Dick McMahon
CR Anderson Middle School Math 8 (Pre Algebra)
CONTACT INFO: Dick McMahon CRA – Room B1 406-324-2819 dmcmahon@helenaschools.org
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Course Description and Standards
This course advances mathematical proficiency and deepens cultural understanding, aligning with Montana’s dual commitment to academic standards and Indian Education for All. According to Montana’s Mathematics standards, students engage with four major domains, while
applying the Standards for Mathematical Practice.
- Expressions & Equations: Solve linear equations and systems of equations by manipulating expressions.
- Functions: Explore, graph, and interpret functions—identifying relationships between variables in these functions.
- Geometry: Analyze two- and three-dimensional figures; explore congruence, similarity, and various transformations (reflections, transversals, rotations, dilations)
- Statistics & Probability: Represent data with scatterplots, box plots, dot plots; model associations and variability, use the data to make data-based observations and conclusions.
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Standards for Mathematical Practice Prompt Students to:
- Make sense of and persevere in problem-solving.
- Reason abstractly and quantitatively.
- Construct and critique mathematical arguments.
- Model with mathematics in real-world settings.
- Use tools strategically (e.g., graphs, technology).
- Communicate precisely, look for structure, and notice regularity in patterns.
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Indian Education for All (IEFA)
Under Montana’s Constitution (Article X 1(2)) and the law MCA 20-1-501, IEFA mandates that all students engage with the distinct cultural heritage of American Indians, and that educators incorporate these perspectives across Montana’s Essential Understandings guide this integration: recognizing tribal sovereignty, cultural diversity, oral traditions, and Indigenous worldviews. In Math 8, we incorporate rich and engaging lessons for culturally grounded math experiences. Examples of IEFA activities:
- Geometric Transformations through Montana American Indian Tribal Seals
- Beading Patterns Using Reflections
- Surface Area & Volume of Traditional Homes
These activities allow students to:
- Explore reflection, rotation, and symmetry within Indigenous artistic themes.
- Calculate surface areas and volumes of culturally significant structures like tipis or longhouses.
- Engage meaningfully with tribal geometry, blending spatial reasoning with cultural artistry.
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Learning Goals & Objectives
By the end of the Math 8, students will be able to:
- Demonstrate proficiency in algebraic reasoning: functions, linear equations, and systems.
- Analyze geometric transformations and properties of figures with precision.
- Model and interpret data using statistical representations, understanding relationships and variability.
- Apply mathematical practices effectively: problem-solving, reasoning, modeling, precision, and structural awareness.
- Connect mathematics to Indigenous cultures: interpreting geometry and transformations through tribal seals, art, and architectural forms.
- Respect and incorporate tribal knowledge and worldview as valid, meaningful lenses for mathematical exploration.
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Students should have an organizer with loose leaf paper, a notebook strictly for Math notes, a pencil (180 if you lose them every day), a blue or black pen, and a highlighter. This course will utilize the Illustrative Mathematics series. This is a two-year pilot that District 1 is undertaking in our middle schools. The series is divided into eight units that range in length from 16 to 22 days. Each topic is divided into the “Units” outlined below:
- Rigid Transformations and Congruence (20 days)
- Dilations, Similarity, and Introducing Slope (15 days)
- Linear Relationships (17 days)
- Linear Equations and Linear Systems (18 days)
- Functions and Volume (22 days)
- Associations in Data (13 days)
- Exponents and Scientific Notation (15 days)
- Irrational Numbers (18 days)
(Note: Each Unit will include 3-5 Sections that include 3-6 Lessons.)
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Online Resources (These can also be accessed on CLEVER)
- Illustrative Math – https://helenaps.ilclassroom.com/
- ZEARN – https://www.zearn.org/
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Grading Policy
- 70% – Assessments (Check Point/Exit Ticket Quizzes, Key Terms Tests, Unit Tests, and Class/Team Projects.
- 30% – Classwork and Homework (Workbook, Worksheets, and Other Class Activities)
Grading Scale
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = Below 60
The goal in Math 8 class is to ensure that students master the essential standards for the class, so any effort to raise a grade will have the same goal. You must meet with me to arrange for any reassessment. Options include correcting assignments, Zearn enrichments, and Test retakes. Reassessments must be done within a week of the grade being posted to PowerSchool and must be pre-arranged. I will not accept a reassessment without prior knowledge/arrangements as we should discuss “What was done, how it should have been done, and what you will do.”
Be responsible for yourself, respect others, and do your best! Your job is to THINK for yourself; LEARN for yourself; CONVEY that knowledge in your own words. NO CHEATING or COPYING SOMEONE ELSE’S WORK! This is a Zero Tolerance Policy…DO IT AND YOU GET A ZERO!
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Classroom Expectations, Communication, Parent Engagement, and Things to Know
Students are expected to stay up to date with what is being covered in class. They are expected to come to class every day with their “stuff”. When absent, students are expected to complete the day’s lesson as outlined on the weekly calendar that is posted on Microsoft Teams, the Math 8 Clever page, and the Mr. McMahon’s staff page. A slide detailing each day’s activities will also be shown in class each day and linked to Mr. McMahon’s staff page.
Each student can use their Illustrative Mathematics workbook or the online workbook to complete the classes guided lessons. The expectation is that all questions are completed with clear concise explanations when prompted. The consumable workbooks are to be kept in the classroom, but the online workbook can be used to complete any activities outside of class.
Students may come in any day during lunch for extra support, and parents my contact me anytime using the contact information at the top of this page. I will get back to you as soon as possible
Student Hints for Success:
- Expect some (not an overload) of math work each day.
- Check the class weekly itinerary and daily slide.
- BE HERE EVERY DAY YOU CAN!
- Attendance, participation, being on time, coming to class prepared and being ready to learn are essential for a great experience in this class. Math, just like me, is amazing. You don’t want to miss a minute!
- SHOW YOUR WORK!!! SHOW YOUR WORK!!! SHOW YOUR WORK!!! SHOW YOUR WORK!!! (Have I said it enough?)
- Reassess!!! Remember, you can show me that you have learned from your mistakes. Take advantage of this opportunity, meet with me, and reassess items that you struggled with.
- Remember, there is NO EXTRA CREDIT but there are ENRICHMENT OPPORTUNITIES! Know the difference and take advantage of it when offered.
Thanks So Much,
Mr. McMahon