Math Department 

Indiantown Middle School believes that all students have strengths in math. We believe in the importance of building a strong math community where students are expected to work independently, in pairs, and in small groups. Just as teachers collaborate weekly, we expect our students to work and learn from each other.
IMS offers a variety of courses to meet the needs of all of our learners. Students are placed in the next course in the sequence. If we are unable to determine the last course, a placement test may be given. We strive to ensure that all students are appropriately challenged.

Promotion Requirements
Students are required to complete 3 middle school or higher courses. IMS offers two high school level mathematics course for which students may earn high school credit. To earn high school credit, a middle school student must pass the End of Course (EOC) Assessment. All coursework is determined by the Florida State Standards and the Martin County Public Schools scope and sequence guide. For questions, please contact Mrs. Pam Daly dalyp@martin.k12.fl.us.

Courses Offered

  • Math 5

  • Math 6

  • Math 7

  • Math 8

  • High School Algebra Honors (EOC exam)

  • High Geometry Honors (EOC exam)

Frequently Asked Questions:
Is there a placement test my student needs to take?
No, Students will be enrolled in the next math course in the sequence.

Will my student’s FSA score be used to determine their initial math placement?
No.  Students will be enrolled in the next math course in the sequence.  If a student was in 4th grade mathematics last year, they will be scheduled to take 5th grade mathematics  this year.  If a student was in 5th grade mathematics last year, they will be scheduled to take 6th grade mathematics this year.  There are two exceptions.  The FSA may help determine placement for 6th graders to take 8th grade math which will enable them to take Algebra 1 Honors in 7th grade and Geometry Honors in 8th grade.  Also, if the student has a high FSA score, they may be placed in Algebra 1 in 8th grade. 

If my student is in Algebra 1 Honors or Geometry Honors, will the grading be the same?  
Yes, a middle school student must pass the course and take and earn a passing score on the Algebra 1 EOC Assessment. The results of the EOC constitute 30% of the student’s final course grade. If the student does not pass the EOC in middle school, the student will have opportunities in high school to retake the EOC to meet high school graduation requirements. One additional difference is that Algebra 1 and Geometry courses are semester log courses.

Math Department Expectations 

  • Learn and value mathematics. Mathematics is the universal language that can model and explain nearly everything in our world. All successful adults in our society use and understand math. We believe that helping our students to understand, use, and value of math will be fundamental to their future success.

  • Become confident in their numerical reasoning skills. As a result of studying mathematics, students need to view themselves as capable of using their growing mathematical power to make sense of new problems and situations in the world around them. Students must understand that doing mathematics is a common and necessary activity.

  • Become mathematical problem solvers. The development of each student’s ability to solve problems is essential if he or she is to be a productive citizen. Although some work may be accomplished independently, other work could involve small groups or an entire class working cooperatively.

  • Learn to communicate mathematically. The development of a student’s power to use mathematics involves learning the vocabulary of mathematics. This is best accomplished in problem situations in which students have an opportunity to read, write and discuss ideas in which the use of the language of mathematics becomes natural. As students communicate their ideas, they learn to clarify, refine and consolidate their thinking.

Course Placement
Each year the Math Department, Administrators, and counsellors here at IMS work to place each student into a specific math course that will allow the student to grow and master the academic standards appropriate to the students’ current level of mathematical knowledge.  We use a variety of tools to correctly place our students.  Parental communication is also critical for correct placement. Each student is unique and no student is placed in any specific course without careful consideration of relevant information.

Math Courses
5th GRADE

Standards & Benchmarks Addressed (Instructional time is focused on five critical areas.)

  • Developing understanding of numbers and operations in base ten

  • Developing understanding of operations with fractions

  • Demonstrating algebraic thinking including the solving of equations

  • Solving problems involving geometric figures

  • Using measurement & data to solve problems.

6th GRADE

Standards & Benchmarks Addressed
The content includes the following:

  • Students use reasoning about multiplication and division to solve ratio and rate problems about quantities;

  • Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense; 

  • Students understand the use of variables in mathematical expressions;

  • Students begin to develop their ability to think statistically by building on and reinforcing their understanding of numbers;

  • Students will also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. 

7TH GRADE

Standards & Benchmarks Addressed (Instructional time is focused on four critical areas.) 

  • Developing understanding of and applying proportional relationships

  • Developing understanding of operations with reational numbers and working with expressions and linear equations

  • Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume

  • Drawing inferences about populations based on samples. 

     

 8th GRADE
Pam Daly dalyp@martin.k12.fl.us
Lorraine Gine ginel@martin.k12.fl.us
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

High School Algebra 1 Honors
Pam Daly dalyp@martin.k12.fl.us
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. 

High School Geometry Honors
Lorraine Gine ginel@martin.k12.fl.us
The fundamental purpose of the course in Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.