Homework
Tuesday, Nov. 24th: Unit 2 Tests for 2nd period.
Monday, Nov. 23rd: Unit 2 Tests for 1st, 3rd and 5th periods.
Friday, Nov. 20th: 2nd Period: Unit 2 Test Preparation. Your Unit 2 Test is TUESDAY
Thursday, Nov. 19th : 1st, 3rd and 5th Periods: Unit 2 Test Preparation. Your Unit 2 Test is MONDAY
Wednesday, Nov. 18th: Agile Minds Lesson 11 Part 2 – in class assignment due, complete, tomorrow.
Tuesday, Nov. 17th: Progress Printouts “Make Up” late work day.
There have been a lot of absences and otherwise missing assignments. Since we are about to finish up Unit 2, I thought we could do a catch-up day. I will not accept any Unit 2 late work once we start Unit 3 so it needs to be turned in ASAP and no later than next TUESDAY! I have a meeting the Wednesday before Thanksgiving and will not be there to accept them.
SO…..everyone in class today was giving a print out with their missing assignment list and their current grade. I had (most) copies of work if you needed it, and made more copies as the day went on. If you still need something, please get it from me Thursday or Friday.
Monday, Nov. 16th: In class today we worked on Agile Minds Lesson 11: Slope and y-intercept/constant rates of change. Whatever you did not complete in class is HOMEWORK. Come with it completed tomorrow.
Friday, Nov. 13th: Parallel lines NEVER cross. The only way this is possible is if they have the exact same slope. If one were steeper than the other, even in the slightest, they would eventually cross.
To prove or to see if two lines on a GRAPH are parallel: You must calculate slope (rise/run) for both lines. If the slope is the same they are parallel.
To prove or to see if two lines in TABLES are parallel: You need to find the rate of change for both tables. The values will be different because they are different lines but the rate will be the same if they are parallel.
To see if two lines in EQUATIONS are parallel: You need to locate the part of the equations that represents slope. If these numbers are the same the lines are parallel. Ex. y = 2x – 5 and y = 2x + 3 The Slope is 2 in both so the lines are parallel.
Perpendicular lines cross making an angle exacly 90 degrees; at a right angle. The only way this is possible is if they have slopes that are negative reciprocals . Negative Reciprocal Examples: The negative reciprocal of -1/3 is 3 (3/1) The negative reciprocal of 4 is -1/4. With 5, the recriprocal would be -1/5.
To prove or to see if two lines on a GRAPH are perpendicular: You must calculate slope (rise/run) for both lines. If the slopes are negative reciprocals the lines are perpendicular.
To see if two lines in EQUATIONS are perpendicular: You need to locate the part of the equations that represents slope. If these numbers are negative reciprocals of each other the lines are perpendicular. Ex. y = 2x – 5 and y = -1/2x + 3 The Slope is 2 in one and -1/2 in the other so the lines are perpendicular.
I hope this helps. Your assignment is the Parallel and Perpendicular Slopes worksheet we did in class today. Many kids finished or were close to it, but either way you need to come to class with it finished Monday.
Have a good weekend. 
Thursday, Nov. 12th: In class today we explored the relationship between slopes of lines that are parallel and slopes of lines that are perpendicular. Homework is a worksheet where you complete the tables of three equations then graph all three on one grid. What do you notice about the slope of the equations and your graphs of the lines?
Wednesday, Nov. 11th: NO SCHOOL, Veteran’s Day
Tuesday, Nov. 10th: Shortened periods due to Veteran’s Day CON. We discuss solutions for the Describing Rates of Change assignment and the Homework: Linear Patterns #4. Then Quick Quiz on slope and y-intercept.
Monday, Nov. 9th: Describing Rates of Change Practice. This was an in-class assignment with 45 minutes to work. HOMEWORK: Linear Patterns HW#4
Friday, Nov. 6th: Finding slope and y-intercept from graphs and equations. Give coordinate points from a linear graph. In Class, NO homework. Have a good weekend.
Thursday, Nov. 5th: Linear or Non-Linear? That is the question. Today in class we determined if graphs and tables represented linear situations or non-linear. For those that are linear, we determined the rate of change. No homework, was due in class.
Wednesday, Nov. 4th: Comparing Theoretical and Practical Domains and Ranges and more practice sketching graphs with given “restrictions” on domain and range.
Tuesday, Nov. 3rd: Sketching Graphs given Domain and Range
Monday, Nov. 2nd: We are continuing to work through the difficult process of using domain and range to describe visual representations (graphs). In class today we worked on when it is appropriate to use set notation and when inequality notation is appropriate. It is not always easy to decide. The assignment then gives a domain and range and you are to sketch a graph within those limitations. The worksheet is titled “Describing Domain and Range #2″
Wednesday/Thursday/Friday: Continue with Domain and Range Practice.
Tuesday, October 27th: In class today we began to explore the concepts of domainand range. Domain is the set of values assigned to the independent variables of a function. The range is the the set of values assigned to the dependent variables of a function. When thinking about a given situation, we are asking ourselves, “What values make sense in THIS situation?” Do decimal values work in the situation or only whole numbers? Do negatives values make sense?
Homework is “Linear Patterns HW#3″
Monday, Oct. 26th:Today I passed back Unit 1 Assessments and gave students opportunity to revisit the learning targets they weren’t successful on. This is very important to me because my number one goal is that the kids master the content. The content is broken down into several learning targets per unit and each problem on the assessment gives the students opportunity to show how well they have met that target. If a student has difficulty on a test problem, that indicates to me that he/she has not mastered that concept. I provided guidance andsimilar problems today to help kids show they understand what went wrong on test day and hopefully move them closer to understanding the targets. NO HOMEWORK, although many kids were planning to take problems home to continue what we were doing in class.
Thursday, Oct. 22nd: Today we explored the concepts of practical domain and range. We explored that even though some values may work in the basic math (algebra) of a problem, all of those values may not make SENSE in a situation. For example, the equation C=7p represents that the price of pizza (p)is $7 each to calculate a given total cost (c). You can use negative numbers in the equation and it works just fine, but it doesn’t make sense because you cannot order a negative number of pizzas.
Homework is “Linear Patterns HW#2″
Wednesday, Oct. 21st: Today we wrote a function rule (an equation) for the linear pattern in the painting towers situation then used the equation or other methods to answer questions about the situation. Next we completed the pattern for another linear situation: windmills.
For Homework you are to graph all three linear patterns we have done the past two days: Painting cube towers, dots on lines, and windmill. Graph them all on one grid that I provided to you using from 0 to 10 on the x-axis. Label each line you plot with which pattern it shows (painting, dots, windmill).
Tuesday, October 20th: Begin Unit 2 – Patterns of Change
Today we started Unit 2 withan exploration of two linear patterns from Agile Minds Lesson 5. We used click together blocks to model the situation presented about painting the towers. Next there was another situation with points “cutting” lines into sections. You should have comeplted both sheets (1/2 and 3/4) in class.
Homework is a 1/2 sheet of paper comparing the linear relationships between two pizza delievery companies called, “Linear Patterns HW#1″.
Monday, Oct. 19th: Because the periods were so short on Friday a handful of kids in every class needed more time to complete their tests. I wanted to give the time so we did that today in class. I gave students printouts of their current grades and any missing assignments could be worked on in class today. We will start Unit 2 tomorrow so no more late work from unit 1 will be accepted.
Thursday and Friday: Unit 1 Test
Wednesday, Oct. 14th: Unit 1 Test Preparation with Targets - Whole class today spent on the practice problems for the Unit 1 District Assessment. I scheduled to answer last minute confusions tomorrow then start the test.
Tuesday, Oct. 13th: We continued working with distributive property and equivalent expressions with more tiling pools examples. I class you should have completed side 1 which was “1.2″. To save paper I photocopied the homework right on the back, “1.4″
Monday, Oct. 12th: In class today we started Agile Minds Packet 2 (Lesson4 – Multiple Representations) We worked through the Pool Tiling situation on pages 1, 4,5 and 6. There is no homework, unless of course you need more time than was provided in class.
Thursday, October 8th: Today in class we practiced writing equations from situations. Then we practiced working through the “process” of solving for one variable if we know the other. For example, in the Roses R Red comnpany, after writing the equation, we used it to calculate the cost for certain numbers of roses. We also practice working “backwards through the process” meaning if we have a certain amount of money to spend, how many roses can we buy. You can click to download the Cost of Roses worksheet. Most people finished this in class. If you needed more time than one class period, you will need to finish it for homework.
Wednesday, October 7th: Discovery Day. No classes except for 5th period
5th Period: Combining Like Terms Worksheet
Tuesday, Oct. 6th: Agile Minds Packet: Variables and Functions collected today. If you were absent a day between last Monday (28th) and today you get extra time.
We also took Quiz 3 today so there is no homework.
Monday, Oct. 5th: Refresher intro to Combining Like Terms to simplify expressions then Agile Minds “Making Stuffed Animals”
Homework is: Combine Like Terms Worksheet
Friday, Oct. 2nd: We continued with Agile Minds today. You are responsible for completing up through #15 on page 9 by Monday.
Thursday, Oct. 1st: Agile Minds continued….you should be finished with all pages up to and including the Roses R Red and Flower Power tables as well as questions 4-6 on the Flower Power page. Homework is to complete the green Order of Operations worksheet you did 1/2 of last night.
Wednesday, Sept. 30th: Agile Minds: In class today we continued with our Variables and Functions investigation. We checked responses for page 3 and completed pages 4 and 5 in class. We will start page 6 tomorrow. Homework: Choose odds or evens from “Order of Operations ID:2″ Worksheet. I am trying to upload these worksheets if you were absent, but haven’t figured out how to load from this particular program yet. Be patient while I make this blog as helpful as I can make it.
Tuesday, Sept. 29th: Variables and Expressions: Practice substituting a given value in an expression and then use order of operations to simplify. HOMEWORK is to complete the worksheet “Variables and Expressions” you started in class.
Example: simplify 3x + 4y if x=3 and y=7
3x + 4y
3(3) + 4(7) Step 1 rewrite the expression with the given numbers in place of the variables
9 + 28 Step 2 Order of operations says we multiply first here
37 Step 3 Add
Monday, Sept. 28th: In class today we started Agile Minds Lesson 3 – Variables and Functions. We did pages 1 and 2 in class. Page 3 is homework.
Thursday, Sept. 24th: In class today, each group was responsible for a poster that showed understanding of the relationship between a situation, a graph, table, an equation of that situation. We started off with an example situation with a health club membership fee and the monthly cost thereafter. Other idea kids came up with were cell phone plans, apartment rentals, miles biked per day, money earned babysitting, etc. The point is that students are able to see a graph and be able to create a table of values for that graph, and/or write an equation to match and the reverse of that or any combination, like see an equation and be able to make a table.
Homework is a yellow paper copied page titled “What we’ve done so far”
Wednesday, Sept. 23rd: Today we took Quiz 2 – Boogie Board Rentals Vs. Temperature No Homework
Tuesday, Sept. 22nd: As you read a scatter plot graph from left to right, how closely do the points to a line? Are the points showing a decreasing (negative) or increasing (positive) trend? Or are the points so scattered they show no relationship (correlation) at all between the variables? This was our topic of discussion today. Complete the Correlation of Scatterplots worksheet both sides; due tomorrow.
Monday, Sept. 21st: We finished the “In Class Practice” sheet we started on Friday. CLICK HERE if you need a copy. Click HERE for a link on how to have your calculator figure the slope and y-intercept if you have data in L1 and L2.
Friday, Sept. 18th: Today we learned how to write an equation if we have a few of the data points. Remember for a linear equation you need slope andy-intercept. To find slope you choce two of the “y” values you know and subtract. Then subtract the matching “x”values in the same order. Remember slope is rise/run. The “y” values you subtracted gives you the rise. the “x” values you subtracted gives you the run, so here is the formula:
y¹ – y²
_______ = slope
x¹ – x²
When you know the slope, complete a table of values. The y-intercept is found in the table where x=0
Now write your equation: y=mx+b (m is slope, b is y-int.)
Thursday, Sept. 17th:Finish the basline skills testing using Cog Tutor (computer based testing) No Homework BUT remember that Helicopter Problem is due tomorrow!
Wednesday, Sept. 16th: Today in class we finished the Ford Mustang Problem that we started on Monday. Homework is Helicopter Problem. You can download by clicking here if you are absent or ?
Tuesday, Sept. 15th: Basline skills testing using Cog Tutor (computer based testing) No Homework
Monday, Sept. 14th: Today we continued working through the second investigation. It is a slow process learning the math concepts at the same time learning how to use the graphing calculators. Much of our work is done in class because of the calculators (right now). No homework tonight.
Friday, September 11th: Today we began the next investigation for this unit. Linear Models are lines drawn on scatter plots that follow the data as closely as possible. Today we discussed that a good way to make sure you draw a good linear model is to 1) try and hit as pany of the data points as you can and 2) try to make sure that there are equal numbers of points not touching the line above and below it. Click here for a super cool way of teaching your TI-84 caclulator to give you the linear model.
Thursday, Sept. 10th: Quiz today….no homework
Wednesday, Sept. 9th: After collecting the Data with Technology labsheets (calculator lab) we did some M.O.R.E. practice problems from this section. These problems ask students to practice skills they learned in the investigation. Kids were expected to plot (graph) data using TAILS+ graphing, think about and discuss relationships between two variables, think about examples of real world situations that have somewhat linear relationships, and answer questions/interpret a situation based on the data displayed in a graph.
The M.O.R.E. practice problems are:
page 107 #o4
page 108 #R1 and R3
page 103 #M2
Tuesday, Sept. 8th: Welcome back! I hope everyone enjoyed the 3 day weekend. In class today we continued to plug away at the calculator labsheet. I will give 20 minutes of class tomorrow then collect it. Tonight’s homework is a photocopied sheet with #1 – Bungee Jump problem.
Friday, Sept. 4th: Today we continued to work through the calculator labsheet “Data with Technology”. Today we covered how to display a scatterplot and how to input an equation that displays on the graph. Additionally, we learned how and why we need to change our WINDOW settings depending on the values of our data. Students are expected to record in the labsheet all of the steps, and keystrokes (buttons pushed) to do each part of the lab. It will help you learn how to do it better if you write down what buttons you pushed and why as you go. Also, you will have the “how to” in your math binder so you can go back and use it if you forget in the future. Click HEREfor a webpage that gives steps for creating a scatterplot.
You might want to click on the “TI Calculator Help” link on the main page of my blog.
Have a great Labor Day weekend!!
Thursday, Sept. 3rd: In class today we began the exciting adventure of learning how to use the TI-84 Graphing Calculators. We learned how to clear a list and enter new values in a list. We can input values for L1 (independent variable) and L2 (dependent variable) and use our technology to create graphs. There is no homework. We will need to work slowly in class to get proficient with using the calculators. Here is a basic step by step for what we learned in class today:
To clear RAM: 2nd, +, 7, 1, 2
To clear a list: STAT, 4:clrlist —–>to tell the TI what list you want cleared press 2nd, 1 for L1 or 2nd, 2 for L2, etc.
To enter data: STAT, 1:edit —->input values one at a time, press ENTER between each value. Use arrow right > to switch to L2
Wednesday, Sept. 2nd: In class today we wrapped up the Bungee investigation by creating graphs of our test drop data. We decided that the cord stretch length increased in a nearly linear pattern as the weight was increased at set intervals. Homework tonight is O.Y.O (On Your Own) which was given out as a 1/2 sheet photocopy.
Tuesday, September 1st: Today in class we began UNIT 1. The first investigation explores patterns of change with somewhat linear relationships. In our Bungee Experiment today, students created model bungee jump apparatuses and tested the cord stretch with consistently increased weights. As the weight was increased, students measured and recorded their data in a table of values. This is a two day investigation which we will complete tomorrow. There is no homework tonight.
Monday, August 31st: Today in class we got started with taking notes and keeping our work organized using “Cornell Notes”. We also spent a little time reviewing and refreshing our minds on Linear graphs, tables, and equations. Click here for an example layout of Cornell Notes. NO HOMEWORK
Friday, August 28th: No homework for the weekend. Have a great one!
Thursday, August 27th: Tonight’s “homework” is to review the yellow expectations and guidelines and supplies sheets with your parents. Please have your parents fill out the contact information, and both of you sign the form.
