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March 2, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We reviewed the Pythagorean Theorem using our workbooks. It looks like students need to complete
assigned work as many of them did not remember how to use the Pythagorean Theorem.
2. Students were told that they would each have to answer 3 questions about the Pythagorean Theorem
individually next class.
3. Students will continue to use the laptops to learn and practice coding on codingville.ca (Class Code:
JDPoE3ad) next class.
Practice:
1. Students were asked to complete #6 on page 19 and #8-11 on page 20 of their workbooks for next class.
1. We reviewed the Pythagorean Theorem using our workbooks. It looks like students need to complete
assigned work as many of them did not remember how to use the Pythagorean Theorem.
2. Students were told that they would each have to answer 3 questions about the Pythagorean Theorem
individually next class.
3. Students will continue to use the laptops to learn and practice coding on codingville.ca (Class Code:
JDPoE3ad) next class.
Practice:
1. Students were asked to complete #6 on page 19 and #8-11 on page 20 of their workbooks for next class.
February 27, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We reviewed the Pythagorean Theorem using the Being Pythagoras handout. We answered a few questions
from pages 2 and 3 together.
2. We looked at two word problems that would require the Pythagorean Theorem to solve. Students were
reminded that a good strategy to use when solving word problems is to draw and label a diagram.
*Students will continue to use the laptops to learn and practice coding on codingville.ca (Class Code: JDPoE3ad) next class.
Practice:
1. Students were asked to complete page 4 (if not already completed) and the riddle about "Did You Hear
About...?" in the Being Pythagoras booklet.
1. We reviewed the Pythagorean Theorem using the Being Pythagoras handout. We answered a few questions
from pages 2 and 3 together.
2. We looked at two word problems that would require the Pythagorean Theorem to solve. Students were
reminded that a good strategy to use when solving word problems is to draw and label a diagram.
*Students will continue to use the laptops to learn and practice coding on codingville.ca (Class Code: JDPoE3ad) next class.
Practice:
1. Students were asked to complete page 4 (if not already completed) and the riddle about "Did You Hear
About...?" in the Being Pythagoras booklet.
February 25, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We formalized our understanding of the Pythagorean Theorem using the Being Pythagoras handout. Students were reminded how to use algebra to solve for a variable. We worked examples in class.
2. Students used the laptops to learn and practice coding on codingville.ca (Class Code: JDPoE3ad).
Practice:
1. Students were asked to complete pages 2, 3 and 4 in the Being Pythagoras handout.
1. We formalized our understanding of the Pythagorean Theorem using the Being Pythagoras handout. Students were reminded how to use algebra to solve for a variable. We worked examples in class.
2. Students used the laptops to learn and practice coding on codingville.ca (Class Code: JDPoE3ad).
Practice:
1. Students were asked to complete pages 2, 3 and 4 in the Being Pythagoras handout.
February 21, 2020 |
Pick Up: 1. Being Pythagoras handout. |
Hand In: 1. |
Activities:
1. Students used the laptops to create an account on codingville.ca (Class Code: JDPoE3ad)
and explored the 3 possible "Journeys" that they can choose from.
2. We began exploring the Pythagorean Theorem using the Being Pythagoras handout.
Practice:
1. Students were asked to complete the table on page 1 of the handout.
1. Students used the laptops to create an account on codingville.ca (Class Code: JDPoE3ad)
and explored the 3 possible "Journeys" that they can choose from.
2. We began exploring the Pythagorean Theorem using the Being Pythagoras handout.
Practice:
1. Students were asked to complete the table on page 1 of the handout.
February 19, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. Students attended an assembly for Black History Month today.
2. Students were reminded to review last day's work.
1. Students attended an assembly for Black History Month today.
2. Students were reminded to review last day's work.
February 13, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. Students learned how to square numbers and find the square roots of perfect squares including fractions and
decimals.
Practice:
1. pages 10-12 #1-4 (even letters only) and 6-7 (these are word problems, please complete all sections).
1. Students learned how to square numbers and find the square roots of perfect squares including fractions and
decimals.
Practice:
1. pages 10-12 #1-4 (even letters only) and 6-7 (these are word problems, please complete all sections).
February 11, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. Students were given a few minutes to practice working with polynomials and get assistance if required.
2. Students wrote a short assessment about adding, subtracting and multiplying polynomials.
1. Students were given a few minutes to practice working with polynomials and get assistance if required.
2. Students wrote a short assessment about adding, subtracting and multiplying polynomials.
February 7, 2020 |
Pick Up: 1. |
Hand In: 1. Riddle handout: "Why did Oslo ......?"/"How Did Betsy Ross Know....?" |
Activities:
1. We began by looking at the following area puzzles and solving them: Spooky Math #13 and Astronomy Day
Area Puzzle. Students will be asked to solve similar puzzles on their own in a future class.
2. We reviewed adding, subtracting and multiplying polynomials. There will be a short review assessment on
this next class. Students should practice using the questions below. The riddle worksheet (if it has not yet been handed in is also good practice.
Practice:
1. Workbook p. 194-195 #2-6
1. We began by looking at the following area puzzles and solving them: Spooky Math #13 and Astronomy Day
Area Puzzle. Students will be asked to solve similar puzzles on their own in a future class.
2. We reviewed adding, subtracting and multiplying polynomials. There will be a short review assessment on
this next class. Students should practice using the questions below. The riddle worksheet (if it has not yet been handed in is also good practice.
Practice:
1. Workbook p. 194-195 #2-6
February 3, 2020
Mr. Wiskar came to the class today to discuss course selection with the class.
We will resume our study of polynomials next day.
Mr. Wiskar came to the class today to discuss course selection with the class.
We will resume our study of polynomials next day.
January 30, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. We discussed some of the numbers used in the news to describe the novel coronavirus . What does the
number of deaths so far (170) tell us about the severity of this illness caused by this virus? How does this
compare to the severity of other respiratory ilnesses such as the flu (which has killed over 3 000 people in
the US since the start of flu season this year).
2. References you might want to check out:
1. https://www.nationalgeographic.com/science/2020/01/how-coronavirus-spreads-on-a-plane/
2. https://www.who.int/
3. https://www.sciencenews.org/
4. https://www.statnews.com/
3. We reviewed dividing polynomials by monomials. Remember: numbers only divide numbers, variables only
divide like variables.
Practice:
1. Workbook p. 189 #1, 2, 3 (odds only for all questions)
1. We discussed some of the numbers used in the news to describe the novel coronavirus . What does the
number of deaths so far (170) tell us about the severity of this illness caused by this virus? How does this
compare to the severity of other respiratory ilnesses such as the flu (which has killed over 3 000 people in
the US since the start of flu season this year).
2. References you might want to check out:
1. https://www.nationalgeographic.com/science/2020/01/how-coronavirus-spreads-on-a-plane/
2. https://www.who.int/
3. https://www.sciencenews.org/
4. https://www.statnews.com/
3. We reviewed dividing polynomials by monomials. Remember: numbers only divide numbers, variables only
divide like variables.
Practice:
1. Workbook p. 189 #1, 2, 3 (odds only for all questions)
January 28, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1.
Practice:
1.
Practice:
January 22, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. We reviewed multiplication with algetiles.
Practice:
We will be having an assessment soon. Students should practice.
1. We reviewed multiplication with algetiles.
Practice:
We will be having an assessment soon. Students should practice.
January 20, 2020 |
Pick Up: 1. Numbers as Shapes |
Hand In: 1. Numbers as Shapes, in the duotangs. |
Activities:
1. We carried out an activity where we envisioned numbers as shapes on a grid. Students were able to gain a
visual understanding of prime, composite and square numbers. In addition, we discussed area, rotation and
reflection.
2. We reviewed multiplication with algetiles.
Practice:
Complete the work assigned last class: pp. 183-185 #4, 5, 6a.
1. We carried out an activity where we envisioned numbers as shapes on a grid. Students were able to gain a
visual understanding of prime, composite and square numbers. In addition, we discussed area, rotation and
reflection.
2. We reviewed multiplication with algetiles.
Practice:
Complete the work assigned last class: pp. 183-185 #4, 5, 6a.
January 16, 2020 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. We began the class by reviewing how to add and subtract polynomials. We then extended our understanding
to adding and subtracting polynomials using using algetiles.
Practice:
1. Mickelson workbook pp. 183-185 #4, 5, 6a. (Sorry...in class, I said #4, 5a and all of 6...that was in error.)
1. We began the class by reviewing how to add and subtract polynomials. We then extended our understanding
to adding and subtracting polynomials using using algetiles.
Practice:
1. Mickelson workbook pp. 183-185 #4, 5, 6a. (Sorry...in class, I said #4, 5a and all of 6...that was in error.)
January 14, 2020 |
Pick Up: 1. |
Hand In: 1. |
JANUARY 14 WAS A SNOW DAY! I HOPE YOU ALL HAD FUN!
Activities:
1.
Practice:
1.
Activities:
1.
Practice:
1.
January 10, 2020 |
Pick Up: 1. Two Truths and One Lie handout. 2. Polynomial Riddles: "Why Did Oslo Go..."/"How Did Betsy Ross Know...?" (both from Punchline Bridge to Algebra) |
Hand In: 1. Duotang with Two Truths and One Lie work. 2. Students did not work on the handouts so they should be in their duotangs as well. |
Activities:
1. We warmed up/reviewed using the Two Truths and One Lie activity here. We will do a similar one next class.
2. We discussed a few of the challenging questions from last day's Practice.
3. We learned how to add and subtract polynomials (collect/combine like terms) when polynomials are written
with brackets/parentheses.
Practice:
1. p. 169 # 1 odds only and p. 172 #4 odds only
1. We warmed up/reviewed using the Two Truths and One Lie activity here. We will do a similar one next class.
2. We discussed a few of the challenging questions from last day's Practice.
3. We learned how to add and subtract polynomials (collect/combine like terms) when polynomials are written
with brackets/parentheses.
Practice:
1. p. 169 # 1 odds only and p. 172 #4 odds only
January 8, 2020 |
Pick Up: |
Hand In: 1. Duotang with pattern work. |
Activities:
1. We looked at Pattern #2 from visual patterns.org. Students attempted to answer the following questions:
3. We reviewed how algebra tiles are used to represent algebraic and numeric terms.
4. We learned how to add and subtract polynomials (collect/combine like terms).
Practice:
1. pp 164-166 8, 9 and 10 (odd letters only for all questions)
1. We looked at Pattern #2 from visual patterns.org. Students attempted to answer the following questions:
- What are the next three members of the pattern going to look like?
- How many stars will there be in the 10th member of the pattern?
- How many stars will there be in the 50th member of the pattern?
- Write an equation that relates the number of the pattern member (n) to the number of blocks (B).
3. We reviewed how algebra tiles are used to represent algebraic and numeric terms.
4. We learned how to add and subtract polynomials (collect/combine like terms).
Practice:
1. pp 164-166 8, 9 and 10 (odd letters only for all questions)
January 6, 2020 |
Pick Up: |
Hand In: 1. Duotang with pattern work. |
Activities:
1. We looked at Pattern #11 from visual patterns.org. Students attempted to answer the following questions:
3. We learned how algebra tiles are used to represent algebraic and numeric terms.
Practice:
1. pp 162-163 #6 (all) and #7 (odd letters only)
1. We looked at Pattern #11 from visual patterns.org. Students attempted to answer the following questions:
- What are the next three members of the pattern going to look like?
- How many stars will there be in the 10th member of the pattern?
- How many stars will there be in the 50th member of the pattern?
- Write an equation that relates the number of the pattern member (n) to the number of stars (S).
3. We learned how algebra tiles are used to represent algebraic and numeric terms.
Practice:
1. pp 162-163 #6 (all) and #7 (odd letters only)
November 19, 2019 |
Pick Up: 1. |
Hand In: 1. Think/Notice/Wonder for Stairs |
Activities:
1. We discussed the graphic found here using the prompts: "I think", "I notice" and "I wonder". We looked for
Math ideas to relate to the graphic. As a result, we reviewed vocabulary to describe 3-dimensional
solids/objects, the concepts of counting, measurement and its usefulness, looked for patterns and
discovered that skipping steps on stairs is a model for dividing numbers.
2. We reviewed the work assigned last day. Students were reminded that assigned practice is to help them
solidify their knowledge and understanding.
Practice:
1. pp 97-99 #1 last 4 letters, #2 all, #3 all, #4 last 4 letters, #5 all, #6 odd letters only.
1. We discussed the graphic found here using the prompts: "I think", "I notice" and "I wonder". We looked for
Math ideas to relate to the graphic. As a result, we reviewed vocabulary to describe 3-dimensional
solids/objects, the concepts of counting, measurement and its usefulness, looked for patterns and
discovered that skipping steps on stairs is a model for dividing numbers.
2. We reviewed the work assigned last day. Students were reminded that assigned practice is to help them
solidify their knowledge and understanding.
Practice:
1. pp 97-99 #1 last 4 letters, #2 all, #3 all, #4 last 4 letters, #5 all, #6 odd letters only.
November 15, 2019 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. We reviewed the work assigned last day.
2. Students were reminded of some skills from last year (and earlier): lowest common denominator, equivalent
fractions, converting fractions to decimals, plotting values on a number line, greater than and less than
symbols.
Practice:
1. pp 92-93 #6-9 odd letters only
1. We reviewed the work assigned last day.
2. Students were reminded of some skills from last year (and earlier): lowest common denominator, equivalent
fractions, converting fractions to decimals, plotting values on a number line, greater than and less than
symbols.
Practice:
1. pp 92-93 #6-9 odd letters only
November 13, 2019 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. This class was shortened due to BIP day.
2. We reviewed the Real Numbers.
3. We learned how to recognize rational numbers and were introduced to the idea of placing them on the
number line. We will practice this more next class.
Practice:
1. Workbook p. 90 #1 and 2, and p. 91 #5.
1. This class was shortened due to BIP day.
2. We reviewed the Real Numbers.
3. We learned how to recognize rational numbers and were introduced to the idea of placing them on the
number line. We will practice this more next class.
Practice:
1. Workbook p. 90 #1 and 2, and p. 91 #5.
November 7, 2019 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. This class was shortened due to the Remembrance Day Assembly.
2. We reviewed the classification of Real Numbers.
3. We practiced some of the questions from pp 6 and 7.
Practice:
1. Workbook pp. 6 and 7 #1-3.
1. This class was shortened due to the Remembrance Day Assembly.
2. We reviewed the classification of Real Numbers.
3. We practiced some of the questions from pp 6 and 7.
Practice:
1. Workbook pp. 6 and 7 #1-3.
November 5, 2019 |
Pick Up: 1. Fraction Review Package |
Hand In: 1. |
Activities:
1. Student
1. Student
October 21, 2019 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1. Students analyzed the pattern shown here and tried to predict the characteristics of Case #5. Then they tried to write a rule
to show the relationship between the Case # and the number of rows that the picture would have. (This rule was shown to
be c = r-1 or r = c + 1 where c is the case # and r is the number of rows.) Students then tried to find a relationship between
the case number and the total number of Jack Skellington heads. This was kept in their duotangs and handed in.
2. We practiced order of operations with integers.
Practice:
1. Answer questions c, d, e and f (below). Make sure to show all of your work. Remember:
a) the line between the numerator and the denominator tells us to divide the numerator by the denominator.
b) you should think of the entire numerator as having an invisible set of brackets around it
c) you should think of the entire denominator as having an invisible set of brackets around it
1. Students analyzed the pattern shown here and tried to predict the characteristics of Case #5. Then they tried to write a rule
to show the relationship between the Case # and the number of rows that the picture would have. (This rule was shown to
be c = r-1 or r = c + 1 where c is the case # and r is the number of rows.) Students then tried to find a relationship between
the case number and the total number of Jack Skellington heads. This was kept in their duotangs and handed in.
2. We practiced order of operations with integers.
Practice:
1. Answer questions c, d, e and f (below). Make sure to show all of your work. Remember:
a) the line between the numerator and the denominator tells us to divide the numerator by the denominator.
b) you should think of the entire numerator as having an invisible set of brackets around it
c) you should think of the entire denominator as having an invisible set of brackets around it
October 17, 2019 |
Pick Up: 1. "Applying Integer Operations" and/or "Integer Challenge Questions". |
Hand In: 1. |
Activities:
1. Students showed their practice work from last class to the teacher. Students who had not completed the practice should
show their work next class.
2. We worked on solving word problems with integers. Students were given the option of following along with the teacher,
working on the "Applying Integer Operations" worksheet on their own or working on the "Integer Challenge Questions"
worksheet on their own.
Practice:
1. Choose 6 questions from one of the two worksheets that you picked up today and solve the problems. This will be handed
in next class.
2. Complete the assigned work from last class.
1. Students showed their practice work from last class to the teacher. Students who had not completed the practice should
show their work next class.
2. We worked on solving word problems with integers. Students were given the option of following along with the teacher,
working on the "Applying Integer Operations" worksheet on their own or working on the "Integer Challenge Questions"
worksheet on their own.
Practice:
1. Choose 6 questions from one of the two worksheets that you picked up today and solve the problems. This will be handed
in next class.
2. Complete the assigned work from last class.
October 15, 2019 |
Pick Up: 1. "Why Did the Cow Only Give Buttermilk?"/"Who said, 'Order and simplification are the first steps toward the mastery of a subject' ?" |
Hand In: 1. |
Activities:
1. Students began the class with the fraction pre-assessment. This was handed in.
2. We reviewed fraction vocabulary: proper fraction, improper fraction, mixed fraction and equivalent fractions.
3. We reviewed Order of Operations and practiced how this works with integers.
Practice:
1. Students were asked to work on the handout with the following two riddles: "Why Did the Cow Only Give Buttermilk?" or "Who said, 'Order and simplification are the first steps toward the mastery of a subject' ?". One side had more complex questions. Students chose the side that best suited them.
1. Students began the class with the fraction pre-assessment. This was handed in.
2. We reviewed fraction vocabulary: proper fraction, improper fraction, mixed fraction and equivalent fractions.
3. We reviewed Order of Operations and practiced how this works with integers.
Practice:
1. Students were asked to work on the handout with the following two riddles: "Why Did the Cow Only Give Buttermilk?" or "Who said, 'Order and simplification are the first steps toward the mastery of a subject' ?". One side had more complex questions. Students chose the side that best suited them.
October 2, 2019 |
Pick Up: 1. |
Hand In: 1. |
Activities:
1.
1.
September 30, 2019 |
Pick Up: 1. Sum Up/How's Business handout. 2. What Should You Do When You Can't Sleep?/What Did the Mama Cow Say to the Baby Cow? |
Hand In: 1. Coloured circles work. |
Activities:
1. Continue with the coloured circles. Students were able to look at their predictions from last day and compare their
predictions with the predictions of their peers. Then, they analyzed their predictions and revised the rules that they had
proposed so that they could predict the next 10 circles. The analysis and the new predictions were handed in.
2. We continued with our review of integers. First we checked our answers to the assigned work. Then we began looking at different visual and mental models to understand what integers are and to prepare to learn/review operations with integers.
Practice:
1. Students were asked to try to handouts and think about how they can justify their answers using the different models.
1. Continue with the coloured circles. Students were able to look at their predictions from last day and compare their
predictions with the predictions of their peers. Then, they analyzed their predictions and revised the rules that they had
proposed so that they could predict the next 10 circles. The analysis and the new predictions were handed in.
2. We continued with our review of integers. First we checked our answers to the assigned work. Then we began looking at different visual and mental models to understand what integers are and to prepare to learn/review operations with integers.
Practice:
1. Students were asked to try to handouts and think about how they can justify their answers using the different models.
September 26, 2019
We participated in the Terry Fox run today. We will return to our study of integers next class.
We participated in the Terry Fox run today. We will return to our study of integers next class.
September 24, 2019 |
Pick Up: 1. Identifying Integers... 2. Understanding Integers... 3. Frayer Model 4. Dragonbox Record |
Hand In: 1. Coloured circles warmup . |
Activities:
1. Students warmed up by revisiting the coloured circles and trying to write the rules that determine what the circles will look
like. Then they tried to to sketch out the next 10 circles in the set.
2. We reviewed the concept of integer using the Frayer model . The concept of absolute value was also introduced/reviewed.
3. Students also revisited the < and > signs, their meanings, how to read them, and how to use them.
4. We will look at various models to represent what an integer is. These models can be used to understand the integer
operations better.
3. Students were introduced to Dragonbox if there was enough time. (Not enough time.)
Assigned practice:
1. Complete the Identifying Integers... handout (both sides).
1. Students warmed up by revisiting the coloured circles and trying to write the rules that determine what the circles will look
like. Then they tried to to sketch out the next 10 circles in the set.
2. We reviewed the concept of integer using the Frayer model . The concept of absolute value was also introduced/reviewed.
3. Students also revisited the < and > signs, their meanings, how to read them, and how to use them.
4. We will look at various models to represent what an integer is. These models can be used to understand the integer
operations better.
3. Students were introduced to Dragonbox if there was enough time. (Not enough time.)
Assigned practice:
1. Complete the Identifying Integers... handout (both sides).
September 18, 2019 |
Pick Up: 1. "Clue Me In"/"An Apple a Day" |
Hand In: 1. "Clue Me In"... |
Activities:
1. Students looked at some coloured circles and tried to write some statements about them.
-Statements needed to include the word "always", or "sometimes" or "never".
2. Students tried to answer the Clue Me In... handout.
Found: A bracelet...if it is yours, see Ms. H.
1. Students looked at some coloured circles and tried to write some statements about them.
-Statements needed to include the word "always", or "sometimes" or "never".
2. Students tried to answer the Clue Me In... handout.
Found: A bracelet...if it is yours, see Ms. H.
September 16, 2019 |
Pick Up: 1. Clothesline Math 2. "Why Is It Good To Have Holes in Your T-Shirts?" and "Why Is a Shooting Star Better Than a Hamburger?" |
Hand In: 1. Super Mario Math Challenge 1 work. |
Activities:
1. Students worked on Super Mario Math Challenge 1. They showed their work and kept the page in their duotangs.
2. We looked at the numberline and discussed the kinds of numbers that are on a numberline. Students were each given a
piece of paper with a number on it and they were asked to form groups of 3. They wrote their numbers in order from
lowest to highest and recorded the order on a handout. They then formed new groups of 3 and repeated the activity.
3. Finally, they were asked to stand in order from lowest to highest. They were asked to do this without speaking. Students
who were not sure where to stand could use gestures to ask their peers for help.
4. We had a discussion about how to compare numbers even those of a different form.
5. We discussed the methods and rules that students use to carry out operations with integers. We will come back to these
ideas multiple times over the course of the year.
6. Students reviewed integer operations with the following handout: "Why Is It Good To Have Holes in Your T-Shirts?" and
"Why Is a Shooting Star Better Than a Hamburger?". This handout is due next class.
1. Students worked on Super Mario Math Challenge 1. They showed their work and kept the page in their duotangs.
2. We looked at the numberline and discussed the kinds of numbers that are on a numberline. Students were each given a
piece of paper with a number on it and they were asked to form groups of 3. They wrote their numbers in order from
lowest to highest and recorded the order on a handout. They then formed new groups of 3 and repeated the activity.
3. Finally, they were asked to stand in order from lowest to highest. They were asked to do this without speaking. Students
who were not sure where to stand could use gestures to ask their peers for help.
4. We had a discussion about how to compare numbers even those of a different form.
5. We discussed the methods and rules that students use to carry out operations with integers. We will come back to these
ideas multiple times over the course of the year.
6. Students reviewed integer operations with the following handout: "Why Is It Good To Have Holes in Your T-Shirts?" and
"Why Is a Shooting Star Better Than a Hamburger?". This handout is due next class.
September 12, 2019 |
Pick Up: -Course Outline -Name plate -Solving equations maze |
Hand In: -Name plate -Solving equations maze with reflection |
Activities:
1. We looked at different ways of adding 67 and 39 (from last class).
2. We looked over the course outline.
3. Students chose the side of the maze handout that they felt comfortable trying to solve successfully. Each student
chose the most challenging equation that they were able to solve and explained how they solved it using words,
math symbols and/or pictures. If appropirate, they also wrote down what skills/content/tools they would require to
successfully solve all of the problems. Students who find this activity challenging explained what they thought they
needed to know/learn in order to successfully solve the given equations.
4. Students who were finished before the bell rang coloured in their name plates.
1. We looked at different ways of adding 67 and 39 (from last class).
2. We looked over the course outline.
3. Students chose the side of the maze handout that they felt comfortable trying to solve successfully. Each student
chose the most challenging equation that they were able to solve and explained how they solved it using words,
math symbols and/or pictures. If appropirate, they also wrote down what skills/content/tools they would require to
successfully solve all of the problems. Students who find this activity challenging explained what they thought they
needed to know/learn in order to successfully solve the given equations.
4. Students who were finished before the bell rang coloured in their name plates.
September 10, 2019 |
|
|
Activities:
1. Studen
1. Studen