7th Grade Math
5619 S. 19th Street
Omaha, NE 68107
Mrs Kuhn - 2013-2014
Hi. I'm Mrs Julia Kuhn and I have been working here at Marrs since 2005. I teach 7th grade Math .
I was born in England (a long time ago!) and taught in London for 7 years before moving to Omaha in 1990. I came to the United States to visit my sister and ended up staying!
I worked at Nathan Hale Middle School for 9 years before coming to Marrs 9 years ago. I love it here!
R M Marrs Magnet Middle School
Course Description This is a traditional seventh grade mathematics course. It covers several topics including a study of the four basic operations dealing with signed numbers and an introduction to variables, solutions of one and two step equations and inequalities, verbal problems, rational number operations and comparisons, and coordinate and spatial geometry.
Instructional Philosophy Math 7 is a building block course for future mathematics courses. That is to say that by mastering the content of this course, a student opens the door to success in higher-level math courses. And this success is not limited to mathematics. Success in middle level mathematics courses is highly correlated to success in high school mathematics courses. Because of the importance of this class, it must be taught in a manner to provide for the needs of every student. We will use hands-on materials, real-life situations, small group work, and differentiated instruction to bring the class to life and engage all students. Each student must commit to working both in class and outside of class to gain the full benefits of this course.
Units of Study
1. Algebraic expressions
2. Percents and conversions
2. Equations and inequalities
4. Rational numbers
4. Data analysis
5. Coordinate geometry
5. Geometric figures
6. Measuring figures
By the end of this course, students will
• Be fluent with numeric operations appropriate for this course.
• Be fluent with algebraic procedures appropriate for this course.
Class Rules and Expectations
• Students will come to class prepared to learn with materials needed for class and all assignments completed to the best of their ability
• Students will ask questions when they do not have clear understanding of the topic of discussion
• Students should be in their assigned seat when the bell rings
• Students will remain in their seats until directed differently by the teacher
• Students will follow the routines and procedures as posted in the classroom
Glencoe Math Course 2
· Course grades will be determined by planned assessments such as tests, quizzes, and projects scored with rubrics.
· Major tests are to be expected at the end of each chapter within the units outlined above.
· State Testing: As per the requirements of the NCLB, all students in grades 3 through 8 and 11 are required to complete the Nebraska State mathematics assessment (NeSA-M). The NeSA-M is usually administered during the month of April.
· District Testing:
o In order to prepare students for the NeSA-M test, OPS requires all students in grades 3 through 11 to take both a fall (grades 9 and 10 are exempt from this administration) and mid-year Acuity Mathematics Assessment. These assessments are designed to predict a student’s performance on the NeSA-M.
o In addition, there are several Acuity math assessments tied to the grade level content, algebra content, and/or geometry content that may be used throughout the year to assist in diagnosing student proficiency levels. These assessments may be used at any appropriate time throughout the school year.
OPS Secondary Grading Practices*
All coursework and assessments are judged based on the level of student learning from “below basic” to “advanced.” This course will provide multiple opportunities to achieve at the “proficient” to “advanced” levels. Students are evaluated based on a proficiency scale or project rubric. Proficiency scales for this course are available upon request (teacher will identify location such as portal, teacher website, attached, etc.)
There are three types of coursework*
· Practice – assignments are brief and done at the beginning of learning to gain initial content (e.g., student responses on white boards, a valid sampling of math problems, keyboarding exercises, and diagramming sentences, checking and recording resting heart rate). Practice assignments are not generally graded for accuracy (descriptive feedback will be provided in class) and are not a part of the grade. Teachers may keep track of practice work to check for completion and students could also track their practice work. Practice work is at the student’s instructional level and may only include Basic (2) level questions.
· Formative (35% of the final grade) – assessments/assignments occur during learning to inform and improve instruction. They are minor assignments (e.g., a three paragraph essay, written responses to guiding questions over an assigned reading, completion of a comparison contrast matrix). Formative assignments are graded for accuracy and descriptive feedback is provided. Formative work may be at the student’s instructional level or at the level of the content standard. Formative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment, students will be able to earn an Advanced (4). Teachers will require students to redo work that is not of high quality to ensure rigor and high expectations. The students score on a formative assessment that was redone will be their final score.
· Summative (65% of the final grade) – assessments/assignments are major end of learning unit tests or projects used to determine mastery of content or skill (e.g., a research paper, an oral report with a power point, major unit test, and science fair project). Summative assignments are graded for accuracy. Summative assignments assess the student’s progress on grade level standards and may not be written at the student’s instructional level. Summative assessments/assignments will have all levels of learning – Basic (2), Proficient (3), and Advanced (4), which means that for every formative assessment/assignment students, will be able to earn an advanced (4).
To maintain alignment of coursework to content standards, which is a key best practice for standards-based grading, teachers will utilize a standardized naming convention for each of the standards within a course. The content standard will be marked on each assignment entered into Infinite Campus (District Grading Program) using all capital letters followed by a colon. After the colon will be the title of the coursework.
At the end of the grading period, scores are converted to a letter grade using this grading scale.
A = 3.51 – 4.00
A-= 3.01 – 3.50
B = 2.51 – 3.00
B-=2.01 – 2.50
C = 1.51 – 2.00
D = 0.76 - 1.50
F = 0.00 – 0.75
Redoing/Revising Student Coursework*
*Indicates standardized language
Office Phone Number:
Best times to contact:
Before or after school