Looking at the Coordinate Grid

Students reviewed how to name integers, and then looked at the grid that is created when two number lines are placed perpendicular to each other. We practiced naming the coordinates of many different points. We concluded that the first number tells us how far left or right to go, while the second point tells us how far up or down to go.

Tonight's Homework: Complete the worksheet you started in class. Do page 31 (E), and page 36 (27 and 42).

Combining Like Terms, Again

Students used colored markers to identify terms that were similar, and then combined them.

Tonight's Homework: Complete the yellow worksheet on combining like terms that you started in class today.

More on the Distributive Property

Students had difficulty with the distributive property, so we reviewed how to use it again in class. Students took step-by-step notes on how to complete the steps.

Tonight's Homework: Redo all problems (front and back) on the green worksheet. Show your steps, using arrows.

Orders of Operations and the Distributive Property

Students struggled with last night's homework, primarily because they did not choose to follow the directions of showing their work sequentially. Because the quality of the work is important, students were given a second chance to do the problems correctly and again were asked to show work.

We looked at how to use the distributive property today.

Tonight's Homework: Complete both sides of the green "Distributive Property" worksheet. Redo all problems you missed on the purple "Orders of Operations" worksheet.

Orders of Operations with Integers

Now that we are feeling more confident with computing with integers, we revisited how to use orders of operations with integers. We worked through several problems, showing step by step computations. Students seemed to get the process pretty well.

Tonight's Homework: Complete the purple Order of Operations worksheet, and show your steps..

Round Two of Integer Assessment

We took another stab at computing with integers, and students rocked the assessment!

Tonight's Homework: Complete the orange Orders of Operations worksheet.

Adding the Opposite = Subtraction

We reviewed how to subtract numbers by rewriting the expression as an addition problem. In most cases, this little bit of work pays of tremendously, because students feel more confident when they are adding integers.

Tonight's Homework: Complete at least one of your assignments listed on your grade slip and be ready to turn it in on Tuesday. We will be taking another integer computation test on Tuesday.

Integer Operation Test Today

Students took a test over integer operations (addition, subtraction, multiplication and division) today on computers. Some students were able to finish very quickly, while others need more time to finish.

Tonight's Homework: Nothing new. It would be wise to complete any missing work you haven't turned in and bring it to school on Monday. Enjoy your long weekend!

Reviewing for Tomorrow's Test

Students completed a series of problems on a Math Crossword worksheet to review for tomorrow's test. Students were asked to specifically rewrite each subtraction problem as an addition problem, so that they were adding the opposite. For example, 3 - 5 could be rewritten as 3 + (-5). This will ensure that the student has the best possible chance for getting the answer correct.

Tonight's Homework: Complete the "Math Crossword" worksheet (both sides).

More Review on Integer Computation

Students are gaining confidence in their ability to add, multiply and divide integers. Subtracting is still problematic, so we worked on that in class. We did quite a few problems from a 7th grade text book in class today (pages 302-303, 4-35).

Tonight's Homework: Work on make up work for math, so you can turn it in on Monday.

Integer Multiplication and Division Review

After spending about 20 minutes on the computer program, we practiced working on some mixed problems involving integers.

Tonight's Homework: Page 51 ( 4 - 6, 12 - 20 ) in Accentuate the Negative

More on Integer Computation

Using the ideas we've developed this week, we looked to see if our rules for multiplying integers would work for dividing them. The patterns still work!

Tonight's Homework: Page 48 (A, B 1-3) in Accentuate the Negative.

Integer Computation Review

Students practiced for next week's test over integers by completing two worksheets focussing on adding, subtracting, multiplying and dividing integers.

Tonight's Homework: Complete the Practice with Integers and Multiplying Message worksheets, if you did not finish them in class today.

Multiplying Integers, Part 1

Today, we developed an algorithm for multiplying integers. Students recognized the following rules:

•a positive times a positive is a positive
•a negative times a negative is a positive
•a positive times a negative is a negative

We summarized the rule like this: If the signs are the same, the product is positive. If the signs are opposite (or different), then the product is negative,

Tonight's Homework: Page 45 in Accentuate the Negative

Football Math with Integers

Students had trouble with one of last night's homework problems, so we went over how to do it. Then we played integer football math in pairs.

Tonight's Homework: Page 20, problem 48 in Accentuate the Negative. Have a happy Halloween!

Multiplying Integers, Part 1

Students were introduced to the notion of multiplying integers today. We then did more review on how to add and subtract integers. Most students are doing very well with addition, but a few are still having trouble with subtraction.

Tonight's Homework: Pages 18 - 20 in Accentuate the Negative book ( 32 - 38 and 48 ).

Thermometers and Temperatures, Day Two

Being able to determine where a temperature falls on a thermometer proved to be pretty simple for most. Determining how far another temperature is from another temperature was a little more difficult. We modeled how to solve these types of problems with the stepping out number line. Students seemed to like this method a little better.

We also worked on the computers for about 15 minutes today. Students are making good progress on the review problems. I am hoping this will help everyone do well on next week's test over integers.

Tonight's Homeword: Pages 16 - 20 ( 9 - 11, 31, 37 - 49 ).

Thermometer Number Lines

Today, we spent half of the class period working on a computer program that reviews integer operations with interactive questions. The rest of the period was devoted to working on using the thermometer and different temperatures as real-life examples of how we use integers on a daily basis.

Tonight's Homework: Accentuate the Negative Book, page 11 (all problems)

Math Fever Number Sentences

We discussed what number sentences are, and how simple numbers can be translated into word problems related to the Math Fever game. Because half of the class did not even attempt to do last night's homework, time was given in class to get started on tonight's homework or work on last night's homework.

Tonight's Homework: Page 15 of Accentuate the Negative ( 1 - 8 and 12 - 19 )

Textbooks are Distributed Today

Students checked out their textbooks today. They were surprised to see that they received a binder full of smaller books instead of one hard bound book. The bulk of the text materials will be stored in our classroom.

We reviewed the idea of opposite numbers and how far the numbers would be from zero. We also began a Jeopardy game, where we kept score and learned how to compute with integers. We will continue with the game on Wednesday.

Tonight's Homework: Page 6 ( 12 - 42, all ).

Test over Order of Operations

Students took the unit test over Order of Operations today.

Tonight's Homework: None! Enjoy the 4 day weekend.

Challenging Problems Involving OOO

Students shared their creative computer presentations with the class today. They were very well done, and used Keynote and Comic Life software to help them remember how to apply the operations in the correct order. Even our visitors were impressed!

Tonight's Homework: Study for your test!

More Problem Solving about OOO

Students received feedback on their Order of Operations quiz today, and most learned that they are still needing to calculate carefully and not work from left to right. Another quiz will be given on Wednesday, October 6.

Students used handheld computers to strengthen their problem solving skills while completing tasks on Math Whiz. Some students were very successful and others found the tasks pretty frustrating.

About half the class used class time to complete their OOO computer presentations. We'll present these in class tomorrow.

Tonight's Homework: Get your grade slip signed. Complete any missing work, if you have any listed on your grade slip. Study for Wednesday's quiz.

Order of Operations Quiz Taken Today

Students took a quiz over using orders of operations today. Many students reported they did not do as well as they would have liked, and are pleased that they will be taking another one on Wednesday of next week.

Tonight's Homework: None!

Practice Problems for Orders of Operations Test

Several students realized that they still are tricked by math problems that have multiple operations in them, as rather than using the Order of Operations rules, they revert to doing things from left to right. We talked about this, and tried to slow down to try and eliminate these types of errors.

Tonight's Homework: Complete the Order of Operations Four Step worksheet.

Reviewing for Friday's Quiz

Students practiced for Friday's quiz over the orders of operations by doing a series of problems. Some students shared their order of operations presentations.

Tonight's Homework: Finish the 17 problems you started in class today.

Putting the Finishing Touches on OOO Presentations

Students spent most of the period working on their Order of Operations presentations.

Tonight's Homework: Complete the worksheet. You may use a calculator to do the tough multiplication problems. Be sure to show the steps, and circle your answers.

Working on PEMDAS Presentations

Students chose to work with a partner or by themselves to create an original presentation to help them remember how to solve problems that involve the use of orders of operations. These projects should be completed by the end of the class period on Tuesday.

Tonight's Homework: Get your grade slip signed for extra credit. Complete the worksheet on orders of operations.

Funbrain.com was Fun!

Today, we looked at problems that involved using orders of operations in a different way. Students were given 3 numbers, 2 operations and a target number and were to arrange the digits in a way that the rules of orders of operations worked. After a few tries, students became very successful.

Tonight;s Homework: Complete the worksheet you received in class. Enjoy the weekend!

Parentheses and Order of Operations

It was obvious that students were confused about grouping symbols and what to do with them when simplifying expressions using order of operations. We revisited the coolmath.com website, talked about parentheses, and then worked more examples.

Tonight's Homework: Complete the circled problems on your gray worksheet and bring them in tomorrow.

More on Orders of Operations

Students reviewed homework problems with their classmates, and discovered which problems were difficult to complete. We reviewed the orders of operations, and then did several examples. We weren't able to visit the website today. Maybe tomorrow!

Tonight's Homework: Complete the nine problems that you started in class today. Don't forget to show your work.

Order of Operations

Students visited a website today (www.coolmath.com) to learn about order of operations. We then practiced how to use this order to simplify a series of expressions. The trick to remember is that you cannot just compute from left to right. You must check the entire expression, and then simplify in order, looking for grouping symbols and exponents first. Next, complete any multiplication and division, working left to right. Last, complete all addition and subtraction, working left to right.

Tonight's Homework: Complete both sides of the gray worksheet on Order of Operations.

Finishing Up Histograms and Data Collection

Students were given their first grade slip today. These need to be taken home and shared with parents tonight.

We spent the class period finishing up our data tables, tally charts and histograms. Many students turned in quite a few finished products.

Tonight's Homework Get your grade slip signed. If you have any graphs or charts to finish, please complete them tonight.

More on Frequency Tables

The sub reported that she had difficulties teaching yesterday's lesson, so we started over today. Students created frequency/tally tables about the reported on the blue sheet of paper.

Tonight's Homework: None unless I specifically asked you to finish something today.

Making a Histogram

Students used the information they tabled last night to create a histogram. Students were encourage to create these on grid paper, and include each of the following on the graph:
• meaningful title
• well-labeled vertical and horizontal axis
• equally spaced intervals
• ruled lines
Color is optional. Students had about 20 minutes of class time to get this assignment started.

Tonight's Homework: Finish the histogram and bring it to school on Friday!

Making a Tally/Frequency Table

Students learned how to make a tally and frequency table today. Time was given in class to start the table, and special attention was given to making sure everything was neatly constructed.

Tonight's Homework: Complete your tally/frequency table. Be sure to bring it and the blue sheet back to class on Thursday.

EasyCBM Testing Replaces Instruction Today

Today, all students took the district math test, designed to give us a snapshot of skill proficiency at the beginning of the school year. A similar test will be administered in late May, and hopefully, all students will show gains in their scores over the course of the school year.

Tonight's Homework: Be sure to have the "Math on the Spot" worksheet done and ready to turn in tomorrow.

Getting Ready to Solve a Problem

We took a few minutes today to learn how to leave the classroom when we have fire drills. We also assigned seats for the month.

Students worked on some computation problems for about 15 minutes. After that, students began working on the "Math on the Spot" problem. Many were able to come up with multiple solutions to the problem.

Tonight's Homework: Continue to work on the "Math on the Spot" problem. It is due at the beginning of the class period on Wednesday, September 15th.

It's Friday!

Students continued working on some review materials today in class. We reviewed how to round numbers, add, subtract, multiply and divide whole numbers, and use orders of operations today.

Tonight's Homework: None! Enjoy the weekend!

Welcome to the 2010-2011 School Year!

Today was the first day of school for 7th and 8th graders. Our pre-algebra class, though tiny, is filled with conscientious students who did a great job today. We talked about the importance of staying caught up, even if we miss a class. We then wrote a paper introducing ourselves to the teacher. The last thing we did today was a problem solving activity that used Venn diagrams.

Tonight's Homework: Read and sign the "Missed Pre-Algebra?" handout, and then share it with your parent. Bring this back to class on Friday, September 10th.

Percents are Fancy Proportions

Today, we went shopping for different types of items that were on sale. Okay, we went virtual shopping and purchased items that we'd like to have. Using a simple sentence (blank percent of blank is blank), we translated our shopping situation into a mathematical equation and then solved for the missing variable.

tonight's Homework: Lesson 7.3 ( 12 - 42, show your work )

Solving Proportions Using Cross Products

Today, we looked at fractions again, and remembered how to write equivalent forms of the fraction. When we came up with a pair of equivalent fractions, we noted that the cross products of the fractions were also equivalent. Using this notion, we started solving more complex equations. Students must show all steps of the process (write down the problem, show the cross products, simplify, and then solve) in order to get full credit on tonight's homework.

Tonight's Homework: Lesson 7.2 ( 8 - 40, all )

Getting Ready for a Long Holiday Weekend

Students turned in homework and then completed a math and work habits self assessment. These assessments will be used to help with math placement for the 2010-2011 school year.

Other than that, we didn't do much math, as there were 10 students missing from class.

Tonight's Homework: None. Enjoy the long weekend.

Computing with Circumference and Diameter

Using the tear strips from yesterday's measurement activity, students folded the circumference strips into smaller portions which represented the length of the object's diameter. After a while, most students discovered that the circumference strip was 3 diameters and a little bit more (or, in mathematical terms, 3.14). This is the relationship that we recognize as pi, and was also the slope of the best fit line students drew on their scatterplots showing how circumference is a function of the diameter.

Tonight's Homework: Lesson 6.4 (12 - 23 and 33 - 43)

Comparing Different Units of Measure

Students investigated the relationship between inches and centimeters today by choosing 20 random items to measure. The collected data is to be graphed, and students are to determine the equation of the resulting line of best fit.

Tonight's Homework: Complete both sides of the worksheet you received in class today. Then write an equation for the lines of best fit to show the relationship between inches and centimeters, and miles and kilometers.

Clipping Along

Students worked in groups today to collect measurements using two different sizes of paper clips. The data is to be graphed and then analyzed tonight.

Tonight's Homework: Determine the equation of the lines you drew on each side of the worksheet entitled "Clipping Along". Be sure to write the equation in slope-intercept form.

Reviewing Chapter 11

Students received their scores on the chapter 11 test. The scores were either really good, or very poor. Those who did poorly were given the opportunity to correct their test answers. These test corrections are due at the beginning of class on Monday.

Several students turned in work without names, or without completing critical parts of the assignment. Time was allocated in class today for students to correct these errors.

Tonight's Homework: None, unless you choose to make test corrections.

Chapter 11 Test Today

The test over chapter 11 was given in class today. Students also turned in several assignments that were due today.

Tonight's Homework: None

Pattern and Preparing for the Chapter 11 Test

We reviewed how to solve several problems that will likely show up on the Chapter 11 test. Students then worked on a pattern block problem.

Tonight's Homework: Complete the Patterns worksheet (both sides) and prepare for tomorrow's test over chapter 11.

Books Upon Books

Today, students worked in groups to see how linear equations can actually be used to define patterns that exist in real-life situations. Each group stacked books and measured the height of the books. Data was recorded and then graphed. Students were able to see how the data collected related to both the slope of the line and the y-intercept.

Tonight's Homework: Complete the white and pink "Books Upon Books" worksheets. These will be collected on Thursday. Also, begin preparing for Thursday's test over chapter 11.

More on Lines

Over half of the class did not do their homework from Wednesday, which is so disappointing. We spent the class period looking at misconceptions about graphing lines, and tried to prepare for our upcoming chapter test over this material, which will be given on Thursday.

Tonight's Homework: Page 589 ( 1 - 9, all )

Not Much Math Going On Today!

With nearly half of the class gone today (field trip or track meet), we spent the day just hanging out and trying to get some more votes for Gavin's reusable bag.

Tonight's Homework: Nothing new. Just be sure to have last night's homework done for Monday. Enjoy the long weekend!

Car Race Activity Canceled Due to Poor Decisions

We reviewed some of the problems from last night's homework and I clarified the aspects of the slope intercept form of the equation for a line. Students now understand that the slope is a representation of the rise over the run, and the y-intercept is really a point on the coordinate grid, and not just a number.

We were going to do an activity with racing cars down a series of slopes, but three or four students made poor choices and caused me to cancel the activity. Maybe next week . . .

Tonight's Homework: Page 737 ( 16 - 37 ). This homework is not due until Monday, May 17th, due to tomorrow's track meet and choir field trip.

Talent Show Friday

Today's class was shortened due to the annual Talent Show Assembly. After reviewing homework, we used the handheld computers again to look at how the slope of a line changes the steepness of that line.

Tonight's Homework: None, other than to do something nice for your mother or grandmother this weekend!

Using the Slope Formula

Students discovered that the order in which you use the coordinates of the two points in the slope formula doesn't change the end result of the line's slope. Knowing this, students realized that they could do the problem one way and then check their work by doing the problem the opposite way. This proved to be a helpful tidbit when working on today's assignment. Students worked in groups to solve a series of slope problems.

Tonight's Homework: Complete the Challenge WS (the white one). Be sure the blue worksheet from yesterday is also completed.

The Slope Formula

Students learned how to use the slope formula today. The formula for slope is m = (y2 - y1 ) / (x2 - x1). This will give you another way to describe the rise over the run.

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

Graphing Parallel Lines

Students worked in pairs with handheld computers today. First, students learned how to manipulate the "Power One Graph" program, and once this was mastered, they tried to find equations of lines that were parallel to each other. This activity took up the entire class period, but students seemed to get the idea that the part of the equation that determined whether lines were parallel was the coefficient of the x term.

Tonight's Homework: Read Lesson 11.6, and then do problems 1-9.

Finally, It's Friday!

Students chose to either use the class period to retake a test over combinations and permutations or to work on the yellow worksheet from Lesson 11.3, which they started earlier in the week. Everyone seemed to be very productive today.

Tonight's Homework: Be sure the yellow worksheet from Lesson 11.3 is done. You should not have much left to do on it!

Graphing Lines Using the X and Y Intercepts

Today students learned how to graph a line on the coordinate plane using the x-intercept and the y-intercept. These are two special points, and fairly quick to determine from the equation of a line, because one of the values (x or y) will be zero. As was stated by Melissa, "x is zero when you find the y-intercept, and y is zero when you find the x-interecpept". (Nicely done, Melissa!)

Tonight's Homework: Lesson 11.5 ( 1 - 14 ). If you are planning to take the retest over combinations and permutations, it will be given in class tomorrow. Be sure to prepare for it!

Solving Equations with Two Variables, Take Two

For some reason, students did not take Mrs. Dunn's presentation seriously yesterday, and were not very successful getting last night's homework completed. Mrs. Dunn went over the answers to the practice sheet that was supposed to be review yesterday. Students then completed another review sheet covering solving equations with two variables. Thank you for trying to behave better today--the report was much better today. I should be back tomorrow!

Tonight's Homework: Page 562 ( 1 - 4 ) and page 563 ( 1 - 7 on the review quiz)

Evaluating Equations with Two Variables

Today, we looked at functions that have two variables (namely x and y) and learned how to solve them. First, we reviewed how to make a data table (x-y function chart), and select x values to evaluate. Every x value will generate a particular y value, and the answers are expressed as ordered pairs where the x value is listed first and the y value is listed second. Students learned how to write an equation in function form.

Tonight's Homework: Read over lesson 11.3, and then do 11.3 ( 7 - 18 and 23 - 29, all )

Scatterplots

Students received feedback on the test over combinations, permutations and the counting principle today. Many did very well and others did poorly. Students also received their weekly grade printouts today.

We looked at a new type of graph today, called a scatterplot. Scatterplots look like a graph with a bunch of dots that may or may not show a pattern. We talked about what the terms positive correlation, negative correlation and no correlation mean.

Tonight's Homework: Get your grade slip signed (it's an assignment this week). Do Lesson 11.2 ( 3 - 12 and 18 - 26 )

Testing over Combinations, Permutations and the Counting Principle

Students took the test over the last part of chapter 12 today.

Tonight's Homework: None, as long as you have been keeping up with the class assignments.

Fun with Functions Activity

Today, we played a game called "Fun with Functions". Students practiced evaluating a group of functions, and tried to get the highest score. Of course, the roll of the number cube factored into each person's ability to come up with a high score.

Tonight's Homework: Study sections 12.4 - 12.6 for tomorrow's test.

Domain, Range and Functions

It was pretty evident that about half of the class did not read the lesson that was assigned as homework last night, so we reviewed the vocabulary one more time. It is very important that students know the definitions of domain, range, and function so they will be well prepared for algebra next year.

Tonight's Homework: Lesson 11.2 ( 17 - 28, not 24 - 26).

Functions and Relationships

Today we spent part of the period reviewing for the upcoming test over combinations, permutations and the counting principle. We then looked at functions by playing the input-output game.

Tonight's Homework: Read Lesson 11.1 and then do 11.1 (1 - 16)

More on Combinations

Students worked in groups and at the board to determine the answers to many combination and permutation problems. While doing this, students shared different strategies for solving problems, and shed insight on how they remember which of the two formulae to use when determining the answers to permutation and combination problems.

Tonight's Homework: Page 649 ( 13 - 19 ).

Combinations and Permutations Practice

Students had the majority of the class period to practice computing combinations and permutations. Those who wished to earn extra credit were offered an extra worksheet to complete by Monday.

Tonight's Homework: Complete both sides of the ivory colored worksheet you worked on during class time today.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Combinations

We learned yesterday that order is important for permutations. Today we looked at situations where choices are made, but the order is not important. These situations are called mathematical combinations. Usually, the number of combinations possible is smaller than the number of permutations.

Tonight's Homework: Read Lesson 12.6, and then do 12.6 ( 10 - 32, even and 40 )

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Permutations and the Factorial Symbol

Permutations are another way of counting the possible outcomes of a particular event. The big idea that makes permutations work is that you are concerned about the order in which things happen. We were introduced to a new symbol (!), which is the factorial symbol.

Tonight's Homework: Read Lesson 12.5, and then do 12.5 ( 2 - 32, even)

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Experimental vs. Theoretical Probability

We talked about our experimental results and compared them to the predicted, or theoretical, results we might have expected. Most groups had results that were fairly close to the theoretical probabilities.

Tonight's Homework: Lesson 12.4 ( 8 - 28, even ) and finish the tree chart you started in class.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Experimenting with Probability

Students worked in groups to gather data related to probability. Four investigations were conducted: flipping 2 coins, rolling 2 number cubes, drawing colored cubes from a bag, and drawing geometric shapes from a bag. Students constructed data tables for the data collected (30 trials per investigation were made).

Tonight's Homework: Write summary statements for each of the investigations you conducted.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Introduction to Probability and the Counting Principle

Students were introduced to tree diagrams and the counting principle as tools to use when calculating probabilities. Several in-class examples were explained. Students had about 15 minutes to complete homework.

Tonight's Homework: Complete problems 8 - 15 on the purple handout. Also, be sure to finish your take-home test, which is due at the beginning of the class period on Thursday.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Summer Math Packets Are Available Now!

Students received a letter describing an opportunity to purchase summer math packets. I asked students to share these letters with their parents, and bribed them with extra credit to bring back a signature indicating the parent saw the letter, regardless of whether the student ends up purchasing the packet or not.

Students began working on the take home test over graphing. These tests will be due, in their entirety, at the beginning of the class period on Thursday, April 8th.

Tonight's Homework: Work on your graphing test. Remember, you promised to not get any extra help . . . !

Misrepresenting Data on Graphs

We talked about how a graph can lead you to the wrong conclusion by using different types of mistaken practices, such as unequal sized intervals, the wrong type of graph, or a broken interval symbol. We also talked about what kind of graph would be most suitable for displaying certain types of data (line graphs show change over time, for instance).

Tonight's Homework: Lesson 12.3 (18 - 28). Be sure to include labels, titles, and keys!

Pictograms and Circle Graphs

Today we analyzed our multi-sector circle graphs and discovered that rounding percentages can sometimes cause problems in creating visual displays. Students then had time to create a new and improved circle graph of the birth date information as well as a pictograph. Both are due on Monday.

Tonight's Homework: Complete a circle graph and pictograph of the birthday data. Remember to include titles, labels, and a key. Happy Easter!

Charting Our Birth Date Information Another Way

Today, we added another piece of information to our birth date data table. We now have 36 pieces of data to work with. Students reviewed the process of how to turn a fraction into a decimal, and then how to change a decimal to a percent. This process was used in order to allow us to make a circle (or pie) graph of our data. Remember, all graphs have titles, keys and neat displays of data.

Tonight's Homework: Create a data table showing the percentage of people in our class born on a particular day. Transfer this information into a circle graph. Be sure to include ruled lines, a title and a key!

More on Stem and Leaf Plots

We reviewed our data, and then transferred our birthday data into a bar graph, complete with ruled axes, constant interval sizes, labels and titles.

Tonight's Homework: Complete your bar graph. Then do Lesson 12.1 ( 14, 15, 19 and 20 ). For each problem, find the range, mean, median and mode of the data provided. Make a bar graph of one set of data. If you wish to earn extra credit, you may graph more than one of the sets of data.

And We're Back!

Welcome back from spring break! I hope it was a relaxing one for you!

Today, we reviewed measures of central tendency, including mean, median, mode and range by looking at two different sets of data. Students were asked to arrange data in a way that made sense to them, and then were reminded that making a stem and leaf plot might be a great way to organize data.

Tonight's Homework: Find the mean, median, mode and range of the two sets of data. Create stem and leaf plots for each. Don't forget the title and key!

Spring Break Finally Arrives!

Students finished up the state math test today. Students also received feedback about their transformation project from their peers.

Tonight's Homework: None. Have a restful spring break!

State Testing Continues in Math

We spent the class period working on the state math test. Many students were able to complete the test today, while others will be able to complete the test tomorrow in class. Scores are looking great!

Tonight's Homework: Be sure to have your finished transformation project done and ready to turn in by tomorrow. This includes the evaluation write-up. Happy St. Patrick's Day!

State Math Testing Begins

Students spent the class period taking the first part of the state math test. Students will complete this test by the end of the class on Thursday. Good luck!

Tonight's Homework: Work on the transformation project (created by another student) that you received from me today. It's due to me by Thursday.

Preparing for the State Test

Today, we looked at sample questions that might show up on the state test. Because there are 6th, 7, and 8th graders in our class, we looked at questions from each level. Emphasis was placed on reading carefully, so students really answer the question asked.

Tonight's Homework: Finish the transformation instructions for your name so you can turn the project in tomorrow.

More on Transformations

Students worked on a puzzle today, using the clues provided to translate, rotate, reflect and dilate different portions of a mystery word. Most students discovered the mystery word was "dog", and the worksheet serves as a model for what the finished product of our transformation assignment should look like.

Tonight's Homework: None, unless you are behind on the transformation project we started this week.

Transforming a Name, Part 2

Now that you have split your name into several different pieces, it is time to start sliding pieces around. You must translate (or slide) at least one piece, reflect (or flip) at least one piece, rotate at least one piece, and dilate one or more pieces. Although this assignment will not be due until next week, you should try to disassemble at least one piece completely tonight, and write directions to move it back into the correct place. More directions will come tomorrow.

Tonight's Homework: Disassemble the pieces of at least one letter in your word.

Multiplying Fractions and Computing with Time

Today's lesson had two parts: one about multiplying fractions and another about adding times together. Students received instructions on how to do both types of tasks, and then started to work on their homework.

Tonight's Homework: Complete all problems on the front and back of the ivory-colored worksheet.

Adding and Subtracting Fractions

Students reviewed the process of adding and subtracting fractions today. Both regular fractions and mixed numbers were covered in the review.

Tonight's Homework: Complete all problems on both sides of the yellow worksheet.

Reminder: Because I will be at a meeting at North Eugene High School on Wednesday, there will be no resource for me on March 10th.

Adding and Subtracting Decimals

Students reviewed how to add and subtract decimals, including those that are negative. We also talked about how to do "front-end" rounding.

Tonight's homework: Lesson 5.6 ( 11 - 53, odd )


Reminder: Because I will be at a meeting at North Eugene High School on Wednesday, there will be no resource for me on March 10th.

Wrapping Up Dilations

Today, we reviewed the Growing Designs activity, and determined that when you try to enlarge the size of an object, the area of the new object increases by the square of the enlargement factor. For example, if you double the size of your picture, the area will increase by 4 (two squared).

Students were challenged to create their own design on grid paper to verify this discovery.

Tonight's Homework: Finish your initial enlargement, if you did not complete it in class today.

Growing Designs (Dilation Activity)

Today, we took a square design on grid paper and tried to create similar figures using different dilation factors. First, we attempted to double the size of the design in all directions. Later, we tripled the size. Students were then asked to analyze their work and look for some patterns.

Tonight's Homework: Complete the Growing Designs activity sheet and questions.

Sharing Our Poly-Creations

Students shared their polygon creations with the class by displaying the picture under the document camera and telling us the prominent features of the creature. There were many clever creatures created!

We talked about translations and reflections, using the coordinate plane as our point of reference. For many, translating was a bit more difficult than reflecting, but we all got the idea by the end of the period.

Tonight's Homework: Read pages 404, 405 and 409 in your book. Then do Lesson 8.6 ( 11-14 ) and Lesson 8.7 ( 1, 2, 15-17, 31-33 ).

Polygon Creation

Students were given time in class to create a polygon person or creature. This neatly drawn and colored picture needs to include at least 3 different types of polygons, a supplementary or complementary angle, and a set of vertical angles. Using a ruler and grid paper to assist in making the drawing is highly recommended. In addition, please title your creation, and write a paragraph describing the unique features of your creature.

For each polygon, determine whether it is a regular polygon or not. For all regular polygons, determine the measure of one angle, as well as the total number of degrees in the entire figure.

Tonight's Homework: Complete the Polygon Creation. Getting your grade slip signed is also advisable.

Winding Up the Week and Month

We spent much of the period finishing up odds and ends related to angles, their complements and supplements. Some of us helped others with tricky problems, while others finished taking the test over chapter 9. All in all, we ended the week by getting work turned in, and left knowing that most of us have no homework over the weekend!

Tonight's Homework: None, unless you've been absent.

P.S. Many of you have indicated you'll be coming to school on Saturday for a little extra help. Please plan to arrive around 10:30, and bring your math book so you can get the most out of being here.

Band Field Trip Cancels New Material

About a third of the class was on a band field trip today, so those who did come to class were able to get a great start on their homework for tonight. Students were challenged to complete problems that were more algebraic in nature, and most caught on after a few tries at it.

Tonight's Homework: Challenge Practice 8.1 WS (both sides)

Angles, Angles, and Polygons--Round 2

Students looked at many different types of angles, including vertical and alternate interior angles today, and discovered some interesting patterns. We also reviewed how to determine the measure of an interior angle of a given polygon, as well as how to determine the total number of degrees in a given polygon.

Tonight's Homework: Complete both sides of the Practice Worksheet for lessons 8.1 and 8.4

Angles and Polygons

Today, we looked at polygons and tried to discover a pattern that exists between the number of sides on the polygon and the total number of degrees the polygon's interior includes. After several examples, Melissa suggested part of the pattern and Ryan supplied us with the rest. Yeah for us--we found the pattern. If you forgot this pattern (or just missed class), be sure to read lesson 8.4, where it is described fully.

Tonight's Homework: Lesson 8.1 ( 11, 13 - 27) and Lesson 8.4 ( 1 - 16 ).

P.S. Jackson, we are missing you. Will you ever come back? Paper Tuesday misses you, too!

More About Angles

Besides being acute, obtuse or right, some pairs of angles can be classified as complementary, supplementary, vertical or straight. We spent quite a bit of time talking about complementary (think c as in corner, meaning 90º) and supplementary (think s as in straight, meaning 180º) angles.

Tonight's Homework: Test corrections, and Lesson 8.1 ( 1 - 9 )

Chapter 9 Test Taken Today

Students reviewed last night's homework and then turned it in. The rest of the period was spent taking the test over chapter 9--square roots, rational and irrational numbers, the Pythagorean theorem, and special right triangle relationships.

Tonight's Homework: None. Have a terrific weekend!

Right Triangle Review

Now that we've covered all of the special types of right triangles and the relationships between each of the sides, we took some time to review. We will be taking a test over the material in chapter 9 on Friday.

Tonight's Homework: Lesson 9.3 ( 11 - 20, 40 )

Another Special Type of Right Triangle

We learned about right triangles that have angles that measure 30º, 60º, and 90º. These scalene triangles are special because the short side is half as long as the longest side, and the remaining side is √3 times the length of the short side. Referring to lesson 9.5 in the book, especially if you missed class, will prove to be very helpful.

Tonight's Homework: Lesson 9.5 ( 9 - 11, 17 - 19, 23, 34 )

Winter Social Shortens Class!

Today's class was abbreviated because of the school-wide Winter Social. We reviewed homework, and then worked on a review worksheet that covered integer operations. Of course, the answer to the riddle was ridiculous, and related to Valentine's Day in a strange way.

Tonight's Homework: Finish the pink worksheet. Enjoy the long weekend!

Right Isosceles Triangles

Today students learned all about "special right triangles" that are Isosceles in nature. These triangles all have 2 sides (the base and the height) that are the same length. Using the Pythagorean Theorem, students determined the length of the hypotenuse, and then learned a short cut on how to find the length of the hypotenuse.

Tonight's Homework: Lesson 9.5 ( 6 - 8 , 12 , 14 - 16 , 20 , and 30 - 33 )

Numbers, Numbers, Numbers!

We looked at examples of different types of numbers, including:
•counting numbers
•whole numbers
•integers
•rational numbers
•irrational numbers
The first three groups of numbers can be expressed by using set notation, while the last two groups are more difficult to express without using words.

Tonight's Homework: Lesson 9.2 ( 10 - 19, 27-32, 41-43 and 48 - 50 ).

P.S. Rachel, you are missed. Get well soon!

Scarecrow is Finally Corrected!

Students once again took a stab at trying to correct the Scarecrow's statement about triangle lengths, and this time, I believe we all figured out what he should have really said. Five parts of his sentence were corrected!

We then figured out at least three different ways to determine how to solve the quilt problem from last night.

Tonight's Homework: Page 735 ( 19 - 31, all )

Baseball, Football, Basketball . . . and Quilting

The Pythagorean Theorem is used in many practical ways. We first warmed up our brains by completing a set of problems that challenged us to remember the relationships between the side lengths of a triangle and the type of triangle those three sides create (acute, obtuse, or right). Then we looked at the distances baseball players would have to throw the ball while standing in the infield. The distance from 3rd base to 1st is quite a bit farther than the distance between 1st and 2nd or 2nd and 3rd base, and we used the Pythagorean Theorem to determine the distance. Students came up with other examples that could employ the theorem to determine the distance of the hypotenuse.

Tonight's Homework: Complete the basketball and quilting problems on the purple worksheet. Be sure to show your work!

The Scarecrow Was Incorrect!

Today found us trying to tie together all of the pieces of the week, and as we did, we determined that the Scarecrow made several mistakes when he realized he had a brain. Students completed a yellow worksheet, and tried to write what the correct wording should have been to the Scarecrow's explanation of the Pythagorean Theorem.

Tonight's Homework: Oh, joy! Rapture! No homework tonight.

Triangles Surrounded by Squares

Students worked in groups of four to create seven different triangles with varying side lengths. The odd thing about these triangles was they were created with three squares, whose corners were the only parts touching each other. Once the triangles were created, students classified them as obtuse, acute or right triangles, and then looked for relationships between the sum of the squares of the two shorter sides and the square of the longer side.

Tonight's Homework: Because of the mix-up in last night's homework, there will be no new work to complete tonight.

More With Square Roots

Today, students used their equation-solving skills to solve problems that included square numbers or square roots. This lesson is an extension of what we covered yesterday in class.

Tonight's Homework: Lesson 9.1 ( 27-32, 41-43 and 48-55 ).

Picturing Square Numbers

We used plastic square tiles to build models of squares, and then made a table to compare the dimensions of the squares to the area. We then determined that there is a relationship between the length of the side of the square (s) and the area of the square. This led us to a discussion of square numbers and square roots.

Tonight's Homework: Lesson 9.1 ( 2 - 10, 15 - 22 )

Classifying Triangles

After watching a clip from "The Wizard of Oz", we realized that the Scarecrow knew a little bit about math. We then talked about one of the words he said (isosceles) and how it related to geometry.

Triangles can be sorted into groups based on two different factors: length of side and size of angle. If we look at the angles of a triangle, they always sum to 180 degrees. When using angle size, triangles can be labeled as acute, obtuse or right. When looking at the length of the sides of a triangle, triangles can be labeled as equilateral, isosceles, or scalene.

Tonight's Homework: Lesson 8.2 ( 2 - 21, 29 and 30 )

Quiz over Factoring, Prime Factorization, LCM and GCF

Students took a quiz in class today that covered factoring, prime factorization, GCF and LCM.

Tonight's Homework: None! Enjoy the long weekend.

LCM and GCF Review

Students were given most of the class period to sharpen their skills on determining the LCM and GCF of different pairs of numbers. Some review problems on finding the prime factorization of numbers was also included.

Tonight's Homework: Finish both sides of the pink worksheet you started in class today.

Reviewing LCM, GCF and Factoring

We spent most of the period working together to answer some questions related to how a person might use the GCF or LCM in a real-life situation. Students completed most of the problems assigned on the handouts, and were instructed on which problems to complete for homework.

Tonight's Homework: Complete Lesson 4.4 if you did not do it last night. Finish the Road Trip problems, the LCM/GCF table, and two of the six problems on the tan worksheet.

Determining the Least Common Multiple of Pairs of Numbers

Our last lesson of this unit centers on finding the lowest number that two (or more) numbers go into evenly. This is called the LCM, or least common multiple, of the numbers. I like to think of it as the lowest common multiple. Be sure to look over Lesson 4.4 before starting on your homework problems if you missed class today.

Tonight's Homework: Lesson 4.4 ( 3 - 23 and 25 )

Factor Review

Wow! Five absentees in one day--I hope you are all okay. Today, we took some time to review what we've learned this week. We focussed on factoring, prime factorization, factoring monomials, and finding the greatest common factor of pairs of numbers.

Tonight's Homework: None. Enjoy your weekend!

Simplifying Fractions

Factoring numbers and finding factor pairs of a given number can be helpful when trying to simplify a fraction. We can also simplify fractions by looking for a common factor. The number of times you need to simplify a given fraction depends on whether you can quickly figure out the greatest common factor of the pairs of numbers. Be sure to read lesson 4.3 to see how to simplify fractions that include monomials.

Tonight's Homework: Lesson 4.3 ( 13 - 63 odd, 64 and 65 )

Finding the Greatest Common Factor

Now that we now how to factor a number, we can look at pairs of numbers and determine whether they share any common factors. For those pairs that share common factors, we can look at the list and see what the largest shared factor is, and this is called the greatest common factor (GCF). Sometimes the two numbers only share one factor (1). When this is the case, we say the numbers are relatively prime.

Tonight's Homework: Lesson 4.2 ( 8 - 30, 36 - 39, and 44 - 45 )

Factors, Factoring and Prime Factorization

Students received their tests and weekly grade print outs today. All were encouraged to get their grade slips signed and turned in on Wednesday for extra credit.

Today we reviewed how to list the factors of a number. Some have many factors, while others have just two. Those with two factors (1 and the number) are called prime. Those with many factors are called composite. Next, we practiced factoring numbers, using both factor trees and upside down division. Last, we listed the prime factors of a number, both using exponents and not using them.

Tonight's Homework: Lesson 4.1 ( 2 - 9, 12 - 50 even, not 26 )

Test over Powers, Exponents and Scientific Notation

Students took the test over powers, exponents and scientific notation. Most finished with enough time to check their work for accuracy.

Tonight's Homework: None, as long as you have turned in everything this week. Enjoy the long weekend.

An Exponential Review

We finished our review of exponents by playing Jeopardy!® with the Smart Board. Students seem to be well prepared for tomorrow's test.

Tonight's Homework: Study for tomorrow's test over scientific notation and exponents. The sections in the book are 4.6, 4.7 and 4.8

Exponents and Scientific Notation

We practiced computing with exponents in several different ways . Multiplying powers seems to be easier than dividing for most students, so we focussed on dividing.

Tonight's Homework: Do the front side only of Practice WS 4.8 C

Computing with Exponents Review

Today we reviewed how to multiply and divide with exponents, as the test over this information will be given in class on Friday. Students had over 20 minutes to begin tonight's homework, and many finished at least half of the problems.

Tonight's Homework: Complete both sides of the 4.6 C/4.7 C worksheet.

Exponent Experts At the Board

Today, we played At the Board, and reviewed how to write numbers in scientific and exponential forms. Students got progressively better at being able to come up with the correct answers, even though the problems got harder as we played longer.

Tonight's Homework: None, as long as you turned in everything assigned this week.

Scientific Notation

Numbers written using scientific notation have two distinct parts that are multiplied together:

First part--a number from 1 to 10, but not including 10 (1 ≤ n < 10 )
Second part--a power of 10

We practiced a writing a lot of numbers, both very small and very big, using scientific notation.

Tonight's Homework: Lesson 4.8 ( 11 - 31, 32 - 38 even, 47 )

Negative and Zero Exponents

Today we continued our study of exponents and looked at what happens when the exponents of powers are 0 or negative.

Two important rules were discovered: Anything to the zero power will be 1, and anything to a negative power can be thought of as the reciprocal raised to the positive power. (See page 200 and 201 for further explanation of these rules.)

Tonight's Homework: Lesson 4.7 ( 3 - 33, and 46 - 47 )

Welcome Back!

Students received weekly grade slips today. Please take care of any missing work as soon as possible, as it will definitely help your grade.

We talked about powers, bases, and exponents today. Most importantly, we learned shortcuts on how to multiply and divide powers with common bases. Be sure to read the lesson in the book prior to starting tonight's homework.

Tonight's Homework: Get your grade slip signed. Do Lesson 4.6 ( 3 - 43 )