Happy Holidays!

Today, some students took advantage of the opportunity to add a little more to their tests, as many chose NOT to show work yesterday--what were they thinking?? Afterwards, students were treated to singing some reworked holiday songs--with a science or math twist. It was an enjoyable way to ease into a long and well-deserved winter break.

Tonight's Homework: None, unless you wish to complete the extra credit problem you received in class today. Enjoy your break, and be safe. See you in January!

Area and Perimeter Test Today

Students took the test over finding area and perimeter of triangles, trapezoids and parallelograms today. This test took students the entire period to complete, leaving them with no homework for the evening.

Tonight's Homework: None. However, you might want to clean out your notebook, and recycle all papers related to finding the area and perimeter of parallelograms, trapezoids and triangles, as you won't need these in January.

Review for Area Test

Today, we spent time reviewing for the test we will be taking in class on Thursday. The test will cover material in Lessonss 3.5 and 10.1, which deals with the area and perimeter of triangles and parallelograms, trapezoids, and rectangles.

Tonight's Homework: Study for the test by reviewing your work. Also, complete page 154 ( 14 - 16 ) and page 526 ( 11 - 16 ).

Comparing Area Formulae

Today, we began by reviewing how to find the area of a trapezoid. There are two different formulae, and they are very similar. We took another look at the "Trapezoids to Parallelograms" animation, and then worked through the thinking to derive each of the area formulae. Students were instructed to use these answers as review material for the test they will be taking in class on Thursday.

We then looked at another way to determine the area of a parallelogram. This time, we used dot paper, and constructed a rectangle around the parallelogram. Then, using our knowledge of how to find the area of a triangle, we sliced off triangles from the rectangle to determine the area of the parallelogram.

Tonight's Homework: Complete the purple worksheet with the dot grids on it (questions, too). Then do page 729 ( 20 - 24 ). Don't forget to start studying for the test over areas of parallelograms and triangles.

Trapezoids Problem Solving Activity

Students spent most of the period working either alone or in small groups on problems related to finding dimensions of trapezoids. Some of the problems asked for the area to be determined. Other problems asked students to find one of the base dimensions, given the other base dimension, the height, and the area. This work is due on Monday.

Tonight's Homework: Complete the front sides of each worksheet for Monday if you were not able to do so in class today.

Finding Area of Trapezoids

We did an activity called Trapezoid Cut Outs today in class to help us see how to find the area of trapezoids. This activity was followed by a similar activity called Trapezoids to Parallelograms. Students worked in pairs to gather measurements about trapezoids and determine the areas of those trapezoids.

Tonight's Homework: Complete the cream colored worksheet on trapezoids. For extra credit, you can do the Magic Number worksheet (both sides).

Perimeter and Area of Trapezoids

We continued our investigation of perimeter and area today by looking at another interesting shape called the trapezoid. A trapezoid is another type of quadrilateral, meaning it has 4 sides. The unique thing about trapezoids are that they have exactly 2 sides that are parallel. Trapezoids can be thought of as a triangle with its top chopped off.

Tonight's Homework: Finish the purple worksheet, and do Lesson 10.1 ( 17 - 19, 23 - 25, trapezoids only).

More on Parallelograms

We reviewed how to find the perimeter and the area of any parallelogram. To find the perimeter, add the lengths of the four sides together. To find the area, multiply the base measurement and the height. Be sure to use the correct labels! Perimeter labels are in units, while area labels include square units.

We looked at four different ways to determine the area of a parallelogram:
Use the formula: A = bh
Rearrange the parallelogram into a rectangle, and then count the number of squares inside the rectangle.
Rearrange the parallelogram into a rectangle, and then use the formula A - lw
Count the number of squares inside the parallelogram.

Tonight's Homework: Lesson 10.1 ( 20, 21, 23 - 25, 38, 45 )

Area and Perimeter of Parallelograms

Today is the first day of the second trimester of the school year. (One down, two to go!) Students received weekly grade slips and were encouraged to begin the term off on a positive note by asking a parent to sign the slip tonight. Reflections and goal sheets were collected at the beginning of class.

A parallelogram is a special kind of quadrilateral. It has two pairs of parallel sides. Students worked in pairs to determine the perimeter of three different types of parallelograms. After we agreed that we could find these with relative ease, we went on to finding the area of the different figures. We determined that the best way to determine the area of a parallelogram is to reconfigure the parallelogram into a rectangle.

Tonight's Homework: Finish the purple worksheet (front and back) and do Lesson 10.1 ( 8 - 14 )

The First Trimester is History!

Classes were shortened today because today is the last day of the grading period, and we had an assembly to promote the holiday food drive. During our 23 minutes together, we cleaned out our notebooks, got our quiz scores, and played a game. Not a bad way to end the term, if you ask me.

Tonight's Homework: Complete the worksheet you received in class today.

Civil War = No Homework!

Students took a quiz over solving multi-step equations in class today. Most were able to finish with time enough to complete the extra credit task.

Because of the big football game this evening, there was no homework assigned. Enjoy the night with no homework, and if you go to the game, be safe.

Tonight's Homework: None

More on Using the Magic Power with Ugly Equations

We went over more problems that had fractions and decimals in them, and determined what we would do to create more pleasant-looking problems for us to solve. Students were really good at identifying the magic number to use for a given equation by the end of the review.

We also did some visual thinking problems--cubes in a row, triangles in a row and dots--to help students see patterns in a different way. We will revisit these problems in the very near future.

Tonight's Homework: Lesson 6.3 ( 27 - 38 )

Using The Magic Power with Decimals

We reviewed how to use the magic power to eliminate fractions from equations, and then investigated whether this same idea could be used on equations with decimals. To our delight, we determined it worked, and the magic number was always some power of 10. Students worked in groups to practice clearing out fractions and decimals by using the magic number.

Tonight's Homework: Lesson 6.3 ( 9 - 22 ). Once again, check steps are optional.

Clearing Fractions from Multi-Step Equations

Today we used the distributive property to help us change frightening or scary problems (those that contain fractions) into nicer looking fractions. We called this our special mathematical power, and students realized that by choosing the correct number, the time spent on the solving the problems can be reduced significantly.

Tonight's Homework: Lesson 6.2 ( 7 - 27, all). Check steps are not required, but can be done for extra credit.

Happy Thanksgiving!

We reviewed multi-step equation solving today, and played at the board. Papers were collected, and no new homework was given. Have a relaxing and peaceful vacation. Most of all, be safe!

Tonight's Homework: None! Don't eat too much!

More on Solving Multi-Step Equations

Today we looked at ways we can use multi-step equations to solve real-life problems. Please read Lesson 6.1 for more specifics about this lesson, especially if you missed class.

Tonight's Homework: Finish problems 9 - 16 on the worksheet, "What's in the Case?". Be sure to include check steps. Also, please complete Lesson 6.1 ( 25, 26, 35, 36, 38, 39, 40, and 46 ).

Solving Multi-Step Equations

Today, we talked about equations that included more steps than we've seen before. We recognized that solving them wasn't so difficult, as long as you worked at them one step at a time. Today's problems involved using the distributive property, combining like terms, and then solving for the variable. Remember, the check step can help you determine if you got the correct answer.

Tonight's Homework: Finish the fist 8 problems on the back side of the worksheet you started last week. Then do Lesson 6.1 (15 - 23 ) and include a check step for each of the book problems.

Quiz over Two-Step Equation Solving

Students turned in homework from Wednesday, and then took a quiz over solving two-step equations. Check steps for each of the problems were required.

Tonight's Homework: Complete the first 10 problems on the white worksheet you received in class today. We will tackle the rest of this next week.

OMSI Assemblies Cancel Class Today

Fifth period class was canceled today, as OMSI presenters were here to share their "Creature Feature" assembly with our 7th graders and "Golly-Ology" assembly with the 6th and 8th graders. Class will resume as usual on Friday. Enjoy the day away from math!

Tonight's Homework: Keep studying for Friday's test.

Solving Multi-Step Equations

We reviewed the steps for solving multi-step equations, and emphasis was placed on being able to solve some problems in two different ways. We used the idea of people carrying brief cases (like in "Deal or No Deal") as a backdrop for figuring out what's inside the case.

Tonight's Homework: Complete all problems on WS 3.2 A

Catch Up Day

Because many students didn't finish the test on Friday and I was at a meeting during resource this morning, I decided to make today a work day. Those who needed to finish the test did so during class. Those who were done with the test began working on homework early, and probably were able to have a bit more free time this evening.

Tonight's Homework: Complete all problems on WS 3.1 A, and include a check step for each of the problems in the top and bottom sections of the worksheet.

Test over Solving Simple Equations

Students reviewed their homework, and then turned it in. The rest of the period was dedicated to completing the test over solving simple equations. Those who missed class due to student council should plan to take the test on Monday during lunch time.

Tonight's Homework: Complete the worksheet you got in class today.

Two Step Equation Solving

Today, we talked about solving equations that are a bit more complicated in nature. Students need to remember to get the variable term isolated on one side of the equation, and then multiply or divide to figure out what the variable represents.

Tonight's Homework: Lesson 3.4 ( 1 - 4, 7, 8 . 15 - 18 ) and the ESP worksheet.

Veteran's Day Holiday

There was no school today, due to it being Veteran's Day. See you on Thursday!

Tonight's Homework: Continue to prepare for Friday's quiz over solving equations.

More Work With Solving Equations

Students examined another series of "magic" problems today and practiced translating each written step into mathematical expressions. Then, they worked the problem backwards to ensure their math was correct. The ultimate goal was to come up with a quick way to figure out the starting number if all you knew was the ending number. We then talked about the way to write a check step, and use it to prove you got the correct answer to a multi-step problem.

Tonight's Homework: Complete both sides of the ESP worksheet you started in class, and then do Lesson 3.3 ( 24 - 34, even with check steps; 44 - 54 )

Reversing PEMDAS to Solve Equations

If the ultimate goal in solving equations is to determine what the variable represents, students must work backwards from what they've been used to doing. After solving a variety of equations together in class, students realized that if a problem states to do one thing, the reverse operation must be done. We talked about this being similar to reversing the PEMDAS order--add and subtract before multiplying and dividing.

Tonight's Homework: Complete your Leaps, Hops and Jumps worksheet. Do Lesson 3.3 (10 - 21 ).

Jumps, Leaps and Hops!

We played several rounds of Tax Man, and then I issued a challenge to students. The first male and first female student to play against me and win with the highest possible score will receive extra credit points on the upcoming test. All challenges must take place during lunch time.

Next, we used the idea of hops, leaps and jumps to help us sketch pictures of story problems, and then transform them into variable equations. Students laughed at my lame drawings, but they really did get the idea of what we were doing. We will continue with this activity on Monday.

Tonight's Homework: None, unless you are motivated to beat me at "Tax Man".

Solving One-Step Equations Involving Multiplication or Division

Again, we reviewed that the way to "undo" multiplication is to divide, and the way to "undo" division is to multiply. Students are starting to grasp this notion more readily, although some continue to forget to do the opposite operation.

Tonight's Homework: Lesson 3.2 ( 22 - 47 ). Don't forget to show your work!

Keeping Track of the Widget Inventory

To emphasize the use of the distributive property, we used the inventory of Widgets, Inc. as our backdrop. Students computed the meaning of various numbers of loads of deliveries or shipments, and kept a running total of the inventory. Students also practiced dividing expressions by a constant, again using the Widgets, Inc. company as the context of the operation.

Tonight's Homework: Complete both sides of the Widgets, Inc. worksheet, and Lesson 3.2 ( 5 - 16 all ). Show your work!

What's A Widget?

Today, we continued our quest to combine like terms, using the context of a manufacturing company named Widgets, Inc. Students were able to create variable expressions to represent a variety of workplace situations, and then add or subtract expressions, depending on the parameters of the situation. Most students understood this part of our lesson quite well.

We then looked at very basic one-step equations and realized we have been able to solve these since we were in the first grade! The key to solving these types of equations is to do the opposite of what the equation states. For instance, in the equation x+4=9, to determine what x is requires you to subtract 4 from each side of the equation. We used the teeter-totter analogy to help us understand what to do in order to keep the equations balanced.

Tonight's Homework: Complete the Widgets, Inc. worksheet (both sides). Do Lesson 3.1 ( 6 - 24, 40 - 43, and 48-49 ).

Happy Halloween!

Today's schedule put our shortened class in the morning, and before lunch. We reviewed our bank problems and then handed back homework.

Tonight's Homework: None! Enjoy your weekend--it's an hour longer than most.

What's in the Vault?

As we continue to build a conceptual understanding for algebraic expressions and how to compute with them, we added the notion of a vault, and what would be in the vault. This encourages students to be able to use the distributive property in a meaningful context, and understand why each of the terms are being multiplied by a given constant.

Tonight's Homework: Complete the second "What's In the Bank?" worksheet, if you didn't finish it in class. Also, do Lesson 2.8 ( 24 - 28 and 32 - 40 ).

Celebrating Red Ribbon Week in Style!

Thanks to all of you who wore red to class today. My, does our class have spirit or what!!!!??????!!!!!!

We reviewed the Card Problem today. Many students did not follow the format I shared with them in class on Tuesday. Expect to be doing another problem like this soon.

We then started talking about banks and what might be found in them. After determining that stacks of bills are very different than bags of loose change, we began comparing the amount of money found in different banks. To do this, we represented the contents of the bank with variable expressions.

Tonight's Homework: Complete both sides of the "What's in the Bank?" worksheet.

More on Math

Students wrote critiques of the instructions they needed to follow to complete last night's graphing homework. These were turned in during class, and will be distributed in class tomorrow.

We reviewed our problems solving strategy steps, and began working on the Card problem.

Tonight's Homework: Finish the Card problem, and do Lesson 2.8 (11 - 22 all)

Also, remember to wear red to school on Wednesday to help celebrate Red Ribbon Week.

Coordinate Grid Seating Chart

Students received their weekly grade slips today, as well as new seating placements, according to the coordinate grid. Students learned whether they were sitting on an axis (x or y), or in one of the four quadrants. One lucky student was designated as the origin (Makayla!!).

We reviewed a little about variable expressions, and then passed in our homework. Students were somewhat surprised to find that those who turned in homework today actually had created the homework for one student to complete tonight.

Tonight's Homework: Create the picture described by the list of points handed to you by another student in class today. Good luck!

Creating a Picture on the Coordinate Plane

Students finished taking the chapter 2 test today, and then worked on creating a picture on the coordinate grid. The picture could be of anything, but students were encouraged to not make it too complicated. Once the picture was drawn, students listed coordinates of key points on the picture to create a list of coordinate instructions for another person to follow. Essentially, we are doing the reverse of what we did on the "Only in October" activity last night.

Tonight's Homework: Finish your picture (and color it neatly) and your list of coordinates.

Unit Test Given in Class Today

Students completed the unit 1 test (covering chapters 1 and 2) in class today. Most students had about 10 minutes at the end of the test to review for errors and just relax.

Tonight's Homework: Complete the "Only in October" graphing activity you received in class today. Remember to color it!

Graphing on the Coordinate Plane

After reviewing for the chapter test (which will be given in class on Wednesday), students learned how to locate points on the coordinate plane by using their x and y locations. Students are reminded that in every coordinate pair, the first value is the "x" value, while the second number is the "y" value. The "x" value moves a point left or right along the plane, while the "y" value moves the point up or down.

Tonight's Homework: Study for the chapter test. Complete the "You are a math . . ." graphing activity.

Chapter 2 Review

As we prepare for the chapter 2 test (which will be given in class later this week), we worked on shoring up vocabulary definitions for words we learned in the chapter. Important words include integer, coefficient, like terms, absolute value, and the three properties (associative, commutative and distributive). To be clear, students were reminded of expectations for evaluating expressions. Those who neglect to show the steps will not receive full credit on their test problems.

Tonight's Homework: Page 100 ( 1 - 25, all ).

Revisiting the Distributive Property

Several students complained that last night's homework was too difficult. We reviewed half a dozen problems, and determined that the distributive property was much easier to use than some students thought. We also concentrated on how to solve problems that look like the distributive property by using order of operation rules.

Tonight's Homework: None!

Making Sure We Really Understand!

Today, students worked to solidify their understanding of the commutative and associative properties of addition and subtraction. Students worked with a partner to complete a review worksheet over lesson 2.6. Those who finished early were offered extra credit.

Tonight's Homework: Complete all problems on the yellow worksheet (2.6 B).

Commutative and Associative Properties of Addition and Subtraction

Students learned about the commutative and associative properties of addition and multiplication today. The commutative properties deal with switching the order of the numbers in an expression or equation. The associative properties allow you to change the grouping of numbers without changing the order.

Tonight's Homework: Lesson 2.6 ( 1 - 38 all, but not 30 or 31 ). It might be a good idea to read the lesson before doing the problems, especially if you missed the class today.

P.S. Get well, Karly and Kayleigh!

Integers and Order of Operations are Important to Master

The results from Thursday's test were shared with students. In general, students did very well. Even so, most students made goofy errors because they tried to do too much in their heads.

We took a clicker quiz on integer operations. Most students seemed to enjoy this, and we talked about the attractive distracting answers that will show up on multiple choice tests.

Tonight's Homework: Page 727 ( 4 - 16 all) and Page 728 (1 - 31 odd, and 34 - 36 all ).

Integer Test Taken in Class Today

Students spent the bulk of today's class period taking the test over integers. Homework was collected.

Tonight's Homework: Finish the addition and multiplication charts, if you haven't already done so. If you turned this in today, you have no additional homework. Enjoy the three-day weekend!

Looking for Patterns

Today, we reviewed for tomorrow's test over integers. We filled in a grid with addition and multiplication facts for integers. Once we had a good portion of the grid filled in, students shared patterns they found in each of the different grids.

Tonight's Homework: Finish the crossword worksheet. Do Lesson 2.1 ( 9 - 22, all ) and page 79 ( 1 - 19, odd ). Be sure to review for tomorrow's test!

Dealing with Integers

Students reviewed the basic operations of integers with playing cards. After receiving a playing card, students worked with a partner to determine the sum, difference, and product of the values of their cards. Red cards represented negative numbers, while black cards represented positive numbers. We repeated the process with groups of four.

Tonight's Homework: Complete both sides of the cream-colored worksheet. Don't forget--your test over integers and orders of operations will be on Thursday.

Dividing Integers

Today, we used our models of integers to explore what happens when groups of objects are split up, or divided into smaller parts. We figured out that the rules that apply to multiplication of integers also apply to division of integers. To summarize, when you divide two integers, the answer will be positive if the signs of the dividend and divisor are the same (both positive or both negative). The answer (quotient) will be negative if the signs of the dividend and divisor are different (one positive and one negative).

Tonight's Homework: Get your grade slip signed and bring it to school on Tuesday. Read over lesson 2.5. Do Lesson 2.5 ( 13 - 39, all). Remember, the test over integers will be on Thursday, October 8th. Start preparing for it now!

The Distributive Property

The distributive property is a powerful tool to being able to evaluate expressions with ease. Simply put, the distributive property states: For all a, b, and c, a( b+c ) = ab + ac. This property allows you to compute mentally, as well as check work using the order of operation rules.

Tonight's Homework: Read Lesson 2.7, and then do Lesson 2.7 ( 9 - 24 and 27 - 32 ).

Another Short Class Period

Today's class was only 27 minutes long, so students spent most of their time working on another riddle (worksheet). Most were able to get the worksheet done in class, but for those who did not, please finish it over the weekend.

Tonight's Homework: Finish the banana riddle worksheet--it's due on Monday.

Multiplying Integers

Students learned how to multiply integers today. A good review of today's lesson can be found on pages 70 and 71 of your text. We also completed a review worksheet over adding and subtracting integers (the sheep one).

Tonight's Homework: Lesson 2.4 ( 10 - 25 all, 32, 40 - 43, and 46 - 54 all).

Hi, Drisana! Hope all is well with you. Good luck with your work.

More on Subtracting Integers

We played a team game this afternoon to help students gain confidence in their abilities to subtract integers. Most students were able to correctly evaluate expressions that ranged from simple to fairly complex. Three groups of students tied with 12 points each. Hurray!

Tonight's Homework: Lesson 2.3 ( 12 - 24, all, and 29 - 39, odd)

Stepping Out with Integers

Today, we tried to understand how integers work by physically moving our bodies along a number line. In general, to add a positive number means to move to the right, while to add a negative number means to move to the left. Students understood these motions quite well. Subtracting was a bit more difficult to do, but, students soon got the idea. To subtract a positive number, move to the left. To subtract a negative, move to the right.

Tonight's Homework: Complete the back side of the handout you received in class today.

What's an Integer?

Students received their scores from Friday's test today. Most did a wonderful job of showing work and coming up with correct answers.

Today, we started our investigation about integers. This unit will continue for the next week and a half or so.

Tonight's Homework: Lesson 2.2 ( 13 - 39 ). Getting your grade slip signed is extra credit.

Chapter 1 Test is History!

Students took the first math test of the school year this afternoon. We collected homework, and then relaxed after the test was completed.

Tonight's Homework: None. Enjoy the weekend!

Five Steps to Solving Problems

Because our class was shorter today (37 minutes), we worked together as a class on a problem that made use of variable expressions and formulae. We learned how to summarize what the problem is asking us to do, communicate a plan for solving the problem, show our calculations, verify our solution by doing the problem a completely different way, and stating the answer clearly.

Tonight's Homework: Complete steps 4 and 5 of the problem on the yellow worksheet. Be sure to study for the test over lessons 1.2-1.7, as you will be taking the test in class on Friday.

Using Orders of Operations and Variable Expressions in Real Life Situations

Today, students offered variable expressions they've used in previous math classes to help them come up with perimeter, area, and the like. We discussed how many of these expressions involve the use of orders of operations in order to come up with the answers to the problems.

We learned how it is possible to solve a given problem in multiple ways. This discussion will be the building block for the verification piece of problem solving, which we'll be working on throughout the year.

Tonight's Homework: Page 727 ( 4 - 16, and 25 - 28 ). Be sure to show your work, circle your answer, and check the answers to the questions you can by using the back of your book.

Note: We will have a quiz over orders of operations, powers, vocabulary and variable expressions on Friday, September 25th. Be sure to prepare for it!

Including Exponents with Orders of Operations

Students received feedback on the assessments we took last week. This sheet may be taken home, signed by a parent and returned to me tomorrow for extra credit.

Today, we focussed on how to solve order of operations problems that include exponents. Students are encouraged to use the acronyms (PEMDAS or GSEMDAS) to help them do just one step at a time when finding solutions to these multi-step problems.

Tonight's Homework: Lesson 1.4 ( 13 - 45, odd, and 48 - 49)

Variables and Expressions

Students received weekly grade print outs today. Beginning this week, if there is no parent signature line on the print out, students may have parents sign the grade slip and turn it in on the next school day for extra credit. I definitely encourage students to get into the habit of doing this!

After reviewing vocabulary related to the four different operations, we practiced order of operations using variable expressions.

Tonight's Homework: Read Lesson 1.3, and then do the following problems: Lesson 1.3 ( 11 - 23, odd, 29 - 35, odd, and 41 - 49 all). Be sure to show each step neatly on your paper and circle your answers.

More on Order of Operations

Today, we focussed on how to clearly show our steps for attacking order of operations problems. In a nutshell, the steps are:

1.) Write the original problem on your lined paper.
2.) Determine what your first step is towards coming up with a solution.
3.) Rewrite the problem, starting with an equal sign, and complete the computation you identified in step 2.
4.) Repeat steps 2 and 3 until you have a solution. Your problem may have several intermediate steps to record before finding a solution.
5.) When you find the solution, write it on a line by itself, and then circle it.

Students worked on worksheet 1.6, and completed all problems on the page. Starting with problem #16, all work had to be shown following the format described above.

Tonight's Homework: None. Enjoy your weekend!

Justin, you should complete the front side of the Practice Worksheet 1-6, following the instructions listed above.

Using Calculators with Order of Operation Problems

Although students will not be allowed to use calculators on their tests, I thought it would be a good idea to show students how they can use their calculator buttons to help them double check their order of operation problems. Scientific calculators are programmed to compute using the rules of orders of operations. However, there are some tricks to getting these to work, and the calculator operator must know how to tell the calculator about grouping symbols. We practiced inserting parentheses and grouping symbols on our calculators.

Tonight's Homework: Lesson 1.2 ( 24 - 43 )

Justin, you will need to do this assignment, as well as all of the problems on page 14.

Finishing Up Loose Ends

Students who needed to complete the district math assessment did so. Those who needed to complete the Pre-Algebra Skills Test were given time to do so in class today. Students shared their goofy sentences and pictures related to order of operations.

We talked about order of operations, and how it helps us all solve problems in the same way.

Tonight's Homework: Lesson 1.2 ( 10 - 20 ), show all work. Complete both sides of E25/E26 worksheet.

District Math Testing Changes Our Class Plans

Our fifth period class ROCKS!

Thanks to all of you for being so flexible today. We ended up taking a series of district math tests that will track progress in math during the year. This was an unexpected change in plans, but one that resulted in very little new homework for students.

Students turned in their signed grade slips today. Most completed the district math tests during class. Those who did not will be able to complete the tests tomorrow in class.

Tonight's Homework: Select one of your silly sentences to illustrate in color and bring both the picture and the sentences to class tomorrow.

Justin, you will have to take the district math tests when you get back. You might want to work on the worksheet that deals with orders of operations tonight. Hope all is well!

Pre-Algebra Skills Assessment Begins

After correcting homework, students began a 39 question skills assessment that will help determine the course of instruction for the rest of the term. This assessment will be finished in class on Tuesday.

Students received the first of many weekly grade slips today. Students were directed to take the slip home, share it with a parent, get it signed and return it to school on Tuesday.

Tonight's Homework: Get your grade slip signed. Write three silly sentences for each of the following sets of letters:
•GSEMDAS
•PEMDAS

Each sentence should have one word for each letter. If the letters were FUSO, you could write "Fred Uses Soap Often." Another option could be "Family Urges Sick Octopus." Be creative. We will be illustrating one of the sentences soon!

P.S. Hi, Justin! Hope you are having a great trip!

Textbook Distributed Today

Students checked out their textbooks today. I will try to conduct class in a way that allows students to leave their math books at home. Students will be notified ahead of time if this routine needs to be changed.

Course descriptions and "Missed Pre-Algebra?" papers were checked off during textbook distribution. We reviewed homework, and discussed how each problem could have multiple correct answers.

Tonight's Homework: Page 4 (1 - 19, all). Students have been asked to show all work neatly, and circle each answer. This is due at the beginning of the class period on Monday, September 14th.

And We're Off!

Today was the first day of pre-algebra for the 2009-2010 school year. Our class, though quite large, met and got a lot accomplished in the time allotted. We went over the course description, determined ways to stay caught up when we have to miss math class, and started work on tonight's problem-solving worksheet dealing with multiplication and estimation.

Tonight's Homework: Read the two handouts about the course and how to stay caught up. Share these with your parents, and get them to sign each paper. These two signed sheets are due by Monday, September 14th.

Spend about 30 minutes working on the Product worksheet. Be sure to show work. This sheet is due on Friday, September 11th.

Bonus Answer: Eagle Pass, Texas

Welcome to the 2009-2010 School Year!

Please be sure to have the following things in class each day:

Notebook with paper, pencils, correcting pens, and grid paper
Completed homework filed in your 5th period section of your notebook
A positive attitude

Let's have a terrific year!