Welcome to MATH 8


    Distance Learning 


    Mrs. Rayburn

    With Distance Learning, content standards will remain unchanged, however, additional programs provided by the district will be available.

    Our students mean everything to us. We will do whatever we can for them to have a positive learning experience.


    Course Description


    instructional time will focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

    With the transition to Common Core, mathematics teaching has modified. While math is always math, you can expect there to be more group work and group discussions, more application to “real world” problems, and more in-depth multi-step problems. The answer to “Why do we learn this?” should be easier to answer now as you will see the everyday application. 


    Integrated Mathematics I 

    Students in Mathematics I continue their work with expressions and modeling and analysis of situations. In previous grade levels, students informally defined, evaluated, and compared functions, using them to model relationships between quantities. In Mathematics I, students learn function notation and develop the concepts of domain and range. Students move beyond viewing functions as processes that take inputs and yield outputs and begin to view functions as objects that can be combined with operations (e.g., finding ). They explore many examples of functions, including sequences. They interpret functions that are represented graphically, numerically, symbolically, and verbally, translating between representations and understanding the limitations of various representations. They work with functions given by graphs and tables, keeping in mind that these representations are likely to be approximate and incomplete, depending upon the context. Students’ work includes functions that can be described or approximated by formulas, as well as those that cannot. When functions describe relationships between quantities arising from a context, students reason with the units in which those quantities are measured. Students build on and informally extend their understanding of integer exponents to consider exponential functions. They compare and contrast linear and exponential functions, distinguishing between additive and multiplicative change. They also interpret arithmetic sequences as linear functions and geometric sequences as exponential functions. Students who are prepared for Mathematics I have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. Mathematics I builds on these earlier experiences by asking students to analyze and explain the process of solving an equation and to justify the process used in solving a system of equations. Students develop fluency in writing, interpreting, and translating between various forms of linear equations and inequalities and using them to solve problems. They master solving linear equations and apply related solution techniques and the laws of exponents to the creation and solving of simple exponential equations. Students explore systems of equations and inequalities, finding and interpreting solutions. All of this work is based on understanding quantities and the relationships between them. In Mathematics I, students build on their prior experiences with data, developing more formal means of assessing how a model fits data. Students use regression techniques to describe approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the appropriateness of linear models. With linear models, they look at residuals to analyze the goodness of fit. In previous grade levels, students were asked to draw triangles based on given measurements. They also gained experience with rigid motions (translations, reflections, and rotations) and developed notions about what it means for two objects to be congruent. In Mathematics I, students establish triangle congruence criteria based on analyses of rigid motions and formal constructions. They solve problems about triangles, quadrilaterals, and other polygons. They apply reasoning to complete geometric constructions and explain why the constructions work. Finally, building on their work with the Pythagorean Theorem in the grade-eight standards to find distances, students use a rectangular coordinate system to verify geometric relationships, including properties of special triangles and quadrilaterals and slopes of parallel and perpendicular lines.


    Be polite, Be Prepared, Be Productive. Violations of these rules will lower a student’s citizenship grade. Continued violations will lead to parent phone calls, parent conferences, after school or lunch detentions, writing of behavior standards and office referrals. School wide rules and the dress code will be strictly enforced.


    Students do not receive a grade. GRADES ARE EARNED. All homework is to be done in pencil and graded in pen. All work must be neat, complete, show the problem, process and answer. Unattempted problems or answers only on homework, tests or quizzes will receive minimal credit. Assignments missed because of an excused absence will be accepted for full credit with an extension given equal to the number of school days missed. Students are responsible for obtaining and completing work and /or make-up tests during the week they return to school after the excused absence. Please attempt 100% of the work 100% of the time. Assignments will be posted in Google Classroom - usually in advance -you are always welcome to work ahead.


    Homework problems must be written or kept in an organized math notebook, (a graph paper notebook works best for math class) showing the assignment as well as the problem, process and answer. Homework will be checked in a variety of ways: checking for completion, collecting and grading some individual problems, student/neighbor grading, Khan Academy practice, google forms, etc. A strong emphasis should be put on completing your homework every night to the best of your ability using all available resources for help. Although homework may not be checked every day, come to class expecting that it will.  Zangle homework grades will generally reflect several related tasks rather than scores from individual nightly problems. Homework, classwork, warm-ups and class notes comprise 40% of your academic grade.

    Homework quizzes covering the lesson concepts presented in the Interactive Student Edition will be included as evaluations, or 60% of your grade. Homework quizzes will be assigned from Personal Math Trainer or Khan Academy for every lesson in the text book (ex. 1.1, 1.2, 1.3 for module 1...), due prior to the unit test. Online work must be documented and kept in a spiral notebook or on "show work"paper for credit in case of internet issues or other program glitches at school or at home. Homework quizzes must be accessed through the dashboard at in order to receive credit (although, homework quiz problems may be practiced multiple times by accessing the red whistle problems at the end of each lesson on the ISE).

    Unit Tests, homework quizzes, projects and performance tasks will be weighted at 60% of your overall academic grade.


    Graded work is completed on multiple websites, Including:   


    Khan Academy 


    Google Classroom access code and access for Khan Academy assignments will be provided for each class.

    Zangle grades will be updated with work from the websites at the end of each module.




    Ear buds or headphones for chrome books in the classroom

    The use of Mathematics paper like graph paper is strongly recommended for organized work.                                                                               If possible, save the lined paper for your language arts class.

    COMPOSITION BOOK -for class notes, graphic organizers, class practice…

    NOTEBOOK – for homework assignments and documentation of online practice.

    Pencils, erasers and a ruler

    Grading pens – red

    Highlighters for highlighting answers

    Glue sticks for projects and interactive notes


    Scientific Calculator

    Whiteboard markers and clear plastic sheet protector

    Colored pencils, multi colored pens, gel pens and highlighters may always be used for NOTES in your composition book

    *Appropriate smart phone conduct will be addressed. Useful (free) educational apps may be incorporated into the educational experience.