• Course Overview

The course of the 7th Grade encompasses a comprehensive study of various mathematical concepts and skills. It begins with Unit 1, focusing on scale drawings and their interpretation. Units 2 and 4 delve into proportional relationships, while Unit 3 explores the application of arithmetic knowledge and skills acquired in grade 6 to geometry and proportional relationships, specifically on circles. Unit 5 emphasizes operations with positive and negative rational numbers to enhance arithmetic understanding. Building on this foundation, Unit 6 introduces expressions and equations, paving the way for more advanced algebraic concepts. Unit 7 further enhances arithmetic and algebraic comprehension in the context of angles, triangles, and prisms. Finally, Unit 8 delves into probability and sampling, providing essential insights into statistical concepts.

The course of the 8th Grade focuses on various mathematical concepts throughout the year. It begins with the study of rigid transformations and congruence (Unit 1), followed by dilations and similarity while introducing slopes in the coordinate plane (Unit 2). Building on the knowledge of proportional relationships acquired in grade 7, it explores linear relationships. Students will learn to express linear relationships using equations, tables, and graphs, making connections across these representations (Unit 3). Then we will further develop the understanding of solutions to equations in one or two variables (Unit 4). Unit 5 introduces the concept of "function" and how to express linear relationships as functions. In Unit 6, we apply linear relationships and functions to real-world contexts involving data with variability. Additionally, students will deepen their understanding of exponents (previously learned in grade 6) and explore scientific notation for representing and computing with large and small quantities (Unit 7). Finally, in Unit 8, students will encounter irrational numbers and gain an understanding of the Pythagorean Theorem.

Throughout the course, students engage in problem-solving, critical thinking, and collaborative activities, fostering a deep understanding of the subject matter. The Mandarin immersion approach enriches language usage, nurturing students' bilingual proficiency in mathematical discourse.

Instructional Philosophy

“Mathematics is not a spectacular sport!” said George Polya. This course follows a problem-based curriculum that encourages students to actively participate in their learning. Through listening to the reasoning of others, noticing patterns, making generalizations, and solving problems, students will develop a deeper understanding of mathematical concepts. They will also learn to make sense of problems, estimate solutions, evaluate the reasonableness of their answers, and explore different approaches to problem-solving. Overall students are encouraged to verbalize their thinking process and formulate solid arguments.

Language Usage

The classroom instruction and verbal communication will primarily be in Mandarin. The assignments, assessments, and pre-made instructional videos will be in English.

A Typical Lesson Structure

• Warm-up: Students will make connections to their previous knowledge to prepare for the new concepts.

• Direct Instruction: The teacher provides explicit instructions on the new concepts and associated language, building up understanding.

• Practice: Students work independently, with partners, or in small groups to solve problems using the approaches they have learned. The teacher closely monitors progress and addresses any learning gaps that may arise.

• Discussion/Lesson Review: Students discuss the topic verbally or in written form to reinforce their learning.

• Exit Ticket: Students work independently on a brief assessment that the teacher will use to adjust further instruction based on their understanding and needs.