7th Grade Math

Mrs. Nancy Pedersen


Class activities

Math web sites


Advanced English

Grading for advanced English

                                                                                                   7th Grade Math                                                                Text – Saxon Math 87

The following objectives will be covered in math this year as we work our way (in order) through the Book:

  • · The student will demonstrate an ability to use a problem-solving checklist to solve a variety of problems.
  • · The student will be able to use mental math strategies to solve a variety of problems.
  • · The student will be able to use the techniques of estimation in all number sets.
  • · The student will use reasoning powers and critical thinking to analyze a given situation.
  • · The student will use calculators and computers to solve appropriate problems, including career applications.
  • · The student will read, interpret and make appropriate charts and graphs from both given and collected data.
  • · The student will understand the set of integers, both positive and negative.
  • · The student will understand the meaning of percent and do a variety of application problems.
  • · The student will be able to compute with whole numbers, fractions, and decimals.
  • · The student will demonstrate an understanding of the various number systems and number system concepts.
  • · The student will understand and be able to use both the metric and U.S. Customary systems of measurement.
  • · The student will explore and understand the basic geometric concepts and terms.
  • · The student will explore pre-algebra concepts.
  • · The student will be able to understand ratios and proportions and use them in a variety of problem solving situations.
  • · The student will work with experimental and mathematical probabilities.

This new book consists of 160 daily lessons and investigations, which are to be covered in the order presented.  There are no chapters.  We may cover about half of the lessons this year.

 Each lesson has four parts. The first part is a mental math box. We will do many of these together as they include the skills we’ve already covered. Sometimes the Mental Math Box will be a quiz, with the “problem solving” problem offered as an “Extra Credit” opportunity for the students. This is a good opportunity for Extra Credit points.

 Next comes the lesson where the day’s topic is covered. There are vocabulary terms in dark print and example illustrations.  This is laid out so that students should be able to read through it if absent and be able to figure it out.

 The practice problems (lettered-not numbered) are designed to cover the new skill or concept covered in the lesson. We usually do these orally together; sometimes they are assigned.

 The fourth part is the problem set. It is 30 problems that provide practice on previously presented skills and concepts. Preferably, students should be doing all 30 problems of each lesson. I have cut the problem set so students will do about half or more of the problems. Tiny reference numbers in parentheses by each problem set problem number refer to the previous lesson where that skill was covered.  The Saxon series wants students to look back in the book for help.

 I will prepare short quizzes on certain topics. I will test after I feel students have had enough exposure to the skills covered on the test. The tests are designed by five lesson intervals.

 Students will receive “Warm-Ups” that are graded. This is a paper with two half-sheets of problems covering a variety of skills the student should know with a “Bonus” on the bottom. Sometimes the “Bonus” is required as part of the assignment, but usually it is an “Extra Credit” opportunity. These “Extra Credit-Bonus” problems are worth many percentage points.  I strongly urge the students to give them a good effort.

 I am available for extra help before school (except when I have morning duty), during homeroom, and noon recess when I’m not on duty.  I stress that students come see me if they are having problems, or need some extra help.  Write a note if your child needs to come in for help before school.


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Grading Scale:          93-100 = A                           No Name Papers = 0

84-92  = B                          One Day Late Only  = -20%

74-83 = C                           No Extra Credit on Late Work

65-73  =  D                           I require labels as part of answers.

64-0 = F

Classroom Rules:  

  • Greet Others
  • Treat Others With Respect
  • Follow Adult Instructions
  • Attend to Task
  • Keep Yourself From Interrupting
  • Assignments should be done neatly, with a heading, on time, and at school when due.

Grading Proportions:

  • 40% Homework Assignments
  • 30% Quizzes and Warm-Ups
  • 30% Tests

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7th Grade Math Homework

If a student is using class time wisely, a minimum amount of homework will need to be completed out of class. There will of course be some assignments that require more time, and some needing a few problems finished at home.

Students may also want to brush up on math facts by spending some time going over flash cards at home. Reviewing skills covered before tests is highly recommended.

I am available to help students before and after school, and during the noon recess time when I'm not on duty. Arrangements for help can easily be made.

Peer tutors are also available. The Study Center is also open every morning at 7:30 a.m. and help is available there.


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These are just a few sites that you may find interesting:

http://www.math.com/school/subject1/lessons/S1U4L5 GL.html#sm1

a dividing fractions site + other skills with fractions and mixed numbers
http://www.math.com/students/homeworkhelp.h tml

pre-algebra, algebra, and geometry topics covered

homework help

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7th Grade Advanced English---Mrs. Nancy Pedersen

Text - Warriner’s English Grammar and Composition First Course                     Plus I will use other materials I have or find as references and for ideas

The students will be responsible for learning the spelling and definitions of vocabulary words in the back of the book on pages 426-428 throughout the year. Eventually, some spelling words will be taken from the back of the book from the confusing words list and the other list of words provided. Students will be given the words they are expected to know how to spell for each test.

Through compromise, the students and I have agreed that each quarter they will be responsible to read a minimum of two long appropriate level books. If the books are not long enough or are at a lower readability level, then one or more additional books will be required. Books must be shown to me for approval. 

Various writing activities will be scattered throughout the year.  Expectations will be clarified for each assignment. Some assignments will have rubrics for grading purposes.  The students will receive these when getting the directions for the assignment.

I’m skipping around in the book. We already quickly covered Chapter 22 Using the Dictionary as a review.  Tentatively we will proceed in the following order:

 Part 3: Mechanics   Chs. 10-12

 Part 1: Grammar     Chs. 1-5

 Part 2: Usage         Chs. 6-7

I may be using parts of other chapters when we write, and the vocabulary and spelling will usually be every week.  This could change for many reasons, but is a basic outline to start with.

Grading Proportions:                                                         No Name Papers = 0

  • 40% Homework Assignments               One Day Late Only = -20%
  • 40% Tests
  • 20% Reading Requirement Met

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