March 9/10, 2020 |
Pick Up: 1. |
Hand In: |
Activities:
1. Students learned how to re-format the Pythagorean Theorem as the distance formula and how to determine the midpoint of a straight line on the Cartesian plane.
2. If 1-1 students had time, they could work on coding. 2-2 did not have the laptops.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Practice:
FMPWB
1. Students learned how to re-format the Pythagorean Theorem as the distance formula and how to determine the midpoint of a straight line on the Cartesian plane.
2. If 1-1 students had time, they could work on coding. 2-2 did not have the laptops.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Practice:
FMPWB
- Lesson 1 pp. 351-353
- B/D #4, 6 odds only, 5
- P # 7 odds only, 8-10
- Lesson 2 pp. 359-364
- B/D #3, 4 odds only, 5
- P #6, 7, 9 --odds only, 5, 8
- Lesson 3 pp. 513-518
- B/D #1-4 odds only for all
- P # 5-7
- Lesson 4 pp. 523-527
- B/D #4d, e, f, #5d, e, f, #6c, d
- P #7, 8, 12, 13
- Lesson 5 pp. 532-535
- B/D #2d, e, 3d, e, 4
- P #5b, c, 7,
March 5/6, 2020 |
Pick Up: 1. |
Hand In: |
Activities:
1. Students began learning about linear relations: definition of line, line segment, recognizing horizontal/vertical
lines, and calculating the length of a line by applying the Pythagorean Theorem.
2. Students are encouraged to work on coding at home if they have time.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Practice:
FMPWB
1. Students began learning about linear relations: definition of line, line segment, recognizing horizontal/vertical
lines, and calculating the length of a line by applying the Pythagorean Theorem.
2. Students are encouraged to work on coding at home if they have time.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Practice:
FMPWB
- Lesson 1 pp. 498-499
- B/D #3 odds, 4, 5ii
- P # 7b, 8
March 4, 2020 |
Pick Up: 1. |
Hand In: |
Activities:
1. Students in 1-1 were on a field trip to see the ballet of Romeo and Juliet.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
1. Students in 1-1 were on a field trip to see the ballet of Romeo and Juliet.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
March 2/3, 2020 |
Pick Up: 1. |
Hand In: |
Activities:
1. Polynomial unit assessment.
2. Students who completed the assessment before the end of the class worked on coding.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
1. Polynomial unit assessment.
2. Students who completed the assessment before the end of the class worked on coding.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
February 26/27, 2020 Polynomial unit assessment will be on March 2 and 3 |
Pick Up: 1. |
Hand In: |
Activities:
1. Students were asked questions about polynomials and exponents to prepare for the upcoming assessment.
2. The remainder of the class was for self-study. Students who are already prepared for the assessment
worked on coding.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Previously Assigned Practice: : **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
FMPWB-extra large number of questions here...you will have time next class to work on them also
1. Students were asked questions about polynomials and exponents to prepare for the upcoming assessment.
2. The remainder of the class was for self-study. Students who are already prepared for the assessment
worked on coding.
2-2: codingville.ca (Class Code: iYjS1uYR)
1-1: codingville.ca (Class Code: 6CehrxsN)
Previously Assigned Practice: : **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
FMPWB-extra large number of questions here...you will have time next class to work on them also
- Lesson 5 pp. 351-353
- B/D #4, 6 odds only, 5
- P # 7 odds only, 8-10
- Lesson 6 pp. 359-364
- B/D #3, 4 odds only, 5
- P #6, 7, 9 --odds only, 5, 8
- Lesson 7: p. 372 #12, 13
- Lesson 9 pp. 379-382
- B/D #2-4 odds only, 5
- P # 4-7
February 24/25, 2020 Polynomial unit assessment will be on March 2 and 3 |
Pick Up: 1. Factoring Review |
Hand In: |
Activities:
1. 2-2: Students used the laptops to create an account on codingville.ca (Class Code: iYjS1uYR)
and explored the 3 possible "Journeys" that they can choose from.
1-1: We reviewed factoring as a class and looked at some of the different types of trinomials: such as
difference of squares trinomials and trinomials where the leading coefficient is not 1.
2. The class was given a handout to review factoring. The last 7 questions are the most important to be
able to solve.
3. Students were told that the assessment will be on March 2 and 3. This assessment will include Exponent
Laws.
Previously Assigned Practice: : **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
FMPWB-extra large number of questions here...you will have time next class to work on them also
1. 2-2: Students used the laptops to create an account on codingville.ca (Class Code: iYjS1uYR)
and explored the 3 possible "Journeys" that they can choose from.
1-1: We reviewed factoring as a class and looked at some of the different types of trinomials: such as
difference of squares trinomials and trinomials where the leading coefficient is not 1.
2. The class was given a handout to review factoring. The last 7 questions are the most important to be
able to solve.
3. Students were told that the assessment will be on March 2 and 3. This assessment will include Exponent
Laws.
Previously Assigned Practice: : **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
FMPWB-extra large number of questions here...you will have time next class to work on them also
- Lesson 5 pp. 351-353
- B/D #4, 6 odds only, 5
- P # 7 odds only, 8-10
- Lesson 6 pp. 359-364
- B/D #3, 4 odds only, 5
- P #6, 7, 9 --odds only, 5, 8
- Lesson 7: p. 372 #12, 13
- Lesson 9 pp. 379-382
- B/D #2-4 odds only, 5
- P # 4-7
February 20/21, 2020 Polynomial unit assessment will be on March 2 and 3 |
Pick Up: |
Hand In: |
Activities:
1. We began by making a few more observations about the pattern we saw on page 390 of the workbook.
2. The next activity was to work through Class Exercise #5 on page 377 of the workbook. We learned/reviewed
a number of concepts with this example including: area calculations, "seeing" compound shapes and solving
equations using factoring.
3. 2-2-: Students learned how to factor different types of trinomials: such as perfect square trinomials and
trinomials where the leading coefficient is not 1.
4. 1-1: Students used the laptops to create an account on codingville.ca (Class Code: 6CehrxsN)
and explored the 3 possible "Journeys" that they can choose from.
Previously Assigned Practice: **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
1-1: Do not try questions from Lessons 6 or 7 until next class.
FMPWB-extra large number of questions here...you will have time next class to work on them also
1. We began by making a few more observations about the pattern we saw on page 390 of the workbook.
2. The next activity was to work through Class Exercise #5 on page 377 of the workbook. We learned/reviewed
a number of concepts with this example including: area calculations, "seeing" compound shapes and solving
equations using factoring.
3. 2-2-: Students learned how to factor different types of trinomials: such as perfect square trinomials and
trinomials where the leading coefficient is not 1.
4. 1-1: Students used the laptops to create an account on codingville.ca (Class Code: 6CehrxsN)
and explored the 3 possible "Journeys" that they can choose from.
Previously Assigned Practice: **Remember...do not spend too much time practicing if you are already fluent in these skills (i.e. it may not be necessary to do every single practice question). On the other hand: DO seek assistance if you are finding the questions challenging.
1-1: Do not try questions from Lessons 6 or 7 until next class.
FMPWB-extra large number of questions here...you will have time next class to work on them also
- Lesson 5 pp. 351-353
- B/D #4, 6 odds only, 5
- P # 7 odds only, 8-10
- Lesson 6 pp. 359-364
- B/D #3, 4 odds only, 5
- P #6, 7, 9 --odds only, 5, 8
- Lesson 7: p. 372 #12, 13
- Lesson 9 pp. 379-382
- B/D #2-4 odds only, 5
- P # 4-7
February 18/19, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We began by working through Class Exercise 2 on page of the workbook.
2. Students reviewed factoring using the whiteboards.
2. We learned how to factor differences of squares and worked on applications of factoring.
Practice:
No questions were assigned.
1. We began by working through Class Exercise 2 on page of the workbook.
2. Students reviewed factoring using the whiteboards.
2. We learned how to factor differences of squares and worked on applications of factoring.
Practice:
No questions were assigned.
February 12/13, 2020 BIP Day |
Pick Up: |
Hand In: |
Activities:
1. We applied the concepts of factoring (=undoing polynomial multiplication) and our number sense to the
process of factoring trinomials in the form of x^2 + bx + c. (^2 means with an exponent of 2).
Practice:
FMPWB
1. We applied the concepts of factoring (=undoing polynomial multiplication) and our number sense to the
process of factoring trinomials in the form of x^2 + bx + c. (^2 means with an exponent of 2).
Practice:
FMPWB
- Lesson 3 pp. 340-342
- B/D #4 and #5-7 odds only
- P # 7-1
- Lesson 4 pp.
- B/D #1, 3, 4 odds only for all
- P #4-7 --odds only for #4, 6, 7
February 10/11, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We reviewed Lesson 1 and worked on Lesson 2. These lessons are to understand the concept of factoring.
Practice:
1. FMPWB
1. We reviewed Lesson 1 and worked on Lesson 2. These lessons are to understand the concept of factoring.
Practice:
1. FMPWB
- Lesson 1 pp. 324-328-------B/D #3-7 -------P #7-9
- Lesson 2 pp. 331-334-----------B/D #1, 2, 3--all odds only -----------P #5-7--odds only and #9
February 6/7, 2020 |
Pick Up: |
Hand In: |
Activities:
1. Students in 2-2 were shown the equation that describes Pattern #3 from visualpatterns.org.
2. Students wrote a Checkup about Adding, Subtracting and Multiplying Polynomials.
3. We worked on the Polynomial Puzzler handout and related the processes of expanding and factoring.
Students in 2-2 worked on p. 1 and 2. 1-1 worked on p. 2.
4. We reviewed GCF with polynomials and began applying this concept in Factoring Polynomial Expressions
Lesson 2.
Practice:
1. Polynomial Puzzler-complete it (2-2)
2. (1-1) FMPWB
1. Students in 2-2 were shown the equation that describes Pattern #3 from visualpatterns.org.
2. Students wrote a Checkup about Adding, Subtracting and Multiplying Polynomials.
3. We worked on the Polynomial Puzzler handout and related the processes of expanding and factoring.
Students in 2-2 worked on p. 1 and 2. 1-1 worked on p. 2.
4. We reviewed GCF with polynomials and began applying this concept in Factoring Polynomial Expressions
Lesson 2.
Practice:
1. Polynomial Puzzler-complete it (2-2)
2. (1-1) FMPWB
- Lesson 1 pp. 324-328-------B/D #3-7 -------P #7-9
- Lesson 2 pp. 331-334-----------B/D #1, 2, 3--all odds only -----------P #5-7--odds only and #9
February 3/4, 2020
Mr. Wiskar helped the students with Course Selection today.
Mr. Wiskar helped the students with Course Selection today.
January 30/31, 2020 |
Pick Up: |
Hand In: |
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 illnesses 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/
Practice:
1. There will be a checkup about adding, subtracting and multiplying polynomials soon. Students were asked to
review independently.
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 illnesses 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/
Practice:
1. There will be a checkup about adding, subtracting and multiplying polynomials soon. Students were asked to
review independently.
January 29, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We practiced selected questions from the Chapter 5 (Polynomial Operations) Practice Test.
2. Students had a short period of time to work on the previously assigned practice questions.
3. Students were briefly reminded of finding the GCF of monomials and we extended the concept to factoring
out the GCF from a binomial. We will spend more time on this next class.
Practice (this was assigned last time):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
1. We practiced selected questions from the Chapter 5 (Polynomial Operations) Practice Test.
2. Students had a short period of time to work on the previously assigned practice questions.
3. Students were briefly reminded of finding the GCF of monomials and we extended the concept to factoring
out the GCF from a binomial. We will spend more time on this next class.
Practice (this was assigned last time):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
January 27/28, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We practiced selected questions from the Chapter 5 (Polynomial Operations) Practice Test.
2. Students had a short period of time to work on the previously assigned practice questions.
3. Students were briefly reminded of finding the GCF of monomials and we extended the concept to factoring
out the GCF from a binomial. We will spend more time on this next class.
Practice (this was assigned last time):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
1. We practiced selected questions from the Chapter 5 (Polynomial Operations) Practice Test.
2. Students had a short period of time to work on the previously assigned practice questions.
3. Students were briefly reminded of finding the GCF of monomials and we extended the concept to factoring
out the GCF from a binomial. We will spend more time on this next class.
Practice (this was assigned last time):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
January 23, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We revisited Pattern #3 from visual patterns.org. Students were given two different ways to "see" the number
pattern and asked to continue thinking about how to describe the pattern in an algebraic way.
2. We worked through difficult problems from the assigned practice.
3. Students were briefly introduced to more complex polynomial multiplication:
-to multiply a binomial by a trinomial: distribute the terms in each of the polynomials in a similar fashion to
multiplying a binomial by a binomial
-to multiply 3 or more binomials: apply the commutative property-multiply any two of the factors to get an
intermediate product, continue multiplying until all factors have been incorporated
4. We applied the earlier concept of Greatest Common Factor (GCF) to monomials.
Practice (there will be time to work on this in class next day but not enough to complete the entire set):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
1. We revisited Pattern #3 from visual patterns.org. Students were given two different ways to "see" the number
pattern and asked to continue thinking about how to describe the pattern in an algebraic way.
2. We worked through difficult problems from the assigned practice.
3. Students were briefly introduced to more complex polynomial multiplication:
-to multiply a binomial by a trinomial: distribute the terms in each of the polynomials in a similar fashion to
multiplying a binomial by a binomial
-to multiply 3 or more binomials: apply the commutative property-multiply any two of the factors to get an
intermediate product, continue multiplying until all factors have been incorporated
4. We applied the earlier concept of Greatest Common Factor (GCF) to monomials.
Practice (there will be time to work on this in class next day but not enough to complete the entire set):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
January 22, 2020 |
Pick Up: |
Hand In: |
Today was a BIP day so class was shortened.
Activities:
1. We revisited Pattern #3 from visual patterns.org. Students were given two different ways to "see" the number
pattern and asked to continue thinking about how to describe the pattern in an algebraic way.
2. We worked through difficult problems from the assigned practice.
3. Students were briefly introduced to more complex polynomial multiplication:
-to multiply a binomial by a trinomial: distribute the terms in each of the polynomials in a similar fashion to
multiplying a binomial by a binomial
-to multiply 3 or more binomials: apply the commutative property-multiply any two of the factors to get an
intermediate product, continue multiplying until all factors have been incorporated
4. We applied the earlier concept of Greatest Common Factor (GCF) to monomials.
Practice (there will be time to work on this in class next day but not enough to complete the entire set):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
Activities:
1. We revisited Pattern #3 from visual patterns.org. Students were given two different ways to "see" the number
pattern and asked to continue thinking about how to describe the pattern in an algebraic way.
2. We worked through difficult problems from the assigned practice.
3. Students were briefly introduced to more complex polynomial multiplication:
-to multiply a binomial by a trinomial: distribute the terms in each of the polynomials in a similar fashion to
multiplying a binomial by a binomial
-to multiply 3 or more binomials: apply the commutative property-multiply any two of the factors to get an
intermediate product, continue multiplying until all factors have been incorporated
4. We applied the earlier concept of Greatest Common Factor (GCF) to monomials.
Practice (there will be time to work on this in class next day but not enough to complete the entire set):
1. FMP WB pp. 301-303
Beginning/Developing: #1-4 (odd letters only for all of these)
Proficient: #6-9 (odd letters only for #7)
2. FMP WB pp. 307-312:
Beginning/Developing: #3, 5, 6
Proficient: #7, 8, 10, 11, 14, 15
January 20/21, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We looked at the 2018 Pascal Math Contest which we will be writing on Tuesday, February 25.
Practice (assigned last two classes):
1. FMP WB pp. 289-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
2. FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
1. We looked at the 2018 Pascal Math Contest which we will be writing on Tuesday, February 25.
Practice (assigned last two classes):
1. FMP WB pp. 289-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
2. FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
January 17, 2020 |
Pick Up: |
Hand In: |
Because of the Snow Day, this lesson is two day's lessons in one.
Activities:
1. We looked at Pattern #3 from visual patterns.org again. Students shared some of their observations so far.
2. This pattern is a little more challenging to describe in an abstract fashion so we will revisit it next class.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a binomial by another binomial. We learned how to recognize three binomial
multiplication patterns.
Practice:
1. FMP WB pp. 288-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
2. FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
Activities:
1. We looked at Pattern #3 from visual patterns.org again. Students shared some of their observations so far.
2. This pattern is a little more challenging to describe in an abstract fashion so we will revisit it next class.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a binomial by another binomial. We learned how to recognize three binomial
multiplication patterns.
Practice:
1. FMP WB pp. 288-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
2. FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
January 16, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We looked at Pattern #3 from visual patterns.org again. Students were shown that the pattern could be looked at as if there were some squares missing.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to recognize three binomial multiplication patterns.
Practice:
FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
1. We looked at Pattern #3 from visual patterns.org again. Students were shown that the pattern could be looked at as if there were some squares missing.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to recognize three binomial multiplication patterns.
Practice:
FMP WB pp. 295-297
Beginning/Developing: #1-5 (odd letters only for all of these)
Proficient: #4-7 (odd letters only for #4 and 5)
January 15, 2020 |
Pick Up: |
Hand In: |
Today was a snow day!
January 14, 2020 |
Pick Up: |
Hand In: 1. Duotang with today's pattern work. |
Activities:
1. We looked at Pattern #3 from visual patterns.org again. Students shared some of their observations so far.
2. This pattern is a little more challenging to describe in an abstract fashion so we will revisit it next class.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a binomial by another binomial.
Practice:
FMP WB pp. 288-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
1. We looked at Pattern #3 from visual patterns.org again. Students shared some of their observations so far.
2. This pattern is a little more challenging to describe in an abstract fashion so we will revisit it next class.
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a binomial by another binomial.
Practice:
FMP WB pp. 288-291
Beginning/Developing: #4-7 (odd letters only for all of these)
Proficient: #7-9 (odd letters only for #7)
January 10/13, 2020 |
Pick Up: |
Hand In: 1. Duotang with today's pattern work. |
Activities:
1. We looked at Pattern #3 from visual patterns.org. Students attempted to answer the following questions:
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a polynomial by a monomial and simplify the resulting expression.
Practice:
Beginning/Developing: FMP WB pp. 278-281 #2, 4, 5, 7 (odd letters only for all of these)
Proficient: FMP WB pp. 280-282 #6, 8-11 (all letters for all of these)
1. We looked at Pattern #3 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 squares will there be in the 10th member of the pattern?
- How many squares 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 squares (S).
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to multiply a polynomial by a monomial and simplify the resulting expression.
Practice:
Beginning/Developing: FMP WB pp. 278-281 #2, 4, 5, 7 (odd letters only for all of these)
Proficient: FMP WB pp. 280-282 #6, 8-11 (all letters for all of these)
January 8/9, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We looked at Pattern #2 from visual patterns.org. Students attempted to answer the following questions:
3. We went over challenging questions from last day's assigned practice questions.
4. We learned how to add and subtract polynomials (this means collect/combine like terms).
Practice:
1. FMP WB pp. 271-274 #10, 13-20
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 blocks will there be in the 10th member of the pattern?
- How many blocks 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 went over challenging questions from last day's assigned practice questions.
4. We learned how to add and subtract polynomials (this means collect/combine like terms).
Practice:
1. FMP WB pp. 271-274 #10, 13-20
January 6/7, 2020 |
Pick Up: |
Hand In: |
Activities:
1. We looked at Pattern #11 from visual patterns.org. Students attempted to answer the following questions:
3. The students read over pp. 265-267 in their workbooks. Then, we reviewed the terminology together and did
the Class Examples.
Practice:
1. FMP WB pp. 269-271 #3, 4, 5, 7, 9
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. The students read over pp. 265-267 in their workbooks. Then, we reviewed the terminology together and did
the Class Examples.
Practice:
1. FMP WB pp. 269-271 #3, 4, 5, 7, 9
December 9/10, 2019 |
Pick Up: 1. Handout for Make Your Own WODB integer exponents edition. |
Hand in: |
1. Students were given the opportunity to ask questions about rational exponents.
2. Students broke into their self-selected groups and worked on the Make Your Own WODB-integer exponents edition activity.
2. Students broke into their self-selected groups and worked on the Make Your Own WODB-integer exponents edition activity.
November 20/21, 2019 Heads up: There will be an assessment to tie together your learning for the term on November 26 (Day 2) or November 27 (Day 1). |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. The students handed in their Error-Analysis sheets.
2. Day 2 students worked on the open question here. Day 1 students will do this next class.
2. Both classes reviewed negative exponents using this game.
Practice:
1. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
1. The students handed in their Error-Analysis sheets.
2. Day 2 students worked on the open question here. Day 1 students will do this next class.
2. Both classes reviewed negative exponents using this game.
Practice:
1. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
November 18/19, 2019 Heads up: There will be an assessment to tie together your learning for the term on November 26 (Day 2) or November 27 (Day 1). |
Pick Up: 1. |
Hand in: 1. Error-analysis sheet. |
Activities:
1. The students handed in their Error-Analysis sheets.
2. Day 2 students worked on the open question here. Day 1 students will do this next class.
2. Both classes reviewed negative exponents using this game.
Practice:
1. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
1. The students handed in their Error-Analysis sheets.
2. Day 2 students worked on the open question here. Day 1 students will do this next class.
2. Both classes reviewed negative exponents using this game.
Practice:
1. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
November 14/15, 2019 |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. The students looked over their assessments from last class and worked on their Error-Analysis sheets.
2. 2-2 reviewed negative exponents again, 1-1 reviewed negative exponents.
Practice:
1. Complete Error-Analysis if not completed in class.
2. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
1. The students looked over their assessments from last class and worked on their Error-Analysis sheets.
2. 2-2 reviewed negative exponents again, 1-1 reviewed negative exponents.
Practice:
1. Complete Error-Analysis if not completed in class.
2. FMP WB pp. 89-92 #1, 6, (2 to 5 odd letters only), (8 to 12 odd letters only)
November 12/13, 2019 |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. The students wrote a short assessment about exponent laws using only positive exponents.
2. 2-2 reviewed negative exponents, 1-1 was introduced to negative exponents.
*Block 1-1 had a shortened class due to the BIP day so did not have as much time to review. The shortened class, coupled with the last shortened class means that Block 1-1 needs more practice time with this lesson.
Practice:
FMP WB pp. 80-83 #1-13 odd letters only, #14-17
**Block 2-2 went over #1-9 in class; Block 1-1 will need more practice.
1. The students wrote a short assessment about exponent laws using only positive exponents.
2. 2-2 reviewed negative exponents, 1-1 was introduced to negative exponents.
*Block 1-1 had a shortened class due to the BIP day so did not have as much time to review. The shortened class, coupled with the last shortened class means that Block 1-1 needs more practice time with this lesson.
Practice:
FMP WB pp. 80-83 #1-13 odd letters only, #14-17
**Block 2-2 went over #1-9 in class; Block 1-1 will need more practice.
November 6/7, 2019 |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. We went over challenging questions from last day's Practice.
2. We will begin by sharing out ideas about negative exponents. We will use patterns to explain how negative
exponents affect the base. Then we will apply the exponent laws to integral exponents (FMP WB pp. 77-79).
3. We will then look at complex problems involving integer exponents.
4. Next day, there will be a short assessment about exponent laws; only positive exponents will be used.
Practice:
FMP WB pp. 80-83 #1-13 odd letters only, #14-17
*Block 1-1 had a shortened class due to the Remembrance Day Assembly. As a result, they did not have a chance to learn about integer exponents. They will do this next day. This block will still write the exponent law assessment.
1. We went over challenging questions from last day's Practice.
2. We will begin by sharing out ideas about negative exponents. We will use patterns to explain how negative
exponents affect the base. Then we will apply the exponent laws to integral exponents (FMP WB pp. 77-79).
3. We will then look at complex problems involving integer exponents.
4. Next day, there will be a short assessment about exponent laws; only positive exponents will be used.
Practice:
FMP WB pp. 80-83 #1-13 odd letters only, #14-17
*Block 1-1 had a shortened class due to the Remembrance Day Assembly. As a result, they did not have a chance to learn about integer exponents. They will do this next day. This block will still write the exponent law assessment.
November 4/5, 2019 |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. We began the class by talking about this WODB.
2. We went over challenging questions from last day's Practice.
3. We then looked at complex problems involving whole number exponents.
4. Students tried to explain why any number raised to the power of negative 1 is the reciprocal of that number. They wrote
their ideas in their duotangs. They need to be ready to discuss this further next class.
Practice:
FMP WB pp. 73-74 #1-7 odd letters, pp. 75-76 #8-9 odd letters, #10-13
1. We began the class by talking about this WODB.
2. We went over challenging questions from last day's Practice.
3. We then looked at complex problems involving whole number exponents.
4. Students tried to explain why any number raised to the power of negative 1 is the reciprocal of that number. They wrote
their ideas in their duotangs. They need to be ready to discuss this further next class.
Practice:
FMP WB pp. 73-74 #1-7 odd letters, pp. 75-76 #8-9 odd letters, #10-13
October 31/November 1, 2019 |
Pick Up: 1. |
Hand in: 1. Classifying Rational Numbers worksheet (2-2 was not asked to do this) |
Activities:
1. We went over the answers to the NASA Assignment about transects.
2. We went over challenging questions from last day's Practice using the whiteboards.
Practice:
FMP WB pp. 66-68 #15-19 odd letters, #20-22.
1. We went over the answers to the NASA Assignment about transects.
2. We went over challenging questions from last day's Practice using the whiteboards.
Practice:
FMP WB pp. 66-68 #15-19 odd letters, #20-22.
October 29/30, 2019 |
Pick Up: 1. division task/cat food |
Hand in: 1. division task/cat food |
Activities:
1. Students completed the handout, showing all their work. Students could discuss with their classmates but all
student handed in their own papers.
2. Next, students read pages 61-64 in their workbooks and tried to answer the practice questions below. The
questions are due next class.
Practice:
FMP WB pp. 64-68 #1-5, 7, 8, 10-14 odd letters only
*Number Classification worksheet from last class will be collected next day.
1. Students completed the handout, showing all their work. Students could discuss with their classmates but all
student handed in their own papers.
2. Next, students read pages 61-64 in their workbooks and tried to answer the practice questions below. The
questions are due next class.
Practice:
FMP WB pp. 64-68 #1-5, 7, 8, 10-14 odd letters only
*Number Classification worksheet from last class will be collected next day.
October 24/28, 2019 |
Pick Up: 1. Classifying Real Number/Understanding Real Numbers handout. |
Hand in: 1. Duotangs with today's work. 2. Number classification sheets. |
Activities:
1. Students were given about 15 more minutes to complete the number classification sheet and reflection questions:
a) How did you decide on the organization/structure you chose to use? In other
words, which characteristic(s) is (are) the most important to consider when
classifying the numbers?
b) What did you do when you had two numbers that were equal to each other
but looked different?
c) What did you do when a number could have belonged to more than one
group?
d) Which number(s) was (were) the most difficult to classify? Why?
2. We discussed the answers to FMP WB-pp. 27-31 # 4, 5, 9, 14, 15-21. The
questions which that proved to be the most challenging were #9, 14, 19-21.
Practice: Classifying Real Numbers/Understanding Real Numbers handout. This is
due next class.
1. Students were given about 15 more minutes to complete the number classification sheet and reflection questions:
a) How did you decide on the organization/structure you chose to use? In other
words, which characteristic(s) is (are) the most important to consider when
classifying the numbers?
b) What did you do when you had two numbers that were equal to each other
but looked different?
c) What did you do when a number could have belonged to more than one
group?
d) Which number(s) was (were) the most difficult to classify? Why?
2. We discussed the answers to FMP WB-pp. 27-31 # 4, 5, 9, 14, 15-21. The
questions which that proved to be the most challenging were #9, 14, 19-21.
Practice: Classifying Real Numbers/Understanding Real Numbers handout. This is
due next class.
October 22/23, 2019 |
Pick Up: 1. |
Hand in: 1. Duotangs with today's work. 2. Number classification sheets. |
Activities:
1. Students re-visited the puzzle from last day. They were asked to try to find
mathematical rules to show the relationship between the case # and the number
of rows; the case # and the number of heads in the bottom row; and the case #
and the total number of heads in the graphic. This was written in their duotangs.
2. Each group of students was given another 16 numbers to add to their
classification sheet. Then, students answered the following questions about their
number classification work in their duotangs:
a) How did you decide on the organization/structure you chose to use? In other
words, which characteristic(s) is (are) the most important to consider when
classifying the numbers?
b) What did you do when you had two numbers that were equal to each other
but looked different?
c) What did you do when a number could have belonged to more than one
group?
d) Which number(s) was (were) the most difficult to classify? Why?
Practice:
*We will discuss the answers to FMP WB-pp. 27-31 # 4, 5, 9, 14, 15-21 next class. Students should double-check to ensure that these questions have been completed.
1. Students re-visited the puzzle from last day. They were asked to try to find
mathematical rules to show the relationship between the case # and the number
of rows; the case # and the number of heads in the bottom row; and the case #
and the total number of heads in the graphic. This was written in their duotangs.
2. Each group of students was given another 16 numbers to add to their
classification sheet. Then, students answered the following questions about their
number classification work in their duotangs:
a) How did you decide on the organization/structure you chose to use? In other
words, which characteristic(s) is (are) the most important to consider when
classifying the numbers?
b) What did you do when you had two numbers that were equal to each other
but looked different?
c) What did you do when a number could have belonged to more than one
group?
d) Which number(s) was (were) the most difficult to classify? Why?
Practice:
*We will discuss the answers to FMP WB-pp. 27-31 # 4, 5, 9, 14, 15-21 next class. Students should double-check to ensure that these questions have been completed.
October 18/21, 2019 |
Pick Up: 1. |
Hand in: 1. NASA assignment from last class. (2-2 was not reminded). 2. Number Classification sheet (groupwork). |
Activities:
1. Students were asked to solve the following puzzle in their duotangs. In addition to solving Case #5, they were asked how they would solve Case #10. They were instructed to explain how they were able to arrive at their solutions using words and
or diagrams. 2-2 was asked to think about how to explain the pattern using a mathematical statement. 1-1 explored some
potential mathematical rules to determine the relationship between the case # and the number of heads. Both classes will
continue this exploration next day.
2. We reviewed the different number systems.
3. Students worked in groups of 3 to categorize a selection of numbers. They glued their work and handed it in. (1-1 did not
have time to finish this activity and was not assigned the Practice.)
Practice:
FMP WB pp. 27-31 # 4, 5, 9, 14, 15-21.
1. Students were asked to solve the following puzzle in their duotangs. In addition to solving Case #5, they were asked how they would solve Case #10. They were instructed to explain how they were able to arrive at their solutions using words and
or diagrams. 2-2 was asked to think about how to explain the pattern using a mathematical statement. 1-1 explored some
potential mathematical rules to determine the relationship between the case # and the number of heads. Both classes will
continue this exploration next day.
2. We reviewed the different number systems.
3. Students worked in groups of 3 to categorize a selection of numbers. They glued their work and handed it in. (1-1 did not
have time to finish this activity and was not assigned the Practice.)
Practice:
FMP WB pp. 27-31 # 4, 5, 9, 14, 15-21.
October 16/17, 2019 |
Pick Up: 1. |
Hand in: 1. |
Activities:
1. Students rewrote their Prime Factorization Assessments. Students who did not wish to reassess worked on the Problem of
the Week and handed in their work.
2. We looked over the NASA assignment from last class and discussed methods of solving it.
Practice:
Students were asked to read Number Lesson #4 again-FMP WB-pp. 23-26.
1. Students rewrote their Prime Factorization Assessments. Students who did not wish to reassess worked on the Problem of
the Week and handed in their work.
2. We looked over the NASA assignment from last class and discussed methods of solving it.
Practice:
Students were asked to read Number Lesson #4 again-FMP WB-pp. 23-26.
October 11/15, 2019 |
Pick Up: 1. Prime Factorization Application Assignment (if not picked up last day) |
Hand in: 1. Error Analysis of Prime Factorization Assessment 2. Prime Factorization Application Assignment if completed |
Activities:
1. Students were given their Number System Assessments back and were asked to complete the Error Analysis by next
class.
2. We reviewed the Prime Factorization Assessment to clear up any lingering misunderstandings. In particular we explored
other related numbers using prime factorization techniques and finding the LCM of three numbers.
3. We discussed the Prime Factorization Application assignment. Students worked on this assignment in groups. Each
student handed in their understanding of the assignment at the end of the class if they felt that they had completed it.
Otherwise, they were asked to complete the assignment to the best of their ability for next class.
1. Students were given their Number System Assessments back and were asked to complete the Error Analysis by next
class.
2. We reviewed the Prime Factorization Assessment to clear up any lingering misunderstandings. In particular we explored
other related numbers using prime factorization techniques and finding the LCM of three numbers.
3. We discussed the Prime Factorization Application assignment. Students worked on this assignment in groups. Each
student handed in their understanding of the assignment at the end of the class if they felt that they had completed it.
Otherwise, they were asked to complete the assignment to the best of their ability for next class.
October 9/10, 2019 |
Pick Up: 1. Assessment Error Analysis 2. Assignment |
Hand in: 1. Error analysis handout. 2. Number Systems Assessment |
Activities:
1. Students looked over their prime factorization assessments and analyzed their errors (if any).
2. We reviewed number systems with a short assessment. Students then marked another student's work. The assessments
were then handed in.
3. Students were then given an assignment that utilized the principles of prime factorization. This assignment should be
completed by next class.
1. Students looked over their prime factorization assessments and analyzed their errors (if any).
2. We reviewed number systems with a short assessment. Students then marked another student's work. The assessments
were then handed in.
3. Students were then given an assignment that utilized the principles of prime factorization. This assignment should be
completed by next class.
October 7/8, 2019 |
Pick Up: |
Hand in: |
Activities:
1. We began the class with a short assessment about prime factorization.
2. We reviewed the practice questions about number systems from Unit 1, Lesson 4. The most important thing is to be able to
explain the reasons for the correct answers and use examples to explain the statements. We will have an assessment
about these questions next class.
1. We began the class with a short assessment about prime factorization.
2. We reviewed the practice questions about number systems from Unit 1, Lesson 4. The most important thing is to be able to
explain the reasons for the correct answers and use examples to explain the statements. We will have an assessment
about these questions next class.
October 3/4, 2019 |
Pick Up: |
Hand in: |
Activities for Block 2-2:
1. We reviewed two possible solutions to the peach tree problem from last class.
2. We discussed our anxiety about the assessment scheduled for today and reviewed more.
3. We had a lockdown drill so we ran out of time and were not able to do the assessment. Instead, we discussed number
systems (Unit 1, Lesson 4). Students were assigned FMP WB pp. 28, 29 #6 to 8.
1. We reviewed two possible solutions to the peach tree problem from last class.
2. We discussed our anxiety about the assessment scheduled for today and reviewed more.
3. We had a lockdown drill so we ran out of time and were not able to do the assessment. Instead, we discussed number
systems (Unit 1, Lesson 4). Students were assigned FMP WB pp. 28, 29 #6 to 8.
October 1/2, 2019 |
Pick Up: |
Hand in: |
Activities for Block 2-2:
1.Students were asked to solve the following puzzles: a. Connect all nine dots with 4 straight lines. You cannot lift your pencil off the page. The lines may cross each other but they cannot overlap. We saw the solution to this problem but not the second problem. b. Plant 10 peach trees in 5 straight rows with 4 trees in each row. (This is not a misprint.) 2. We reviewed how to use the process of prime factorization to identify whether a number is a perfect square a perfect cube or neither and to find the square or cube root of a given number. (Unit 1, Lessons 1 and 2) Practice for Block 2-2: 1. Review for a short assessment (Unit 1, Lessons 1 and 2) next class. Activities for Block 1-1: 1. We reviewed how to use prime factorization to find the Greatest Common Factor (GCF) and, the Least Common Multiple (LCM). Students asked about the challenging questions from the assigned work. 2. We learned how to use the process of prime factorization to identify whether a number is a perfect square a perfect cube or neither and to find the square or cube root of a given number. (Unit 1, Lessons 1 and 2) Practice for Block 1-1: 1. FMP WB pp. 14 to 15: #8 and 10 2. Review for a short assessment (Unit 1, Lessons 1 and 2) next class. |
September 27/30, 2019 |
Pick Up: 1. |
Hand in: 1. Math Fashion Challenge and duotang |
Activities for Block 2-2:
1. Students returned to their popsicle groups and prepared a short presentation about their solution to the Fashion Challenge.
Then, students voted as if they were Chloe Dao as to which presentation was the best and which design change was the
best.
2. Students asked about questions from the assigned practice that they found challenging.
3. We reviewed the process of prime factorization and learned how it can be used to determine the square root of a perfect
square or the cube root of a perfect cube.
Practice for Block 2-2:
1. FMP WB pp. 14 to 15: #8 and 10
Activities for Block 1-1:
1. Students returned to their popsicle groups and prepared a short presentation about their solution to the Fashion
Challenge. Then, students voted as if they were Chloe Dao as to which presentation was the best and which design
change was the best.
2. Students asked about questions from the assigned practice that they found challenging.
3. We finished learning how to use prime factorization to find the Greatest Common Factor and the Least/Lowest Common
Multiple of a pair or trio of numbers.
Practice for Block 1-1:
1. FMP WB pp. 11 to 14: #2, 3 (odds letters only), 4.
1. Students returned to their popsicle groups and prepared a short presentation about their solution to the Fashion Challenge.
Then, students voted as if they were Chloe Dao as to which presentation was the best and which design change was the
best.
2. Students asked about questions from the assigned practice that they found challenging.
3. We reviewed the process of prime factorization and learned how it can be used to determine the square root of a perfect
square or the cube root of a perfect cube.
Practice for Block 2-2:
1. FMP WB pp. 14 to 15: #8 and 10
Activities for Block 1-1:
1. Students returned to their popsicle groups and prepared a short presentation about their solution to the Fashion
Challenge. Then, students voted as if they were Chloe Dao as to which presentation was the best and which design
change was the best.
2. Students asked about questions from the assigned practice that they found challenging.
3. We finished learning how to use prime factorization to find the Greatest Common Factor and the Least/Lowest Common
Multiple of a pair or trio of numbers.
Practice for Block 1-1:
1. FMP WB pp. 11 to 14: #2, 3 (odds letters only), 4.
September 25/26, 2019 |
Pick Up: 1. |
Hand in: 1. Analysis of the coloured circle predictions, revised rules, and new predictions. |
Activities for Block 2-2:
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 reviewed the lesson about prime factorization from last class and went over difficult questions from the assigned
practice. Each student chose 2 numbers between 75 and 150 and wrote the prime factorization of each. These were
handed in.
3. We extended the process of prime factorization to find the Greatest Common Factor (GCF) and, the Least Common
Multiple (LCM).
Practice for Block 2-2:
1. FMP WB pp. 11 to 14: #2, 3 (odds letters only), 4, 6 (odds letters only), 7 (odds letters only)
Activities for Block 1-1:
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. Students worked out the definitions of multiple, factor, prime, prime factor, and prime factorization and were taught how to
use factor trees and division tables to find the prime factorization of given numbers.
3. We extended the process of prime factorization to find the Greatest Common Factor (GCF) and, the Least Common
Multiple (LCM). We did not finish the notes from this section.
Practice for Block 1-1:
1. FMP WB pp. 4 to 6: #5, 8, 11, 14 to 16
*Next class, students will get into their popsicle groups and prepare a short presentation about their solution to the Fashion Challenge. Then, students will vote as if they were Chloe Dao as to which design change they would use.
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 reviewed the lesson about prime factorization from last class and went over difficult questions from the assigned
practice. Each student chose 2 numbers between 75 and 150 and wrote the prime factorization of each. These were
handed in.
3. We extended the process of prime factorization to find the Greatest Common Factor (GCF) and, the Least Common
Multiple (LCM).
Practice for Block 2-2:
1. FMP WB pp. 11 to 14: #2, 3 (odds letters only), 4, 6 (odds letters only), 7 (odds letters only)
Activities for Block 1-1:
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. Students worked out the definitions of multiple, factor, prime, prime factor, and prime factorization and were taught how to
use factor trees and division tables to find the prime factorization of given numbers.
3. We extended the process of prime factorization to find the Greatest Common Factor (GCF) and, the Least Common
Multiple (LCM). We did not finish the notes from this section.
Practice for Block 1-1:
1. FMP WB pp. 4 to 6: #5, 8, 11, 14 to 16
*Next class, students will get into their popsicle groups and prepare a short presentation about their solution to the Fashion Challenge. Then, students will vote as if they were Chloe Dao as to which design change they would use.
September 23/24, 2019 |
Pick Up: 1. Frayer Model for Vocabulary |
Hand in: 1. Coloured circles sketches and rules. 2. Math in Fashion Challenge if not already handed in. |
Activities:
1. Continue with coloured circles: Students tried to come up with some rules that they believed the circles were following.
They sketched out the next 10 circles and tried to use math vocabulary to state/describe the rules.
2. Students worked out the definitions of multiple, factor, prime, prime factor, and prime factorization and were taught how to
use factor trees and division tables to find the prime factorization of given numbers.*
Practice:
1. FMP WB pp. 4 to 6: #5, 8, 11, 14 to 16*
*Block 1-1 did not finish the definitions so was not assigned the practice questions.
1. Continue with coloured circles: Students tried to come up with some rules that they believed the circles were following.
They sketched out the next 10 circles and tried to use math vocabulary to state/describe the rules.
2. Students worked out the definitions of multiple, factor, prime, prime factor, and prime factorization and were taught how to
use factor trees and division tables to find the prime factorization of given numbers.*
Practice:
1. FMP WB pp. 4 to 6: #5, 8, 11, 14 to 16*
*Block 1-1 did not finish the definitions so was not assigned the practice questions.
September 18/19, 2019 |
|
Hand in: 1. Duotang with completed Clothesline Math handout, "Why Is It Good...", observations about the circles and "Clue Me.." |
Activities:
*Popsicle Stick Day cont'd
1. We warmed up by trying to find the pattern in the coloured circles.
2. We spent the rest of the class completing the "Math in Fashion" assignment. This is due next class. Please make sure to
arrange with your group members to meet so that you will be able to finish solving the challenge.
3. Students who finished early began work on the "Clue Me In" and "An Apple a Day" handout.
***Monday is a Day 2!!!
*Popsicle Stick Day cont'd
1. We warmed up by trying to find the pattern in the coloured circles.
2. We spent the rest of the class completing the "Math in Fashion" assignment. This is due next class. Please make sure to
arrange with your group members to meet so that you will be able to finish solving the challenge.
3. Students who finished early began work on the "Clue Me In" and "An Apple a Day" handout.
***Monday is a Day 2!!!
September 16/17, 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. Duotang with completed Clothesline Math handout |
Activities:
*Popsicle Stick Day
1. We warmed up by ordering rational numbers between -2 and 2 on a number line. Students were asked to work in a group of 3 to order their numbers. The they worked in another group of 3. Then they worked with a third group of 3. Finally, they ordered all the numbers on the clothesline without speaking.
2. We watched the video Math in Fashion. Afterwards, we identified the vocabulary and math concepts that they would need to use when they solve the challenge. The students worked in their popsicle stick groups to complete the activity. Afterwards, we identified the vocabulary and math concepts that they would need to use when they solve the challenge. Students were asked to consider how to complete the challenge if the goal is to keep the design as similar as possible or if the goal is to make the blouse for the lowest possible price. If they finished, they handed in their project and worked on the other handout.
3. Students reviewed integer operations with the following handouts: "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.
*Popsicle Stick Day
1. We warmed up by ordering rational numbers between -2 and 2 on a number line. Students were asked to work in a group of 3 to order their numbers. The they worked in another group of 3. Then they worked with a third group of 3. Finally, they ordered all the numbers on the clothesline without speaking.
2. We watched the video Math in Fashion. Afterwards, we identified the vocabulary and math concepts that they would need to use when they solve the challenge. The students worked in their popsicle stick groups to complete the activity. Afterwards, we identified the vocabulary and math concepts that they would need to use when they solve the challenge. Students were asked to consider how to complete the challenge if the goal is to keep the design as similar as possible or if the goal is to make the blouse for the lowest possible price. If they finished, they handed in their project and worked on the other handout.
3. Students reviewed integer operations with the following handouts: "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 12/13, 2019 |
Pick Up: -Course outline -Name plate -Math in Fashion -Multi-step Equations Maze |
Hand in: -Equations Maze with comments |
Activities:
1. We went over the course outline.
2. We discussed the ways to show/know how to add 67 and 39 using the whiteboard submissions from last class.
3. Students looked over the two levels of Multi-Step Equations Mazes and chose the side that they felt was at their level.
They then tried to solve the maze. This activity could be done alone or in consultation with their peers.
4. Students wrote a reflection of their ability to solve the mazes. They chose the most challenging question that they were
able to solve and explained how they solved it. Students who were not able to solve the equations were asked to name the
concepts, knowledge and skills that they needed in order to solve the equations.
5. We prepared for our first assignment on financial literacy by watching the video Math in Fashion. Block 1.1 did not finish
the video and will finish it next class. Students were encouraged to read the Math in Fashion handout but instructed not to
work on it until we finish watching the video and have class discussion.
1. We went over the course outline.
2. We discussed the ways to show/know how to add 67 and 39 using the whiteboard submissions from last class.
3. Students looked over the two levels of Multi-Step Equations Mazes and chose the side that they felt was at their level.
They then tried to solve the maze. This activity could be done alone or in consultation with their peers.
4. Students wrote a reflection of their ability to solve the mazes. They chose the most challenging question that they were
able to solve and explained how they solved it. Students who were not able to solve the equations were asked to name the
concepts, knowledge and skills that they needed in order to solve the equations.
5. We prepared for our first assignment on financial literacy by watching the video Math in Fashion. Block 1.1 did not finish
the video and will finish it next class. Students were encouraged to read the Math in Fashion handout but instructed not to
work on it until we finish watching the video and have class discussion.
September 10/11, 2019 |
Pick Up: New, Old, Curious Graphic Organizer |
Hand In: -Back to School Survey (if completed) -completed New, Old, Curious Graphic Organizer |
Activities:
1. Recap of Important Things About You Station Activity. This information should help us work together so that we all have a positive, productive year.
2. Watch "Donald in Mathmagic Land" and use the New, Old, Curious graphic organizer to take notes on the video. Hand in the completed organizer.
3. Explore addition: Students were asked to explain how to add 67 and 39 without a calculator. They were encouraged to find as many ways as possible to demonstrate their understanding of addition to each other. They wrote their responses on a whiteboard. Their responses will be presented and discussed next class.
1. Recap of Important Things About You Station Activity. This information should help us work together so that we all have a positive, productive year.
2. Watch "Donald in Mathmagic Land" and use the New, Old, Curious graphic organizer to take notes on the video. Hand in the completed organizer.
3. Explore addition: Students were asked to explain how to add 67 and 39 without a calculator. They were encouraged to find as many ways as possible to demonstrate their understanding of addition to each other. They wrote their responses on a whiteboard. Their responses will be presented and discussed next class.
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September 4/5, 2019 |
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