Mathematics 9 2017-2018
Dates to Remember
June 18/19: Final Exam June 18/19: It's All Relative Presentation Day. All written work is also due. |
Events
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Dates to Remember
June 18/19: Final Exam June 18/19: It's All Relative Presentation Day. All written work is also due. |
Events
|
November 20/21, 2017
Popsicle Stick Day Warmup Look at the figure to the right. Which number doesn't belong? There are many reasonable answers. Your job is to explain your choice using logic. Hand In Students handed in their journals. Review Students asked questions about challenging material from Chapter 1.2 (1D) and 1.3 (all blocks). The teacher reviewed adding and subtracting with rational numbers with blocks 2D and 1D. More ways to visualize this (holes/piles of dirt, debt/income) were introduced as there are quite a few students struggling with this concept. Students used the remainder of the class to prepare for the term assessment which will be next class. |
November 6/7, 2017
Warmup Arrange 10 pennies as shown to the right. Now move 3 pennies so that the triangle is upside down. Hand In Students handed in their journals and any outstanding work from the unit. Assessment Chapter 3 Quiz. Learn Worktext p. 5 Students were taught about the Real Number System. *1D had a shortened class because of the parent-teacher interviews so will need to learn this material next day. Practice Worktext pp. 6-7 All students should complete all questions. |
September 29/October 2, 2017
Warmup You have 5 small boxes which look exactly the same. The boxes are labelled 1 to 5. One of the boxes is a little heavier than the others. You have a balance with two pans like the image to the left. Each pan can hold all 5 boxes if needed. You do not have a scale to measure weight. How can you figure out which box is the heavy one? What is the fewest number of steps that you would need to find out which one is the heavy box? If you had 9 boxes instead of 5, what would be the fewest number of steps to find the heavy box? Hand In Students handed in their journals. Review Students reviewed their integer quizzes. Those who found the quiz challenging were advised to see me for extra help. (This did not get done last class. 2D needs to do this next class.) We reviewed a few strategies for working with rational numbers: -how to find the GCF (Greatest Common Factor) of 2 or more numbers -how to find the LCM (Least Common Multiple) of 2 or more numbers Assignment: This is due at the beginning of next class and will be used as assessment. Students were given a package to practice the strategies. Beginning/Developing: Using Prime Factorization to find the LCM and GCF- odd numbers only GCF and LCM Word Problems-#1 and #2. Confident: GCF and LCM Word Problems-all |
September 25/26, 2017
Warmup We continued with the same question as we have been working on for the last two classes. This time, we used the strategy of taking a complex problem and trying to solve a slightly simpler version of the same question. From there, we might be able to see patterns that could be used to solve the original, more complex, problem. Today, students tried to write the numbers 1 to 6 in the circles (see diagram to the left) so that the sum of the 3 numbers that make up each side of the triangle is equal. They were told that there is more than one solution. Many students were able to find at least one solution and describe their strategies. Hand In Students handed in their journals and Fraction Review Packages. Assessment In partners, students answered 7 questions involving integer calculations. Learn We learned the definition of rational numbers (pp. 87-89 in the Worktext). Students were reminded about how to convert between decimals and fractions so that comparing rational numbers would be more straightforward. They also discussed the usefulness of finding common denominators for comparing and working with fractions. We used a number line to visualize the distance between rational numbers and the relative sizes of rational numbers. Practice (pp. 90-93 in the Worktext) Beginning/Developing: #1a,c; #2a, c, e; #3e, g, h; #4g, i; #5a, c; #6a, c, e, g, i, k; #7e, g, i; #8e, g, i; #9e, g; #10 and #11. Confident: For #1-9, try the last two letters, #10 and #11. Be prepared to assist others. Optional: Practice for the Pascal Mathematics Contest or do the Problem of the Week. |
September 18/19, 2017
Warmup 1. Write the numbers 1 to 9 in the circles (see diagram to the right) so that the sum of the 4 numbers that make up each side of the triangle is equal. The purpose of this exercise is to use your number sense to think about how to arrange the numbers. You might not find a solution but you should be able to get close to one. -The students were overall very engaged so we worked on this for longer than usual. -Because this is quite a challenging puzzle, we will work on it again next class. Learn |