and academic progress.

Credit

The school year is divided into four (4) quarters of about nine (9) weeks each. In academic courses, a student will receive credit on the basis of his/her yearly average. In English, math and world language courses, the yearly average must be a grade of C- or higher. In other courses, a grade of D- is considered passing. If a student receives an F in any course, he/she will be required to remediate the work.

Remedial Work

Remediating Courses for Sixth & Seventh Graders

Students who make below C- in any core academic class must remedy the deficiency before the next school year. There are two options available:

• Twenty hours of tutoring in each subject by an approved tutor.

• Completion of a course approved by the Head of the Middle School.

If remediating a math course, students must sit for an assessment no later than one week before the first day of school.

Remediating Courses for Eighth Graders

Eighth grade students who consistently earn below a Cin Middle School courses may not be recommended to attend the Upper School.

Eighth grade students who complete Algebra I must do so with a yearly average of at least a B- in order to take Geometry in ninth grade

Repeating/Remediating World Language Courses for Eighth Graders (rising ninth grade students)

According to Upper School policy, a student may not retake a language course that was successfully completed in the Middle School with a yearly grade of C or higher. If students make a C or higher in the Middle School course and still feel unprepared to continue in Level II, they may elect to:

• Do extra study on their own in the summer, and then continue in Level II of the same language next school year, or

• Change to Level I of another language.

If students make C- or below in a language course, they have three options:

• Follow the same rules for remediation stated for sixth and seventh graders,

• Retake Level I in the Upper School, or

• Change to another language.

Daily Schedule

English

Study of the English language arts is taught daily in two courses in each grade: Composition and Literature Composition courses provide specific strategies for sentence construction, including grammatical and mechanical correctness, as well as effective expression. Furthermore, work in Composition supports and writing demands in other courses (e.g., definition, summary, exposition, argumentation), with special attention to written assessments (e.g., short answer, paragraph-length and full-length responses).

Literature courses aim to foster students’ ability to engage in literary texts in a variety of genres. Guided discussions help students read for meaning and with greater comprehension, reinforcing reading comprehension through extensive and focused vocabulary study.

WEDNESDAY LATE-START SCHEDULE

Composition 6

The sixth grade Composition course opens with a thorough study of the parts of speech. From that foundational standpoint, the curriculum moves to organized writing, beginning with sentence structure and ending with paragraph development. Finally, the course explores style and fluency with regard to a writer’s voice.

Composition 6 Course Standards

1. Students can identify a word’s part of speech.

2. Students can recognize phrases and clauses.

3. Students can create phrases and clauses.

CLUBS & ACTIVITIES

Teachers collaborate with students to create special interest clubs and activities that add balance to the Middle School experience. These experiences are offered during the lunch period and after school from 3:30 p.m. to 4:15 p.m.

Offerings include:

• Book Club

• Boys & Girls Club Tutoring

• Girls Who Code

• Interact Club

• Mindful Monday Club

• Model United Nations

• National Junior Honor Society

• Student Council

• W.O.W. Network –

Sports Broadcasting

• FIRST Tech Challenge Robotics

• Science Olympiad

4. Students can recognize the four sentence types.

5. Students can create the four sentence types.

6. Students can identify eight different comma rules.

7. Students can create sentences that utilize one or more of the eight different comma rules.

8. Students can vary sentence types within a single paragraph, paying particular attention to rhythm and structure.

9. Students can utilize the writing process of drafting, revising, and polishing work to completion.

10. Students can journal on a regular basis as a form of personal expression.

Literature 6

The course develops a student’s ability to comprehend and connect with a variety of texts, including short stories, poems, novels, and essays. Our class regularly explores and practices reading, class discussions, presentations, analytical writing, and vocabulary study. Our topics and genres in literature and vocabulary often parallel studies in other courses. Students are encouraged to learn about and connect to our world through shared and independent literary study and vocabulary acquisition.

Literature 6 Course Standards

1. Students can identify difference between fiction and non-fiction.

2. Students can identify 3 to 5 qualities of several genres: fantasy, historical fiction, adventure/survival, and realistic fiction.

3. Students can summarize short non-fiction texts, Action magazine, including essays, interviews, debates, graphs, etc.

4. Students can define several literary elements: character (dynamic vs. static), setting, plot, and theme.

5. Students can identify these literary elements in specific fictional texts, including short stories and novels.

6. Students can identify appropriate, challenging novels for independent reading and complete projects and analytical writing to share novels with classmates.

7. Students can define several literary devices: simile, metaphor, onomatopoeia, alliteration, flashback, foreshadowing, hyperbole, irony, idiom, allusion.

8. Students can identify these devices in specific texts we study in class and independent reading.

9. Students can identify “new to me” vocabulary words, words they may have heard but do not use in every day vocabulary or writing.

10. Students can demonstrate mastery of these new words by using them appropriately in original sentences with context cues to show the meaning.

Composition 7

The seventh grade Composition course is structured using a writer’s workshop model devoted to the development of written expression. Emphasis is placed on the writing process – drafting, revising, editing, and polishing with the 6+ 1 Writing Traits used as the standard for teaching and assessment. Many genres are explored: memoir, poetry, letters, editorials, book reviews, essays, creative writing pieces, and a comprehensive research paper. Journaling is also used to complement our study and foster reflective writing. The other focus during composition is grammar. We use a grammar workbook, individual instruction through student writing, and whole-class lessons to develop grammar aptitude.

Composition 7 Course Standards

1. Students can achieve greater confidence in their ability to effectively communicate through writing.

2. Students can use the writing cycle and proofreaders’ marks as a matter of course.

3. Students can recall the components of the research paper and how to approach writing one.

4. Students can utilize the 6 +1 traits of writing in their pieces (ideas, organization, voice, word choice, sentence fluency, conventions, and presentation).

5. Students can effectively apply grammar concepts through their own writing.

6. Students can label basic parts of speech in isolation, as well as know how they complement each other.

7. Students can critique their own writing and others’ writing in constructive ways and be able use others’ critiques to better their own writing.

8. Students can correctly use several frequently confused or misused words.

9. Students can understand plagiarism: what it is, its importance, and how to avoid it.

10. Students can compose a variety of forms (memoir, poetry, essay, letter, short story, research paper, etc.).

Literature 7

The literature in this course includes short stories, poetry, and novels from a variety of genres. We focus on beginning to more formally analyze structural and thematic elements of literature via both discussion and written formats. Independent reading is also a major focus of the course, with an emphasis on how to select appropriate material, how to expand our literary comfort zones, and the readings also serve as a basis for journal writing where candid introspection and reflection are fostered. We have an interactive approach to vocabulary instruction including a web-based individualized program, whole-class discussion, and literature based personal vocabulary enrichment and aim to help students develop strategic tools that will enable them to confidently engage with new words outside of the classroom.

Literature 7 Course Standards

1. Students can identify common prefixes, roots, and suffixes to discern the meaning of unfamiliar vocabulary words.

2. Students can understand differences in denotation/ connotation and literal/figurative meaning and apply that to spoken and written word usage.

3. Students can apply understanding of new vocabulary to original sentences and analogies.

4. Students can annotate a literary text to enhance comprehension, discussion, and analysis.

5. Students can identify the parts of Freytag’s pyramid and apply that understanding to a story.

6. Students can begin to analyze character types, literary conflict, theme, symbolism, and point of view in a story.

7. Students can identify and discuss elements of figurative language in literature (simile, metaphor, personification, hyperbole, foreshadowing, metonymy, synecdoche, flashback, deus ex-machina, allusion, euphemism, and atmosphere).

8. Students can participate meaningfully in a peer-led discussion of a text and make text-to-text, text-toself, and text-to-world connections, as well as inferences.

9. Students can select an appropriately challenging and engaging independent reading book and set a schedule for completing it within the quarter.

10. Students can respond to appropriately selected independent reading using an essay format incorporating supporting quotes from the text.

Composition 8

The essential questions for Composition in eighth grade revolve around the elements of sentence fluency (How do I create sentences that clearly communicate my ideas with stylistic interest, effect, and precision? ), organization (How do I organize ideas into paragraphs and how do I arrange those paragraphs effectively for a particular writing task? ), and handling of sources (How do I determine the kind(s) of information I need and how do I incorporate that information correctly and effectively? ). Short expository and persuasive pieces are assigned throughout the year. Additional writing assignments explore the nature of particular syntactic elements (e.g., relative clauses), as well as the requirements of academic writing on tests (e.g., definition, short answer, essay), introduced in the first quarter and practiced throughout the year. While grammar and mechanics are studied individually, the goal is to integrate them into composition projects. Creative writing per se is explored primarily in the form of personal narratives and historical fiction.

Composition 8 Course Standards

1. Students can correctly punctuate a sentence, including introductory, parenthetical, documented, and terminal elements.

2. Students can identify a sentence by grammatical type, naming clauses and most phrases.

3. Students can use relative clauses to combine sentences.

4. Students can use participles/phrases to combine sentences.

5. Students can use appositives to combine sentences.

6. Students can compose a thesis or guiding statement.

7. Students can organize ideas in a variety of academic writing demands.

8. Students can conduct an appropriately critical and sustained discussion of a text, with minimal direction from the teacher.

9. Students can identify main ideas in a text or secondary source (or portion thereof).

10. Students can correctly and effectively integrate material from a source into a composition by means of direct quotation, summary, and paraphrase.

Literature 8

The course focuses on the reading and analysis of one major literary piece each quarter. Particular attention is given to characterization and theme as well as author’s background, influence, and style. Simultaneously, vocabulary is taught in context with the literature along with the use of a vocabulary text. Students will focus on learning the use of one hundred core words.

Literature 8 Course Standards

1. Students can identify certain literary terms in a short story.

2. Students can identify elements of plot in short stories and novel units.

3. Students can understand the fodder behind certain literary works.

4. Students can appreciate the style of certain classic authors.

5. Students can identify figurative language within certain texts.

6. Students can use vocabulary in context and i ncorporate new vocabulary in writing.

7. Students can understand inferences in literature.

8. Students can understand characterization, both direct and indirect.

9. Students can identify the purpose behind a character’s motivation in a text.

10. Students can read independently challenging novels and make connections to daily life.

Math

The mathematics courses follow a natural progression from basic computational skills to the more abstract reasoning of Algebra. The curriculum is intended to provide the basic math skills necessary to function in an ever-changing world, while stimulating and challenging the student to seek out deeper understanding in the different fields of mathematics. The program also helps the student to understand the appropriate role of the calculator.

Initial student placement is based on student ISEE scores. Potential movement at 3, 6, 9, and 12 weeks is based on student performance, classroom teacher observations, and departmental recommendations.

Middle School Math Sequence

• Math (6)

• Algebraic Foundations (7)

• Algebra I-A (7)

• Algebra I (7)

• Pre-Algebra (8)

• Algebra I-B (8)

• Algebra I (8)

• Geometry Honors (8)

MATH (6)

Students will work on consistency and accuracy of computing rational numbers. Students must be able to add, subtract, multiply and divide integers (positive and negative whole numbers), decimals, and fractions. This course emphasizes the use of negative numbers. Once a level of mastery has been established, students will be introduced to foundational pre-algebra skills. Students will be prepared to move into one of the following courses: Algebraic Foundations (7), Algebra I-A (7) or Algebra I (7) based on teacher and departmental recommendation.

Math (6) Course Standards

1. Students can identify, add, subtract, multiply, and divide rational numbers.

2. Students can identify and use properties of addition and multiplication.

3. Students can compare, order, add subtract, multiply and divide integers.

4. Students can evaluate absolute value.

5. Students can graph points on a coordinate plane.

6. Students can identify, find, and solve ratio(s), rate(s), and unit rate problems.

7. Students can rewrite a group of fractions, decimals, and percents using the same representations.

8. Students can evaluate algebraic expressions using rational numbers.

9. Students can use the distributive property to rewrite expressions and equations.

10. Students can solve equations using the properties of equality.

ALGEBRAIC FOUNDATIONS (7)

Students continue the study of integers, order of operations and rational numbers. They will be introduced to algebraic expressions, simple algebraic equations, ratios, proportions and problem solving which are the building blocks for Pre-Algebra (8) and Algebra I (8).

ALEKS will be used to complete the study of middle school geometry that was started in sixth grade. Students will finish out the year studying probability, predictions and statistics. Using symbolic operations helps students make the jump from the concrete – Math (6) – to the abstract – Pre-Algebra (8). This year gives students a solid foundation for future algebra-based courses. Successful completion of this course prepares students for Pre-Algebra (8).

Prerequisite: Completion of Math (6)

Algebraic Foundations (7) Course Standards

1. Students develop proficiency in the rules for integers, including: number lines, powers, exponents, absolute value and all operations.

2. Students understand how real numbers, rational and irrational, are used when solving numerical sentences and equations.

3. Students know the rules for order of operations including rational numbers and powers.

4. Students can use the properties to solve numerical and algebraic expressions; commutative, associative, identity, multiplicative property of zero.

5. Students can simplify expressions using a variety of ways including distributive property and combing like terms.

6. Students can define a variable and use it in expressions, equations and word problems.

7. Students develop proficiency in solving one-step, two-step, and multi-step equations.

8. Students will be introduced to inequalities, comparing, graphing, and solving.

9. Students understand ratios, rates, percent, and proportions and how they are used in real-world problems.

10. Students will be introduced to probability, predictions, and statistics.

ALGEBRA I-A (7)

Students begin their study of Algebra I in seventh grade modeling, simplifying, and evaluating relationships using variables, expressions and equations, while continuing their study of properties and operations of real numbers. Students learn the solving and graphing process for equations and inequalities, and apply these skills to using formulas and real-world application. They will expand and connect these skills as they solve compound inequalities and absolute value equations and inequalities. Our study continues as we introduce the characteristics of ratios and proportions and how these are applied to a number of different applications. Students read and use functional notation as they model function rules with tables and graphs. In addition, we introduce linear equations and practice all related topics. ALEKS will be used to complete the study of middle school geometry that was started in 6th grade. In 8th grade, students will continue their study with the course, Algebra I-B (8). Prerequisite: Completion of Math (6), teacher recommendation

Algebra I-A (7) Course Standards

1. Students can simplify expressions using a variety of ways including distributive property and combining like terms.

2. Students can define a variable and use it in expressions, equations, inequalities, and word problems.

3. Students can solve a formula for a given variable.

4. Students develop proficiency in solving equations; one-step, two-step, multi-step, and variables on both sides, and absolute value equations, including no solution and all real numbers.

5. Students develop proficiency in solving inequalities and graphing solutions; one-step, two-step, multistep and compound inequalities, including absolute value inequalities.

6. Students understand ratios and rates and how they are used in real-world problems.

7. Students can solve proportions, including similar polygons, indirect measurement, and percent proportions, as well as apply to real-world problems.

8. Students will understand the concept of mathematical relations and functions, and be able to graph using a table of values.

9. Students will be introduced to the various ways of solving system of linear equations.

10. Students understand the vocabulary used in each unit.

ALGEBRA I (7)

In this course, students complete Algebra I in one year. The course will include such topics as the properties and operations of the real number system, solving first degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Students will be required to apply these skills to formulas and real- world applications. ALEKS will be used to complete the study of middle school geometry that was started in sixth grade. In 8th grade, students would study Geometry Honors (8) based upon teacher and departmental recommendation.

Prerequisite: Completion of Math (6), teacher recommendation, department chair notification

Algebra I (7) Course Standards

1. Students can read, write, compare, classify, and represent real numbers, and use them to solve problems in various contexts.

2. Students can use properties of equality to solve one-step, two-step, and multi-step equations in one variable. Students will use proportions to solve problems.

3. Students can use the coordinate plane to graph linear functions. They will compare the graph of linear functions to that of the parent function.

4. Students can represent a linear equation in three different ways and will determine the appropriate approach to graph the linear equation from given information.

5. Students can represent real-world and mathematical situations using inequalities involving linear expressions. They will solve inequalities algebraically and graphically.

6. Students can use various methods to solve systems of linear equations. They will identify linear systems as having one solution, no solution, or infinitely many solutions.

7. Students understand how to apply the properties of exponents to exponential expressions.

8. Students can perform operations on polynomials. The students can completely factor polynomials in order to solve equations.

9. Students can graph quadratic functions and compare them to the parent graph.

10. Students can solve and graph radical functions and compare them to the parent graph.

PRE-ALGEBRA (8)

Students continue the study of integers, order of operations and rational numbers. They will be introduced to algebraic expressions, algebraic equations, application of ratios, rates, percent, and proportions, as well as problem solving, which are all building blocks for Algebra I. Students will have a more in-depth study of middle school geometry. Using symbolic operations helps students make the jump from the concrete –Math (6) – to the abstract – Pre-Algebra (8). Successful completion of this course prepares students for Algebra I in ninth grade.

Prerequisite: Completion of Algebraic Foundations

Pre-Algebra (8) Course Standards

1. Students develop mastery for the rules of integers, including: number lines, absolute value, and all operations.

2. Students know the rules for order of operations, including rational numbers and powers.

3. Students can simplify expressions using a variety of ways, including distributive property and combining like terms.

4. Students can define a variable and use it in expressions, equations, and word problems.

5. Students develop proficiency in solving equations and inequalities; one, two, and multi-step with variables on both sides, including undefined or all real numbers.

6. Students understand ratios, rates, percent, and proportions and how they are used in real-world problems.

7. Students will be able to use the properties of integer exponents to generate equivalent expressions.

8. Students will be able to convert between scientific notation and standard form, as well as perform operations with numbers expressed in scientific notation.

9. Students understand the relationship between real numbers and right triangles, including square roots, Pythagorean theorem, distance, midpoint, and slope formula.

10. Students will continue their study of geometry, working on classifying, finding area, surface area, circumference, and volume.

ALGEBRA I-B (8)

Students continue and conclude their study of Algebra I with this course. They master properties and operations of real numbers, expand their study of equations and inequalities, and are introduced to systems of equations and inequalities, their solutions and graphs. In addition, their knowledge of linear equations and all related topics is emphasized/expanded. Our study continues with the introduction of exponents and exponential functions, polynomial operations and factoring, quadratic equations and functions, radical expressions and equations and finally rational expressions and functions. We sharpen these concepts/skills that serve as a foundation for all future courses in mathematics. This class continues to explore the theory behind topics and focuses on experiencing multi-faceted problems. In ninth grade, students would study Geometry or Geometry Honors based upon teacher and departmental recommendation.

Prerequisite: Completion of Algebra I-A (7)

Algebra I-B (8) Course Standards

1. Students can convert linear equations to slopeintercept form, point-slope form, and standard form.

2. Students can solve systems of linear equations by using the graphing method, substitution method, and the elimination methods, and also be able to use these methods to solve applications.

3. Students will be able to determine whether systems of linear equations have one solution, no solution, or infinitely many solutions.

4. Students can solve and graph systems of linear inequalities.

5. Students understand and can use properties of exponents.

6. Students understand the concept of polynomials and can add, subtract, and multiply polynomials, and also be able to factor polynomials.

7. Students can solve and graph quadratic functions and be able to compare them to the parent graph.

8. Students can solve and graph radical functions and compare them to the parent graph.

ALGEBRA I (8)

In this course, students complete Algebra I in one year. The course will include such topics as the properties and operations of the real number system, solving first degree equations with one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations with two variables, fractions, factoring, ratio, proportion, variations, exponents, roots, quadratic equations, and problem solving. Students will be required to apply these skills to formulas and realworld applications. In ninth grade, students would study Geometry Honors based upon teacher and departmental recommendation.

Prerequisite: Completion of Algebraic Foundations or equivalent course, teacher recommendation, department chair notification

Algebra I (8) Course Standards

1. Students can read, write, compare, classify, and represent real numbers, and use them to solve problems in various contexts.

2. Students can use properties of equality to solve onestep, two-step, and multi-step equations in one variable. Students will use proportions to solve problems.