Looking at the Red Vine Data

We cleaned out our notebooks of math papers from the term, so it will clean when Ms. Epperson starts teaching on Monday. Next we looked at the graph that we made about eating the red vines. We concluded that as we took more bites, the length of the red vine got shorter. We called this a graph showing negative correlation. We came up with other situations that might show a negative correlation, as well as situations that would show a positive correlation. We then figured out how big a normal bite might be (about 3 cm, for example) and did some calculations based on a formula that related length of red vine to the number of bites taken. Most seemed to get this after a little prodding.

Tonight's Homework: None.

She Made Us Eat Our Math Today!

Students were given a red vine today and asked to measure its length. Next, students were instructed to eat the red vine, one bite at a time, and measure the length in between the bites. The measurement data was recorded in a data table, and then graphed in a line graph. Students shared data with each other, and discovered that though the numbers may not have been exactly the same, the same general pattern occurred: as the number of bites increased, the length of the red vine decreased.

Tonight's Homework: None. Try to get some of your late work done and turned in. That will certainly help your grade!

More on Finding Area and Perimeter

We used the formulas for area and perimeter to solve more problems related to triangles and rectangles. We practiced following this format:
a.) Write the formula for the situation.
b.) Substitute in the values given for the variables in the equation.
c.) Simplify and combine like terms.
d.) Solve for the remaining variable
e.) Check to see that the answer has a label, and that it makes sense.

Tonight's Homework: WS 3.5 B. Be sure to show your work like we did in class.

Finding Area and Perimeter of Rectangles and Triangles

We used the formulas for area and perimeter to solve some problems. These problems are really extensions of solving two step equations, requiring students to substitute values in for the variables and then solve for the unknown. We practiced following this format:
a.) Write the formula for the situation.
b.) Substitute in the values given for the variables in the equation.
c.) Simplify and combine like terms.
d.) Solve for the remaining variable
e.) Check to see that the answer has a label, and that it makes sense.

Tonight's Homework: WS 3.5 A. Be sure to show your work like we did in class.

Wrapping Up the Week

Several students took the test they missed on Wednesday during class today. Others worked with a partner on more complex equation building problems.

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

One- and Two-Step Equation Test Today

Students took a test over solving one- and two-step equations in class today. The last part of the period was spent getting to know Ms. Epperson, our student teacher, who will be taking over the class for about 6 weeks later this month.

Tonight's Homework: Complete the worksheet that you received from Ms. Epperson today.

Reviewing for Tomorrow's Test

We used individual white boards to review for tomorrow's test over solving one- and two-step equations. Students earned points for each question they solved correctly, and most did extremely well.

Tonight's Homework: Study for tomorrow's test. If you still have missing homework, it would be a good thing to do that work tonight.

Championship Game Day

Students used most of the period to translate English sentences into math equations. We brainstormed a list of words that could mean the same thing as plus (like sum, total, increased by), minus (decreased by, less than, etc.) multiply (product, times, etc) and divide (quotient).

Tonight's Homework: Complete the bright pink worksheet you received in class. Do you have missing work? It would be a good thing to get that done, as there is a test over this material on Wednesday, January 12.