Posted: February 15, 2018
Today in class the students were given an assignment where they had to determine the cost of the same camera but in different states. Students had to determine which state has the larger sales tax and thus cost more. The students then had to analyze the errors that 'Tony' made when he was trying to determine the original amount of the camera before the sales tax was added on. The students do not have homework tonight.
Posted: February 14, 2018
Today in class, the students analyzed the process (methods) for percent change and simple interest, so that they could determine their level of understanding of the steps needed to take to get the solutions. We looked back at prior real-world scenarios that were assigned for homework. After the review, the students were asked to complete P. 157 (14, 15, 16, 18, 20, 22) from their 'Go Math' textbook for homework.
Posted: February 13, 2018
Students received their report cards today.
Today, the students took a quiz on section 5.1. They used proportional relationships for real-world scenarios, so that they could assess their understanding of percent increase/decrease and percent change. After the quiz, the students received a handout to practice markup and markdown in the retail industry. The handout is homework, if the students did not finish the assignment in class.
Posted: February 12, 2018
Today in class, the students were introduced to new vocabulary (markup, markdown, principal, simple interest). We also reviewed how to write percent change as an expression. Students solved several real-world scenarios. For homework, the students had to complete the following in their 'Go Math' textbook: P. 151 (13 and 14), P. 152 (16 and 19), and P. 156 (1 - 7, 9, 11).
Posted: February 8, 2018
Students get their report cards tomorrow, 2.9.18.
Prior to today's lesson, the students received a handout as a 'Do Now' to practice percent change and percent decrease/increase. Today in class, the students received an article 'High Profit - High Tops' and analyzed the secondary market for shoes, so that they could determine the new price for shoes using percent change and determine the percent increase/decrease for the shoe. Besides answering the article's math questions, the students need to answer the following questions:
1. Vocabulary: investment, secondary market, Sneakerhead
2. What is 'StockX'?
3. Determine the central idea for the article.
4. Cause/Effect: What is causing the price of shoes to increase?
5. In your own words, write a paragraph to summarize the article. Use text evidence to support your summary.
For extra credit: Go to StockX.com and choose 5 shoes you would like to purchase if you had the money. Write down the shoe description and determine the percent increase/decrease for the shoe. (Hint: use the original price and the price on StockX to compute you answer as a percentage.)
Posted: February 7, 2018
Students get their report cards handed out to them on Friday, 2.9.18.
Today in class, the students outlined the steps needed to take for percent increase/decrease and percent change, so that they could determine their understanding of the process used to get the solution. The assignment was in-class, the students DO NOT have homework tonight.
Posted: February 6, 2018
Students get their report cards on Friday, 2.9.18.
Today in class, we used the steps to compute the percent increase/decrease, as well as, percent change, so that we could use the proportional relationship to determine the solutions for the given real-world problems. For homework, the students had 'Go Math' P. 145 (24 & 25) and 5.1 (D) handout.
Posted: February 5, 2018
Students will receive their report cards on Friday, 2.9.2018.
Today in class, the students were introduced to percent increase/decrease, as well as, percent change, so that they can identify and apply the steps needed to find the solutions. For homework, the students were to complete P. 144 in their 'Go Math' textbook.
Posted: February 1, 2018
Report Cards are finalized tomorrow, 2.2.18, for the 2nd quarter and will be distributed on Friday, 2.9.18.
Today in class, the students computed unit rates, filled in tables, wrote equations, created graphs, and analyzed graphs, so that they could assess their understanding of constant of proportionality and proportional relationships. For homework, students are to enjoy the Super Bowl festivities and the weekend.
Posted: January 31, 2018
Report Cards for 2nd quarter will be finalized on Friday, 2.2.18.
Today in class, the students received 2 handout to help them prepare for the Chapter 4 test tomorrow, 2.1.18. The students computed the unit rate, filled in tables, wrote equations, drew graphs, and analyzed graphs, so that they can determine their strengths and weaknesses of proportional relationships. Students should also study PAGE 120 for the test. The questions on page 120 are similar to the test questions.
Posted: January 30, 2018
2nd Quarter Grades will be finalized this Friday, February 2nd. Reports Cards go out Friday, February 9th.
Today in class, the students matched word problems, tables, equations, and graphs together based on the unit rate, so that they could assess their understanding of the concepts related to Constant of Proportionality. The student should start preparing for their Chapter 4 (Constant of Proportionality) exam this Thursday, February 1st.
Posted: January 29, 2018
2nd Quarter Grades will be finalized on Friday, February 2nd. This day, 2.2.18, students DO NOT attend school.
Today in class, the students had to determine the rate of change, equation, table, and graph for both fitness clubs, so that they could determine which fitness plan is better. If the students did not finish the assignment in class, they were allowed to finish tonight for homework.
Posted: January 24, 2018
Students received their B.A.G Reports today from their homeroom teachers.
Today in class, we analyzed a real-world scenario 'Jackie's Bike Ride' and computed the rate of change for her journey, so that we could graph and determine if the relationship was proportional. If the students did not finish the assignment they were allowed to take the assignment home and finish it for homework.
Posted: January 23, 2018
Today we analyzed graphs to determine if there was a proportional relationship. We also discussed rise over run and the difference between y = kx and y = mx + b. The students then received a packet of 6 real-world scenarios where they had to answer the question, determine the unit rate, fill in the table, write the equation, and graph the relationship. If they did not finish the packet in class the packet is for homework.
Posted: January 22, 2018
Today in class we finished the review from sections 4.1 and 4.2. The students also had a 'Do Now' related to proportional relationships. For homework, the students were to complete the following in their 'Go Math' textbook: P. 132 (All of the Questions), P. 133 (9, 10, 11, 15) and P. 134 (16, 17, 18).
Posted: January 19, 2018
Today in class we will compute the unit rate for a given set of data, so that we can determine if the relationship is proportional between the two units of measure. The students received one last extra credit assignment to work on over the weekend.
Posted: January 18, 2018
Prior to receiving the homework, we reviewed several of the homework problems from the past couple days on unit rate. After the review, the students received a handout 'Constant of Proportionality'. The students are to compute the unit rate for each given set of data, so that they could determine if the relationship between the two unit is proportional. For homework, the students are to complete the handout, if they did not finish it in class.
Posted: January 17, 2018
Today in class, we analyzed and examined word problems with two units of measure (labels), so that we could compute unit rates, time traveled, or distance traveled. Students had to use context clues to determine which variable they needed to solve for and properly setup the equation. For homework, the students are to complete the following in their 'Go Math' textbook: P. 121 (9 and 10), P. 122 (13), and P. 127 (9 and 10).
Posted: January 16, 2018
Today in class, we analyzed which variables were dependent, independent, and constant by completing/filling out the tables, so that we could recognize if there is a proportional relationship. We examined each equation to find the solution for each variable: (y = kx), (k = y/x), (x = y/k). For homework, the students were to complete the following questions in their 'Go Math' textbook: P. 121 (12), P. 122 (14), P. 127 (6 and 12), and P. 128 (14).
Posted: January 12, 2018
We do not have school Monday, 1.15.18, for Martin Luther King Jr. Observance Day.
Today in class, the students set up the equations k = y/x to compute the unit rate. Students had you use the answers for the equation to determine the path to take to exit the maze. After completing the maze, the students were asked to write the equations (y = kx) for each unit rate on the back of the page. The students do not have homework over the weekend.
Posted: January 11, 2018
Today in class, we analyzed the comparisons and contrast of ratios and rates, as well as, the equation for constant of proportionality, so that we have a better understanding of solving for the unit rate. For homework, the students had to complete a handout 'Speedy Animals'.
Posted: January 10, 2018
Today in class, we performed different activities, so that we could determine the unit rate for each using our prior knowledge and resources. The student received a handout to record their data based on each activity. The handout also had some fill in the blank and questions that needed to be answered based on the results. For homework, the students are to finish the handout, if they did not finish during class time.
Posted: January 9, 2018
Today in class, we watched the video (Passcode Riddle) from TedEd. We discussed the clues that were provided to possible steps to take to solve the riddle. The students continued to work with their group to come up with a possible solution, show their work, and complete their poster. For homework, the student received a handout on the video (Passcode Riddle): 4 multiple choice and 1 short response.
Posted: January 8, 2018
Today in class, the students shared resolutions for the new year (both personal and school related). After that, we watched (several times) a video from TedEd (Passcode Riddle) and the students took notes on the clues to the riddle. The students then used the context clues (notes) from the video, so that they could develop a solution to the riddle using math and logical reasoning. For homework, the students had Pages 109 and 110 from their 'Go Math' textbook.
Posted: December 22, 2017
When the students return on Monday, January 8th, they will receive their Progress Reports for the 2nd Quarter.
Today in class, the students received handouts (extra credit) themed on Christmas. The extra credit was due by the end of class. I also went over the grades with each student. The students did not receive any math assignments over winter break, however, they could work on any missing assignments.
Posted: December 21, 2017
The students will not receive any math assignments over winter break, however, they may make-up any missing assignments during this time.
Today is the last day of our Ch. 3 centers/stations and the end of Chapter 3. The students received their last handout and must complete the entire sheet. If the student did not finish in class, then they must finish it for homework.
Posted: December 20, 2017
Over winter break, the students will not receive any assignments in math, however, they could make-up their missing assignments.
Today in class, we continued with our Ch. 3 centers with real-world scenarios. The handout for the center was an in-class assignment. For homework, the students received a handout reviewing rational v. irrational numbers and categorizing the numbers into their specific area of the Venn Diagram.
Posted: December 19, 2017
Today the students finished their MOY NWEA testing. After they completed their testing, the students received their 4 center/station real-world examples handout. The handout is for homework.
Posted: December 15, 2017
The students will be taking their Math MOY NWEA test on Monday, December 18th.
Today the students rotated to their new center/station. Prior to receiving their in-class assignment (handout) for their given center/station, we reviewed last night's homework. The student handout was an in-class assignment.
Posted: December 14, 2017
The student will be taking the Math MOY NWEA test on Monday, December 18th.
Today the students rotated to their new center/station. Prior to receiving their in-class assignment (handout) for their given center/station, we reviewed misconceptions about adding and subtracting fractions v. multiplying fractions. The student handout was an in-class assignment. For homework, the students are to do the following in their 'Go Math' textbook: P. 73 (18, 20, 22, 24, 26) and P. 93 (14, 16, 18, 20)
Posted: December 13, 2017
Students will be taking their Math MOY NWEA test on Monday, December 18th.
The students had an in-class assignment that reviewed the following: rational v. irrational, addition, subtraction, multiplying, dividing of rational numbers. The students began their second rotation of the Chapter 3 Centers/Stations with the emphasis on real-world scenarios (word problems). For homework, they had to complete the handout, if they did not finish in class.
Posted: December 12, 2017
Students will be taking their NWEA Math MOY on Monday and Tuesday next week, December, 18 & 19th.
Prior to rotating to our stations/centers, today we reviewed what makes a number rational or irrational. In class, the students rotated to their new station/center. They had to separate their paper into section and then choose expressions in each section to solve. For homework, the students are to complete the following in their 'Go Math' textbook: P. 79 (11-14) and P. 86 (5-16)
Posted: December 11, 2017
Today in class, the students rotated to their new station/center. They had to analyze and solve all the expressions on the handout for their given station/center, if the students did not finish the handout in class the handout is for homework. The students had an exit slip on Section 3.3 (subtraction of rational numbers) to assess their understanding of the material.
Posted: December 8, 2017
Today in class, the students rotated to their new station/center. They had to separate their paper into section and then choose expressions in each section to solve. Students were given an exit slip on Section 3.2 to assess their understanding of the material. The students do not have homework.
Posted: December 7, 2017
Today in class, the students rotated to their new station/center. They had to analyze and solve all the expressions on the handout for their given station/center, if the students did not finish the handout in class the handout is for homework.
Posted: December 6, 2017
Today in class, the students rotated to their new station/center. They had to separate their paper into section and then choose expressions in each section to solve. For homework the students have the following in their 'Go Math' textbook: P. 65 (20 and 22) and P. 72 (9 - 16).
Posted: December 5, 2017
Today in class, the students were grouped into 6 different groups. Over the next 14 days, the students will be rotating to different centers on a daily basis. The centers will cover the following topics: rational v. irrational numbers, converting fractions into decimals, addition of rational numbers, subtraction of rational numbers, multiplication of rational numbers, and division of rational numbers. The first 6 days will be strictly solving expressions. The expressions are scaffold. After the first rotation, when the students return to their original spot (day 7), the next 6 days will consist of real-world scenarios (word problems). Students will be required to setup the expression and then solve. For homework, the students were to finish the handout from class, if they did not finish.
Posted: December 4, 2017
Today in class, we went over how we will be doing centers to complete Chapter 3. We discussed the grouping, rotation of groups, what assignments will be given at each location, and how they will be assessed. We then took notes based on a Chapter 3 power point and showed a video explaining the new concept in Chapter 3 (keep, change, flip). Students do not have homework tonight.
Posted: December 1, 2017
Today the students took their Chapter 2 Assessment. They received 8 real-world scenarios (word problems). They were graded based on setting up the expression and then solving that expression. There was no homework, however, the students did have the choice of an extra credit assignment, if they would like to earn extra credit.
Posted: November 30, 2017
The Chapter 2 Assessment is tomorrow, December 1st.
Today we reviewed last night's homework (chapter 2 study guide) to make sure if there are any errors or misconceptions that it get corrected before tomorrow's assessment. In class, we examined a table that looked at the shares owned and the net gains or losses throughout the week. The students had to setup the expression for each company and determine if they were losing money or gaining money. The also had to determine the overall net gain or loss for the week. For homework, the students have 8 word problems on handout P. 28.
Posted: November 29, 2017
The students have their Chapter 2 assessment on Friday, December 1.
Today in class, we analyzed 6 word problems and setup up the expression for each one, so that we could determine our understanding of the vocabulary within the problem and identify which operations are being used. For homework, the students are to answer the expression we setup in class.
Posted: November 28, 2017
The Chapter 2 assessment will either be Thursday or Friday this week.
Today we examined and solved word problems and expressions, so that we could determine our understanding of the rules for each operation when both positive and negative integers are involved and vocabulary that identifies which operation we should use in the setting up of the expression. For homework, the student received a handout. They are only to do 1 - 24 on page 27 (front of the handout). They do not have to do 25 - 32 or the back, we will be looking at examples of those tomorrow in class.
Posted: November 27, 2017
We are at the end of Chapter 2, so we should be having the Chapter 2 assessment either Thursday or Friday this week.
Today in class we reviewed vocabulary within the word problems from the homework that was due on Tuesday, 11.21.17, so that we could discuss common errors and misconceptions about the what operation is actually within the word problem. After the review, the students played a card game that involved product review.
Posted: November 21, 2017
There is NO SCHOOL for the next 5 days starting tomorrow, 11.22.17. Enjoy break and see you Monday, 11.27.17.
Today in class, the students received two in-class assignments. The first was review on the addition and subtraction rules from chapter 1 in a maze form. The second assignment, the students examined expressions with 4 operations and included both negative and positive numbers. After examining the expressions, the students were then asked to solve them, so that they could determine their understanding of PEMDAS and the rules that apply to each operation. The student have NO HOMEWORK over break, however, they did receive an extra credit assignment to work on, if they feel they need it.
Posted: November 20, 2017
Tomorrow, Tuesday, 11.21.17, is the last day this week for school because of the Thanksgiving Holiday. Students will not have homework over break.
Today in class, we reviewed division and how it relates to multiplication. We also examined when the answer will be 0 or undefined in a division problem that includes zero. The students then analyzed expressions and word problems with four operations (emphasis on division), so that they could determine their understanding of PEMDAS and the rules that apply to each operation. For homework, the students are to complete the following in their 'Go Math' textbook: P. 47 (20 & 22), P. 48 (28), P. 53 (16, 18, 20, 22) and P. 54 (26).
Posted: November 17, 2017
Today in class, the students picked a partner to work on the multiplication triangles. The students had to manipulate the triangles so that all 16 triangles combined to make one large triangle. They combined the triangles by matching the expression with the product, or vice versa.
Posted: November 16, 2017
Today in class the students received a review handout on multiplication with both positive and negative integers, so that they could determine their understanding of multiplication and the rules that apply when negative integers are involved. The students where to analyze and solve the expressions and word problems on the and handout and then solve each.
Posted: November 14, 2017
Parent - Teacher conferences are tomorrow, 11.15.17, from 12 - 6 PM. Team 7B will be in HR. 214.
Today in class, we examined different ways to show our work and solve multiplication problems, so that we can identify and determine which method is best for us as an individual. We focused on the following methods: traditional, lattice, expanded, Japanese/Chinese, and Sanskrit. If the students are asked to show their work in the future, they may choose any method that they are comfortable with doing to solve the problem. For homework, the students received a handout to assess their understanding of the multiplication rules when the expression has both negative and positive integers.
Posted: November 13, 2017
Parent-Teacher Conferences are Wednesday, 11.15.17, from 12 - 6 PM in HR. 214.
Today in class, we examined several word problems that involved multiplication with both positive and negative integers, so we could apply the vocabulary to create and solve the expressions. The student do not have homework tonight.
Posted: November 10, 2017
Parent-Teacher Conferences are Wednesday, 11.15.17. From 12 - 6 PM.
Today in class, we analyzed multiplication expressions and word problems that involve multiplication with both positive and negative integers, so that we could determine our understanding of the multiplication rules (same sign positive; different sign negative). We also watched a video on the multiplication rules, so give the visual learners, as well as, all students a better understanding of why a negative multiplied by another negative is positive. For homework, students should enjoy the weekend.
Posted: November 9, 2017
Students were given one more day to complete P. 31 and 32 of their 'Go Math' textbook. I am using these pages as a take home assessment grade.
Today in class we first reviewed the multiplication rules when negative integers are involved. We then finalized Chapter 1 by analyzing and completing a handout 'Cliff Diving', so that we could do one final assessment on our understanding of the addition rules and properties, as well as, subtraction as the addition of the inverse. For homework, the students are to complete P. 34 of their 'Go Math' textbook.
Posted: November 8, 2017
Today in class, the students examined and deciphered word problems related to addition and subtraction involving negative integers, so that they could assess their understanding of the addition rules and properties, as well as, subtraction as the addition of the inverse. When the students finished their assessment, they were asked to complete a multiplication table to so I can pre-assess their understanding of the multiplication rules. If they did not finish the multiplication table they must finish it for homework.
Posted: November 7, 2017
The students have an assessment tomorrow, 11.8.17, on Chapter 1 with an emphasis on 1.4.
Today playing 'Sum It Up', we created expressions using addition with positive and negative integers, so that we could determine which strategies and property(ies) we tend to use to solve. For homework, the students are to complete P. 31 and P. 32 in their Go Math Textbook.
Posted: November 6, 2017
The students have an assessment on Wednesday, 11.8.17, on Chapter 1 with an emphasis on 1.4.
Today in class, we reviewed/analyzed expressions and word problems that involved addition and subtraction involving negative integers, so that we could determine our understanding of when associative or commutative property of addition was being used. We also determined which property we preferred to use and whether or not it is okay to use both properties in the same problem. For homework, the students were given addition practice problems to prepare for their assessment on Wednesday, November 8th.
Posted: November 2, 2017
The students DO NOT have school tomorrow Friday, 11.3.17.
Today in class, we review different strategies and ways to manipulate numbers within an expression in order to solve the expression, with a focus on associative and commutative properties of addition. For homework, the students received a handout out with 10 expressions and 3 word problems that scaffolds.
Posted: November 1, 2017
There are no classes on Friday, 11.3.17. The quarter is ending and Gradebook will be finalized Friday by 5 PM.
Today we analyzed expressions with addition and subtraction involving negative integers, so that we could determine our understanding of subtraction as the addition of the inverse and then we compared and contrast commutative and associative properties of addition. For homework, the students are to complete the following: P. 29 (14, 15, 16) and P. 30 (18, 19, 20).
Posted: October 31, 2017
Today in class, the students were separated into groups and assigned roles to one another for the math relay race. The roles were: starter, modifier, solver, and checker. Students were given an expression while standing at the board and continued to pass the marker (like a baton in a track and field relay race) to each member until they solved and checked the expression.
Posted: October 30, 2017
Students do not have school Friday, 11.3.17, as the first quarter is ending and report cards need to be finalized by 5PM that night.
Today in class, the students received their second set of triangles that they had to manipulate so that all the triangle connect (as a shape or path), so that the students could continue to assess their understanding of the addition rules (same sign add, different sign subtract) and that subtraction is addition of the inverse. For homework, the students are to complete P. 28 of their 'Go Math' textbook.
Posted: October 26, 2017
We will not have math classes tomorrow, 10.27.17, because of Junior Achievement Program.
Today in class, the students took an assessment on subtraction with negative integers, Section 1.3, so that they could assess their understanding of subtraction is addition of the inverse and the addition rules (same sign add, different sign subtract). After the students finished their assessment, they received a logic puzzle, Who Wore What?, for extra credit.
Posted: October 25, 2017
Students have an assessment tomorrow, 10.26.17, with the focus on subtraction involving negative integers.
Today in class, the students manipulated 14 triangles to match the expressions with the sum, so that they could determine their understanding of the addition rules and that subtraction is addition of the inverse. All the triangles had to connect in some way (either a path/shape) to show how each triangle is linked to each other. For homework, the students had 3 practice problems to prepare them for their assessment, as well as, they should study pages 22, 23, & 24 in their 'Go Math' textbook.
Posted: October 24, 2017
Students will have an assessment on Thursday, 10.26.17 on addition and subtraction with negative integers.
While playing bingo, the students examined and solved addition and subtraction expressions with negative integers, so that they could determine their understanding of the addition rules and that subtraction is the addition of the inverse. For homework, the students received a subtraction handout to review for their assessment on Thursday.
Posted: October 23, 2017
The students will have an addition and subtraction with negative integers on Wednesday, 10.25.17.
Today in class, we explained the solutions of expressions, both addition and subtraction involving negative integers, from Integer Bingo, so that we could determine our understanding of the addition rules and that subtraction is the addition of the inverse.
Posted: October 20, 2017
The Timeline/Number Line Project is due Monday, 10.23.17.
Today in class, we justified/explained the solutions of addition and subtraction expression with negative integers, so that we could determine our understanding of the addition rules and that subtraction is the addition of the inverse. The students used a deck of cards where the black represented positive integers and the red represented negative integers. Flipping 2 cards, the students had to solve the expression using the addition rules and subtraction as addition of the inverse. Homework: finish the Timeline/Number Line Project.
Posted: October 19, 2017
The Timeline/Number Line Project is due Monday, 10.23.17.
Today in class, the students had a Do Now in which they had to substitute and solve. Once they finished the Do Now, they received a review handout, which included an addition and subtraction of integers maze. If they did not finish the handout in class, the students must finish it for homework. Based on observations and common errors, the quiz has been pushed back to next week.
Posted: October 18, 2017
Student's should be mentally preparing to have a quiz on Friday, 10.20.17, on Section 1.3 - Subtraction of Negative Integers.
Today in class we reviewed the rules for subtraction and how subtraction is actually the addition of the inverse. We then took those ideas and deciphered word problems and set-up the expressions for each. If the expression's operation was subtraction, we then applied the rules and converted the expression to addition and solved using the addition rules. For homework, the students received a subtraction of integers practice handout.
Posted: October 17, 2017
Today in class, we analyzed subtraction through the use of counter(chip) method and the rules of subtraction through a video (Same Sign/Different Sign) on YouTube, so that we could identify subtraction as addition of the inverse. For homework, the students were to do all of page 22: (4-7) Your Turn at the top and (1-15) guided practice.
Posted: October 13, 2017
The 'Number Line/Timeline' Project is due next Friday, 10.20.17.
Today in class the students determined if the integers in the problem were same sign or different sign, so that they could assess their understanding of addition strategies (number line and counters [chips]) and the rules for addition. If the students finished the quiz early and had additional time, they were to work on their 'Number Line/Timeline' Project.
Posted: October 12, 2017
Student have their addition of integers assessment, tomorrow, 10.13.17.
Today in class, we discussed the difference between addition of integers with the same signs vs. addition of integers with different signs. The students used a handout that was an in-class assignment to gauge their understanding of the addition rules. If the students had additional time in class, they were to use that time to work on their 'Timeline/Number Line' Project. For homework, students are to study for their addition of integers assessment.
Posted: October 11, 2017
Students will have a quiz on Section 1.1 & 1.2 on Friday, 10.13.17.
Today we extended our knowledge on addition of integers, so that we can determine difference between the addition of integers with the same sign to integers with different signs. We discussed the differences, I modeled the number line and counter (chip) methods, and I showed a video that explained the difference of addition with same sign integers and different sign integers through song. For homework, the students are to complete the following in their 'Go Math' textbook: P. 17 (16, 18, 20, 22, 24, 26, 28, 29, 30) & P. 18 (32).
Posted: October 10, 2017
Today in class, we reviewed addition with the same sign and the number line method. We also reviewed vocabulary that we will see throughout the week. The students had several in class examples and problems to complete that was graded. For homework, in the 'Go Math' textbook, the students are to complete the following: P. 11 - 19, 20, 22 (a,b,c) and P. 12 - 24 (a,b,c)
Posted: October 6, 2017
Students have an opportunity to earn extra credit by creating their own PEMDAS.
After going over the 'Timeline' Project expectations and rubric, the class reviewed the order of operations and PEMDAS. The students received and order of operations handout, if they did not complete it in class, they must finish it for homework. For extra credit, the student can create their own PEMDAS on the back of the handout.
Posted: October 5, 2017
Today the students had an in-class assignment on the number system and had to analyze, plot coordinates to create a predetermined image to assess their understanding of the material from yesterday.
Posted: October 4, 2017
Today in class we reviewed graphing vocabulary and symbols related to a coordinate plane and number line. Such as: x-axis & y-axis, quadrant, origin, >, <, =. After the review, the students were given a handout to assess their understanding of the review. If the students did not finish the assignment in class, they must finish it for homework.
Posted: October 3, 2017
Today in class we created two human numbers lines to discuss which was easier to create and variables we had to use to create an accurate/successful number line. We then revisited the addition table, where students shared/showed patterns they recognized. We then reviewed reading number line graphs (right - left or left - right, common denominator if it involves fractions, and converting fractions to decimal). The students were given a handout similar to the discussion, if they did not finish then they must complete it for homework.
Posted: October 2, 2017
Today the students received their 'Go Math' textbook. We discussed real-life situations where they would see negative numbers. Students received an addition table handout. The students were to make at least 3 observations/determine patterns. If the students did not finish the assignment, they must complete it for homework.
Posted: September 29, 2017
Students will receive their 'Go Math' textbooks on Monday, October 2nd.
The students had an in-class assignment 'M&M's or Skittles'. The students used a fun sized bag of M&M's or Skittles to analyze, determine, discuss, compare, and contrast theoretical probability v. experimental probability. The students were also asked to graph the experimental probability and determine the percentage. For homework, enjoy the weekend, family, and weather!!
Posted: September 28, 2017
Today in class the students completed two handouts by doing the 'Carousel Method'. The 'Carousel Method' is were each group answers one questions, and then the groups rotate to each other group and check the work of their classmates. They can choose to agree or disagree when they are going around checking the other groups answers. For homework, the students received the handout 'Winning Spinners'.
Posted: September 27, 2017
Today we analyzed and discussed the answers and possible ways to determine the outcomes for each. Students should have made the appropriate changes, if needed, to their homework assignment. After looking at 'How I Roll', we revisited expectations for my classroom. The students received their graded assessment from last Friday, 9.22.17, and are able to make corrections/changes to the assessment to improve their score if they were not satisfied with the outcome.
Posted: September 26, 2017
Today, the students finished up their Math NWEA test. Students received a handout 'How I Roll' for homework.
Posted: September 22, 2017
Next week, Monday and Tuesday, the students will be taking the FALL (BOY) NWEA Test.
Today in class, the students took an assessment on theoretical and experimental probability. Students were to analyze each probability for a given event, and determine the similarities and differences between the two probabilities. For homework, students are to enjoy the weekend.
Posted: September 21, 2017
Homework: Probability Study Guide and study for your probability assessment.
Today in class, we did experimental probability 'Head or Tails' to assess our understanding of yesterday's material on compound probability. Students were then given a scenario similar to the experimental and had to determine the probability of each event. Students were also given a study guide for homework. The study guide is very similar to the assessment on probability the students will have tomorrow, 9.22.17.
Posted: September 20, 2017
Today, 9.20.17, for homework the students were given a handout 'Fair Game?'
Today in class we revisited 'Find Someone Who...' (Math) reviewing the answers. After reviewing the answers, we analyzed and discussed compound probability and how it relates with experimental and theoretical probability. The student shared out similarities, differences, and the effectiveness of the area model. We also reviewed compound probability with an example for our textbook: Jose's Party. For homework, students received a probability handout: Fair Game?
Posted: September 19, 2017
Student will have a quiz and performance assessment this week on experimental and theoretical probability.
Today in class, the students worked with a partner determining the experimental and theoretical probability for the game 'Making Purple'. For the theoretical probability, the focus/expectation was to create/design the area method. Students had follow-up questions to go along with each probability.
Posted: September 18, 2017
Today in class, we revisited and examined the solutions from Friday, 9.14.17, when I was not in attendance. We determined our understanding of the material, with emphasis on the difference between experimental v. theoretical and the tree method. We also introduced the area method and compared it to the tree method. Students discussed which method they preferred when trying to determine the theoretical probability and answering questions based off the theoretical probability.
Posted: September 14, 2017
Today in class I was not in attendance. With the substitute, the student were the find the theoretical probability for the carnival game 'Blue & Red' and answer the questions related to the game on P. 8 of their textbook. For homework, enjoy the weekend, especially, Independence Celebration and Canelo v. GGG.
Posted: September 13, 2017
Today in class, we discussed the difference between experimental probability v. theoretical probability and gave examples to justify the meanings. After discussion, the students began to collect data for the 'Multiplication Game' to determine the experimental probability. Tomorrow, the students will have to take the data collected to answer various probability questions, as well as, determine if the game is fair or unfair.
Posted: September 12, 2017
Reminder: Homework - 'How You Are Smart?' handout is due tomorrow, 9.13.17
Today in class, the students played the probability game 'Match/No-Match'. While playing the game, the students recorded the data(results) for each event and had to come to the conclusion whether the game is fair or unfair. The students needed to explain their reasoning. If a child deemed the game unfair, they had to come up with a solution to make the game fair. For homework, student are to fill out and graph a survey, 'How You Are Smart'. The handout determines the best fit learning style for them. This survey is vital, so I can make proper adjustments and accommodations to achieve success this year in 7th grade.
Posted: September 11, 2017
Reminder: Students are to bring their calculators to class tomorrow, 9.12.17.
Today in class we determined the probability of 'Rock, Paper, Scissors' by collecting data, so that we could determine and come to the decision on if the game is fair or unfair. For homework, students are to bring a calculator to class tomorrow, Tuesday, 9.12.17.
Posted: September 8, 2017
Today in class, we introduced probability by playing 'Heads or Tails' and did a 'Probability' wordle. Today in class, the students also did another version of 'Find Someone Who'. This time however, the students had to find individuals to solve/answer math questions. The expectations for the students were to go around and question their classmate to see if he/she could solve any of the questions. The goal was to try to complete as many boxes as possible during the class time.
Posted: September 7, 2017
Reminder: The 'By the Numbers' assignment is due tomorrow, Friday, September 8th.
Today in class, we continued to learn about our classmates interest and backgrounds so that we could continue to build classroom community and create a fun and safe environment. The student were given a handout, Find Someone Who..., and had to ask their classmates questions to identify if he/she fits the category (box). Student were assessed on their ability to be vulnerable and communicating with their classmates. The goal was to see, if he/she could complete the entire handout.
Posted: September 5, 2017
This assignment is due, Friday, September 8th.
Today I introduced myself to the students and went over various expectations for their 7th grade math class. The students were then given an assignment so that I could better learn about them as an individual. The students were asked to create a 'By the Numbers' pamphlet/poster. Attached is the rubric on the expectations of the assignment and how it will be graded.
Math
7th Grade Classrooms