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MATHEMATICS AT SUMMIT

Summit offers math courses from Pre-Algebra through Algebra II/Trig. Student ability, background and motivation are used to place students properly in math courses. Teacher recommendations, performance on incoming math assessments, performance on MAP testing, and performance on baseline in-class assessments given at the beginning of the school year are all used to determine the most appropriate course placement. Parent input and preference is taken into account, however it is only one criteria. Students should be encouraged to take the most challenging course in which they can succeed, but care should be taken to avoid putting students in a “no-win" situation where they are unable to comprehend and master the content.

6TH GRADE MATH

Sixth grade math is designed for students who enter Summit on grade level in their mathematical skills. Course content will develop students’ number sense and reasoning while addressing all common core standards for 6th grade. Topics include area and surface area; ratios and rates; percentages; proportional reasoning; operations with fractions and decimals; modeling with basic algebraic expressions and equations; an introduction to positive and negative numbers; and introductory data analysis.

PRE-ALGEBRA

Pre-Algebra is designed for students who possess a solid understanding of place value and computational fluency and are ready to further develop proportional thinking skills. Pre-Algebra helps students to build on their computational skills as they transition into algebra. Topics include number theory; integers; numerical and algebraic expressions; equations in one variable; fraction and decimal computation; perimeter, area and volume; data analysis; and ratio, proportion and percent.

ACCELERATED PRE-ALGEBRA

Accelerated Pre-Algebra is designed for the student who excels in math. To succeed in this course, students need to have competence in basic computational skills, including fractions and decimals. This fast-paced course covers the regular Pre-Algebra topics in more depth and includes additional topics, such as solving inequalities and graphing linear equations and inequalities.

7TH GRADE MATH

Seventh grade math is designed for students who have successfully completed 6th grade math at Summit or another BVSD school and are prepared for grade-level math content. Course topics cover the common core 7th grade standards and include: proportional relationships and percents; operations with positive and negative numbers; algebraic expressions, equations, and inequalities; geometric applications involving circles, angles, and prisms; and data analysis with a focus on probability and sampling.

intro to algebra

This course gives students a thorough foundation in the basic concepts of algebra. The course includes in depth work with linear equations and inequalities as well as systems of linear equations. Basics of probability and work with exponents are also included. Students who master the content of Introduction to Algebra are prepared for Advanced Algebra in the following year.

accelerated algebra

This is a fast-paced 7th-grade course appropriate for students who are able to understand and process new concepts quickly. This course covers all “Algebra 1” topics in depth and challenges students to apply knowledge in problem-solving contexts. Emphasis is placed on linear, quadratic, exponential, and radical functions.

8TH GRADE MATH

Eighth grade math is designed for students who have successfully completed 7th grade math at Summit or another BVSD school and are prepared for grade-level math content. Course topics cover the common core 8th grade standards and include: proportional and linear relationships; transformations of figures on a coordinate plane; calculating volume; systems of linear equations and inequalities; exponents and scientific notation; analyzing bivariate data; and the pythagorean theorem.

advanced algebra

Advanced Algebra is an 8th grade course that covers all material in an advanced Algebra 1 course. It is an in-depth study of algebraic symbolism, systems of equations, graphing, problem-solving, and probability and statistics. The students will build upon their previous knowledge from Introduction to Algebra to further understand the characteristics and representations of various functions, and relations including: linear, exponential, and quadratic equations.

proof geometry

A high level of dedication is required to succeed in this course, as it requires students to learn a new way of thinking based on logical reasoning. The goal is to improve students' ability to think and express themselves clearly and accurately, and to learn the difference between "common sense" and a valid argument. Content of this course includes rigorous proofs based on definitions, postulates and theorems; angles and triangles, perpendicular and parallel lines and planes, polygons and their areas, similarity and congruence, coordinate geometry, constructions, symmetry and transformations, volumes of solids and an introduction to trigonometry.

ADDITIONAL MATHEMATICS INFORMATION

MATH PATHWAYS

MATH PLACEMENT & ACCELERATION

Placement Recommendations

The Summit Math Department makes placement recommendations with care, based on thorough knowledge of the curriculum and the skills and knowledge required to be successful at each level. In order to serve the needs of a diverse learning community, Summit’s Math Department is committed to thoughtful and appropriate placement for all students. We acknowledge that there exists a fine balance between success and challenge in any math class. We use a data driven approach to placement decisions. We confirm math placements within the first three weeks of school as the pace and content covered in classes diverges and students could have gaps in understanding if a change in placement occurs later in the first quarter.

Incoming Student Placement (All Grade Levels, 6th through 8th grade).

For incoming students, a placement assessment will be administered to determine students’ prior knowledge and mathematical skills. The assessment consists of math facts, computation, and word and thinking problems. An optional algebra section can be completed if a student wants to be considered for placement in Accelerated Algebra as a sixth grader. After the Math Department reviews the placement assessment data, parents will be notified of their child’s placement at Registration Night (approximately mid-March). Math teachers are available to discuss the initial placement at this time. To provide the optimal level of challenge to all students, Summit’s math teachers gather data and verify that students have been placed correctly during the first three weeks of school. Based on knowledge of the curriculum and years of interaction with and observation of students, teachers use classroom assessments and MAP (Measures of Academic Progress) data to confirm or change student’s placements.

Returning Student Placement

Returning students are placed according to classroom performance and mastery of course benchmarks. Teachers make placement recommendations for returning students in the second semester for the following year. If a student is recommended to repeat a course parents will be contacted by our counselor and his/her math teacher. In the 4th quarter, the Math Department reviews a final roster of placements and makes any appropriate adjustments based on new data, such as student work products, benchmark mastery, or MAP test results. Parents will be informed of any placement recommendation changes that ensue. The department will then forward this list to the Registrar for course enrollment.

End of year Acceleration

The Summit Math Department does not recommend that students skip an entire level of Math, specifically Algebra B, through individual summer work. Essential algebraic skills are taught and practiced in this course, and given the foundational nature of algebra, we are committed to students completing this coursework for their future math learning and success. On very rare occasions a math teacher might recommend acceleration at the end of a school year. The teacher will meet with the family and create a learning plan that could lead to acceleration. This is rarely recommended and does require significant work on the student’s part. The student will be expected to complete an assessment to demonstrate mastery with the material and readiness for acceleration.

General Acceleration Requests

A note before you turn to acceleration as an option: Summit’s curriculum is designed so that conscientious and properly placed students should achieve mastery. That is, they should receive A’s and B’s. If a student earns A’s, especially early in the school year, this is not a sign that he or she needs to accelerate. Rather, it indicates a combination of correct placement and good work habits. Parents or students who desire acceleration should submit a written request to the math teacher or school counselor detailing the rationale and interest in acceleration. Our math department will make every effort to fully consider and analyze the request by examining the student’s current and past academic performance and considering the potential for success at the requested level. If acceleration is not recommended by the math department, a math teacher and/or administrator will contact the student and parent(s) to explain the results of the analysis. The department decision is final and can only be appealed to the Principal. Regardless of the method of acceleration, students who are accelerated are expected to work hard, make adequate progress, and master the essential benchmarks of the course they’ve joined. Although the school and teachers will provide appropriate support via Math Lab and office hours, parents and students should not expect alternate/easier tasks, lower expectations, or private tutorials with the teacher to make up for substantial skill gaps caused by skipping portions of the previous course. Students who perform poorly should not expect to advance to the next level the following year and may need to repeat coursework if there is not mastery of benchmarks.

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