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Syllabus for7th Grade Pre-Algebra

Teacher: Mr. Jose Velazquez, Email address:


All students are required to bring the following materials to class every day:
1. Pencil, pencil sharpener, and a red pen.
2. Journal (Composition Book where students keep all their work and quizzes)
3. orange Pre-Algebra Workbook (PDFs and solutions are available on my website)
4. Glasses (if prescribed)




Free Math Tutoring is available, one hour after school on the following days:

Tuesday: Room B23, with Ms. Foster (3:00 to 4:00 pm)

Wednesday: Room A15, with Mr. Velazquez (3:00 to 4:00 pm)

Thursday: Room A16, with Mr. Irminger (2:45 to 3:45 pm)

This course implements the CA standards-based approach to instruction with Common Core supplementation: “By the end of grade seven, students are adept at manipulating numbers and equations and understand the general principles at work. Students understand and use factoring of numerators and denominators and properties of exponents. They know the Pythagorean Theorem and solve problemsin which they compute the length of an unknown side. Students know how to compute the surface area and volume of basic three-dimensional objects and understand how area and volume change with a change in scale. Students make conversions between different units of measurement. They know and use different representations of fractional numbers (fractions, decimals, and percent) and are proficient at changing from one to another. They increase their facility with ratio and proportion, compute percent of increase and decrease, and compute simple and compound interest. They graph linear functions and understand the idea of slope and its relation to ratio” (Retrieved online from the CA State Board of Education Math Content Standards.

Class Textbook:

WCCUSD Pacing Guide:



Chapter 1: Algebraic Expressions and Integers

Chapter 2: Solving One-Step Equations and Inequalities

Chapter 3: Decimals and Equations

Chapter 4: Factors, Fractions, and Exponents

Chapter 5: Operations with Fractions

Chapter 6: Ratios, Proportions, and Percent

Chapter 7:Solving Equations and Inequalities

Chapter 8: Linear Functions and Graphing

Chapter 9: Spatial Thinking

Chapter10: Area and Volume

Chapter11: Right Triangles in Algebra

Chapter12: Data Analysis and Probability

Chapter13: Non-Linear Functions and Polynomials


Homework Policy:

Students need to complete all homework problems assigned to them, writing the problem, showing the work, and boxing the answer.

Students learn from their mistakes when they self-correct their work. This homework policy serves the purpose of encouraging students to practice concepts they learned without the unnecessary pressure or anxiety that often is associated with being graded on the number correct. This is a form of self-assessment that promotes student learning .Practice promotes learning, retention and comprehension of new concepts.



The procedure for solving the homework problems involves three steps:

1. Solve the problem, explaining your steps

2. Check your answer with the answers in the back of the book

3. Make the necessary corrections to your work, without erasing.
Place a single line across your mistakes. I want to see your mistakes.
This helps the student and the teacher to understand where the student needs help.


Grade Distribution:

Homework/Journal: 30%

Projects/Quizzes: 35%

Unit Assessments and Cumulative Assessments: 35%

Extra Credit: 10%


Grading Scale:

90%to 100% = A

80%to 89.9% = B

70%to 79.9% = C

60%to 69.9% = D

There will be opportunities to complete additional math assignments for extra credit each week.

The Error Analysis is a vital part of understanding the lesson content.

The quiz error analysis requires that each error on the Quiz have a detailed correct solution, showing all the math steps, with written explanations to each step (show your work). This is a way to make sure that the student understands how to solve this type of problem. Because, this type of problem will come up again in the future. And future work depends on the student being able to solve Quiz-type problems. This is called scaffolding(students need to learn the fundamental skills before they can understand the higher level math).


Note: All quizzes require an Error Analysis.

Students are given plenty of time in class to complete the error analysis of the Quizzes, and the students are shown in class a complete solution to all of the questions on each quiz.

For the questions where the student got the right answer, the student writes "My answer is correct."

For the questions where the student made a mistake, the student needs to write in the math journal:

1. The original question

2. A sentence explaining what kind of error the student made.

3. A detailed solution to the question, with explanations of how the student completes each step.

For example did the student add, subtract, multiply, or divide?
Some students write PEMDAS, and circle the operation they used on that particular step.
For example: if the student multiplied, the student circles the M in PEMDAS.


Journal Competition

At the end of each quarter there will be a journal competition.

The items scored will be:

1. Quizzes + the corresponding Error Analysis

2. Homework (showing the work, with explanations on how to reach the solution)
3. Class Notes + Do-Now

4. Neatness + Legibility


Last Modified on January 29, 2014