Math update

Hello parents! In the next week you will be asked to look at and sign your daughter’s first math test. Please take a look at the many components that are part of this assessment.

  • The Chapter 7 Test Rubric 2015which includes the rubric assessment of skills, a numerical score, and a comment from your student to YOU! This is the top sheet on the test and is blue. 
  • The student assessment (the first page of the test).
  • The actual test (with lots of good student work!)
  • A separate sheet of test corrections with an explanation of what mistake the student made. This is as important as the test because it shows that students are learning from the mistakes they made. This portion of the test allows students to show both the correction to the problem and an explanation of what they did wrong! Students are also able to work on bonus problems if they didn’t have a chance during the test. Students can use any resources to help them with the test corrections (peers, teachers, parents). Growth mindset here at it’s finest.

Before you sign her test, please have a conversation with your student about her work.

  • What parts did she do well?
  • What parts is she still working?
  • How did she prepare for the test?
  • Does it reflect her understanding of the material?
  • What types of mistakes did she make? Are they conceptual understanding or computation errors?
  • Was she able to complete the corrections on her own or did she need support? What does that mean?

As I tell students, this test is a set of data to be interpreted and discussed. The scores and numbers are not a reflection of WHO the student is but HOW they are learning.

Feel free to email me if you’d like to discuss your daughter’s math learning.

Ms. D

Barbie Bungee

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This week students are collecting data to predict how many rubber bands Barbie needs to safely jump from the 6th grade balcony (493 cm). They were given 12 rubber bands and created a lab to help them establish a pattern to use for their prediction. Questions asked: How can we collect data that is more precise? What happens when data doesn’t show an even growth? What different types of patterns can you use to make your prediction? How can you show your prediction visually (table, graph or picture)?

Math Overview

Hello parents! This week in class I shared the year long 8th.Math.Overview2015.16 with students. In 8th grade we are currently in what is typically considered an “Algebra 1” course (using the College Prep Math curriculum). There were many questions about what’s to come in regards to math in high schools and college and I outlined various possible pathways (Algebra, Geometry, Pre-Calculus, Calculus along with options for Honors or AP or data/statistics or programming options).

I also shared with students my fundamental beliefs about learning math. I look forward to talking more about this at Math Night, coming up Thursday, October 29.

Ms. D’s Math Beliefs:

  • Every student is math capable
  • There are many ways to be “smart” in math
  • Math is about creativity and making sense
  • Math needs to be relevant
  • Mistakes are valuable
  • Questions are more important than answers

Ms. D