The topics that we teach in Math 3 are those that are most relevant for the eighth grade

OAKS test. Additionally, they are the topics that lay the groundwork for the math that the students will encounter in high school. Math 3 is essentially pre-algebra. For students who are not going to pursue a career in mathematics, this is one of the last truly life applicable math classes. The things that we teach are applicable in the lives of our students in a way that they wont be if they move to studying things like calculus and trigonometry. Before students enter my class, they should be able to do math basics like addition, subtraction, division, and multiplication. Additionally, students should be able to recognize variables in equations and have some practice solving equations. Students should recognize basic geometry shapes and have knowledge of congruent and similar shapes. They should have exposure to stem-and-leaf plots and be able to read them. Students should also be self-motivated and willing to work for the knowledge we are offering. By the end of the year, students should be able to explain how we can use algebra to describe the relationships between things and demonstrate their explanation. Additionally, they should be able to recognize geometry in the world around them and practically apply it to what they do. They should also be able to work with and analyze any set of numbers they come across. Everything that is taught in my classroom directly relates to the

Oregon state standards that are shown on the artifacts page. The standards are split into three strands, algebra, geometry, and data analysis. Each strand is split into 6-8 standards. Every lesson relates to at least one of these state standards. The lesson plan included in the artifacts addresses standard 8.3.1. This is a geometry standard. We are focused on preparing our students for what is expected of them. There is so much vocabulary for the students to learn that we are constantly reviewing the material. Additionally, each student has a spiral notebook where they keep track of all the words that we are learning. For the unit that we just concluded the vocabulary included: transversal, corresponding angles, same-side interior angles, supplementary, alternate exterior angles, alternate interior angles, vertical angles, and angle sums. At the end of the unit, the students should be able to see and recognize angle patterns formed by transversals and parallel lines. They should also be able to use the information provided to them by these patterns to find exact angle measures for the angles created by the transversal. Students should attain the concept of congruence and supplement. The essential questions for this unit are how can I apply algebra to find missing angles, how can I classify angle pairs, and how can I use special angle pairs to find angles.