Dear Parents: Sept. 2004
I am looking forward to teaching Math to your son/daughter this school year and possibly other courses in the next three years in the French Immersion Program. Math in French requires the student to concentrate on two things: the language and the math concepts. At first we rely on visual aids, simple vocabulary, dictionaries, etc. in order to understand the concepts as well as starting with subject matter that can be easily explained. At first, tests are very objective with multiple choice, match, true or false, and fill in the blank questions. As the students progress in their language skills, the complexity of questions and subject matter increases.
Here is a list of things that your son /daughter will need to bring to class:
- a binder (with rings) Please only one or two subjects per binder please.
- a homework note book, a pencil, ruler, pen, and eraser.
- At some point in the year they will also need a calculator, and graph paper.
The evaluation scheme is as follows for the first term:
* Problems of the week 15%
* Each Monday the students are given a challenging mathematical or logic problem. They may discuss the problem together but their final answer must be their own. On Friday the students are to hand-in their POW.
**The criteria for an organization mark includes: preparation, attention in class, effort, on time, neatness, organized scribbler, writing down what is for homework, asking question in class, having homework ready, and keeping notes.
We will be relying on a number of different texts throughout the year and no one textbook will be considered asthe course. Rather the course will be as described in the Curriculum Guide as determined by the Nova Scotia Department of Education. Students will have the opportunity to do some hands-on activities as well as drill in order to master a given concept. We will try to use common everyday examples to help the students see the need for mathematics. They will also have the chance to further their skills with mathematical software called Understanding Math. Also, the students will do Mental Math daily to improve their estimation, calculations and understanding methods patterns and shortcuts to computations.
Concepts to be studied this year include:
1.) Number Concepts
Greatest Common Factors
Lowest Common Multiples
Divisibility rules for 2,3,4,5,6,9,10.
Renaming fractions and mixed numbers to decimal numbers and vice versa
Order and compare fractions and decimals
Express ratios, fractions and percents in alternate forms
Integers: representing, comparing and ordering.
2. Operation Sense
Use estimation and mental math to justify reasonableness of calculations with integers and decimals.
The properties of operations with decimals and integers
Order of Operations in problem solving with whole numbers and decimals and integers.
Estimate and calculate the sum or difference of fractions and integers
Multiply mentally fractions with whole numbers
Estimate and calculate the percent of a number when given the part or the whole.
Create and solve problems that involve the use of percents.
Multiply and divide integers concretely, pictorially and symbolically to solve problems.
Create and evaluate simple algebraic expressions
Distinguish between like and unlike terms, then add and subtract these like terms using concrete and pictorial models.
Describe a pattern using written and spoken language and tables and graphs
Summarize simple patterns and use them in making predictions
Explain the difference between algebraic expressions and equations
Solve one and two step equations using trial, diagrams.
Graph linear equations using a table of values (then interpolate and extrapolate)
Determine if an ordered pair is a solution to a linear equation
Use and convert the metric units in measuring, estimating, and solving problems that relate to length, area, volume and mass.
Apply concepts and skills related to time and rates in problem situations.
Understand the relationships of radius, diameter, and circumference of circles and use the relationships to solve problems.
Determine which combinations of triangle classifications are possible.
Use relationships between angle measures and side lengths in triangles and parallel lines
Explain using a model why the sum of the angles of a triangle is 180 degrees.
Draw and describe translations, reflections and rotations.
Create and describe designs using translations, reflections and rotations.
6. Data Management
Communicate the difference between biassed and unbiassed sampling
formulate questions for investigation from relevant contexts
Select, defend, and use appropriate data collection methods
Construct a histogram and other appropriate data displays and make inferences from them
Formulate statistics projects to explore current issues.
Determine medians, means and modes.
Identify situations for which the probability would be near 0, 1/4, 1/ 2 , 3/4 and 1.
Solve probability problems using simulations and experiments.
Identify all possible outcomes of two independent events.
Compare experimental results with theoretical results.
Use fractions, decimals and percents as numerical expressions to describe probability.
Extra help time will be in the mornings and noon hour but the student should make an appointment in order to find a suitable time.
I will constantly try to be speaking French to the students during classes, extra help time, and in the halls.
I look forward to this school year and I invite you to contact me at any time if you have any questions, comments or concerns at 275-2720. Also, please check out my website for homework, problems of the week, etc at http://ssdsbstaff.ednet.ns.ca/george11.