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Class Activities & Homework Assignments 8th Grade!  

Thursday, March 10, 2011

Class: Students became familiar with two VERY important terms in algebra... the y-intercept (b) and the coefficient (m) in the slope-intercept form of the equation Y = mx + b. After looking at these terms in the context of problems we've already solved, we began our work on Problem 2.3. During class we had time to complete Part A1-3, build a table for the two t-shirt companies and begin our graph.

Homework: Complete the graph for the two t-shirt companies, and answer Parts A4-5. We will work on part B together in class tomorrow.

Wednesday, March 9, 2011

Class: Students began a short class period with two ACE questions. We worked on ACE 5 & 6 all class period with no one quite finishing! So...

Homework: finish ACE 5 & 6, questions on pages 34-35, along with the graph and table

Tuesday, March 8, 2011

Class: Students continued the class activity from Monday. A completed assignment has students creating a table, graph and equation for the two boys' walking rates. Then related questions (in parts B & C) are to be answered. These are all part of Problem 2.2.

Homework: complete Monday homework

Monday, March 7, 2011

Class: Students started today's class period with a quick review of the highlights of the previous Investigation and how we will build on that information moving forward. After reading the introduction to Investigation Two we looked at Problem 2.1. We were asked to determine how long a race between two brothers should be if the younger, slower brother walks at a rate of 1 m/s and has a 45 m head start and the older brother walks at a rate of 2.5 m/s. The older brother wants to have the race end with the younger brother "winning" by a small amount. We generated some predictions and some ideas about how to proceed. We were then directed in Problem 2.2 to build a table, make a graph, and write equations to determine the race's length. Some students began to answer some of the analysis questions, but most finished the period in section A of Problem 2.2. Nice work today!

 Homework: complete ACE 9, 16-18, 20-29, 31-33 (pages 15-22) by Wednesday!

Friday, March 4, 2011

Class: Students finished their first major quiz of the algebra unit. Students with time to spare worked on ACE questions 9, 16-18, 20-29, 31-33 (pages 15-22). They do not need to complete over the weekend.

Homework: Review the planner for this week and complete any incomplete work... turn in on Monday, with or without a late pass for full or partial credit

Thursday, March 3, 2011

Class: Students continued work on QUIZ ONE for Moving Straight Ahead. We'll be making three tables and graphs and writing equations for each situation. Students may have half the period on Friday to complete.

Homework: spend time reviewing the Investigation One packet and completing any incomplete activities

Wednesday, March 2, 2011

Class: Students started QUIZ ONE for Moving Straight Ahead. We'll be making three tables and graphs and writing equations for each situation. This quiz will continue on Thursday.

Homework: spend time reviewing the Investigation One packet and completing any incomplete activities

Tuesday, March 1, 2011

Class: Students began class by learning a "streamlined" way of solving one-step equations. They were asked to practice that method on the assignment "Quiz in Code" and "Mortimer Buckle's Bread Making Class." Additionally, students were expected to assemble their first packet for Investigation One of Moving Straight Ahead. Assignments in this packet are worth 20 points since each activity took more than one day to complete. Packet is due... complete... on Thursday. Use your packet to review all Problems to prepare for Wednesday's quiz.

Homework: finish incomplete work in the packet and prepare for the QUIZ

Monday, February 28, 2011

Class: Students were asked to complete Problem 1.4. During parts C & D students were to think more expansively and be sure to consider all the tables, graphs, and equations written since beginning the unit. These summary ideas should start to get them prepared for the upcoming quiz.

Homework: ACE 6-8, 11-12, 14 on pages 14-17. QUIZ on WEDNESDAY.

Friday, February 25, 2011

Class: Students worked on Problem 1.4. We were able to complete all of part A. That means we answered some questions, made a table (continuing the one on page 9) and graphed the information in the table. We wrote the equation that represents the data. We'll finish the problem on Monday.

Homework: Review the planner for this week and complete any incomplete work... It would be... any Problem that you missed because of an absence or the One-Step Equation packet. Turn the packet in on Monday and have the Problems complete for an upcoming packet

Thursday, February 24, 2011

Class: Students had time to complete Problem 1.3, with three lines graphed on the same coordinate plane. Each of the lines had a different "style" of equation which students should begin to connect. Each table entry was also different--these also should be noticed.

Homework: finish one-step equations from Tuesday's homework assignment (be sure to show work and check or self-check)

Wednesday, February 23, 2011

Class: Students continued their work on Problem 1.3. By the end of class students had completed all parts of question A (1-4) and up to B3. This problem is taking lots of time because we have to answer each question for all three students who have a walkathon pledge plan.

Homework: spend another 25 minutes on "One-Step Equations" mini-packet (see titles Tuesday night)

Tuesday, February 22, 2011

Class: Students worked today on Problem 1.3  in the new unit Moving Straight Ahead. This problem asked students to extend their understanding of the relationship between tables, graphs, and equations by having students work with two new types of equations, which means that the graph will also look different from those in Problem 1.2. Students should observe differences and be able to connect the graph to the table to the equation..., at least as a result of the class discussion

Homework: continue working on Friday's work "One Step Equations" (front & back),  "Why Didn't the Elephant Like to Play Cards in the Jungle?" and ""What are the Titles of these Pictures?"

Friday, February 18, 2011

Class: Students worked with one-step equations today. We learned to use the opposite operation to "undo" and isolate the variable. Students were expected to keep the equation in balance by doing to one side of the equation what's done to the other. Work was to be checked once a solution was found. Time was given to make some headway on the assignment, but will be finished next week.

Homework: Review the planner for this week and complete any incomplete work... turn in on Tuesday, with or without a late pass for full or partial credit

Thursday, February 17, 2011

Class: Students made great headway on ACE 3-5 during class and will be finishing them for homework.

Homework: finish ACE 3-5, pages 12-14

Wednesday, February 16, 2011

Class: Students had a short class period due to late start. Students were asked to work their first set of ACE questions during class... ACE 3-5 on pages 12-14. Most students were able to build a table and graph for the questions. This is a continuing assignment on Thursday.

Homework: ACE 1 & 2, page 12

Tuesday, February 15, 2011

Class: Students worked today on completing Problem 1.2, barely reaching the end of the questions at the end of the period. Today we wrote simple equations for three students' walking rates and answered related questions, some a little confusing! Nice effort by many students.

Homework: we did not reach a good point for assigning homework, so take the night off from math homework

Monday, February 14, 2011

Class: Students were introduced to a new unit, Moving Straight Ahead. This unit is used to teach all the 8th grade algebra standards, a major focus for the next several weeks. Today we began with our first table and graph, based on three students' walking rates. We built a table with four columns and reviewed graphing essentials and "rules of thumb." Tomorrow we will continue working together on Problem 1.2.

Homework: finish incomplete Geometry work and get it turned in

Friday, February 11, 2011

Class: Students had two tasks today... create the "table of contents" page for their book and create the cover for their book. The book is to have a clever/creative title and should be illustrated. The table of contents should list all topic titles with the page number, including the provided index page. Many students turned their booklet in at the end of class..., if not, it is due on Monday before 8:15. No absences or other excuses!

Homework: Any student that took home their "Geometry Glossary" for completion must turn it in on Monday before 8:15 am; otherwise, the assignment will be assessed at 25% penalty for late work (No late passes can be used on this assignment)

Thursday, February 10, 2011

Class: Students today worked on completing their Geometry Glossary booklets. First, students decided on the order of the pages in their book--pages numbered. Second, students used an Index provided by Ms. LoBue to check for the work that's expected to be in the booklet. Students are to write the page number where the various index items are found. If an index item is not in the student's book, the student will need to decide where to put that item: create a new page or add it to an already existing page. Students will then create a table of contents page and a title page (or cover) for their booklet.

Homework: Finish "Geometry Glossary." It must be turned in Friday at the beginning of class for full credit.

Wednesday, February 9, 2011

Class: Students continued work on their Geometry Glossary, knowing that today is the last class day for working on their pages. Due first thing tomorrow... ready to make a title page, cover, and glossary for their book.

Homework: All pages for "Geometry Glossary" due Thursday. Must be finished and ready to turn into a finished booklet!

Tuesday, February 8, 2011

Class: Students began today's class period by making a PLAN for the remaining pages of their "Geometry Glossary." This plan should include the page titles that have been completed and then continue with the pages that still need to be made. The remaining time was give to working on pages that still need completing. Students are not to work on a Cover/Title Page until all content pages are finished!

Homework: give 30 minutes or more to completing another page of your "Geometry Glossary"

Monday, February 7, 2011

Class: Students were given reminders about the Geometry Glossary assignment and then given most of the class period to work HARD on their personal pages. Students are not to work on a Cover/Title Page until all content pages are finished!

Homework: give at least 30 minutes to your Geometry Glossary

Enjoy your Mid-Winter Break (semester break for the high school)... See you on February 7th

Friday, January 28, 2011

Class: Students will continue to work on their Geometry Glossary.

Thursday, January 27, 2011

Class: Students finished quizzes and began work on "Create a Geometry Glossary" assignment. This assignment has students creating a booklet of Geometry Essentials for Eighth Graders. Each page should have a specific topic. Definitions and illustrations should be given. Work should be neat, accurate (drawn with a straight edge and/or ruler) and informative. This assignment will be worth a quiz grade! 

Homework: Complete any activities so you can turn in a finished packet on Friday!

Wednesday, January 26, 2011

Class: Quiz over Geometry Essentials for Eighth Grade.

Homework: complete Tuesday's homework assignment

Tuesday, January 25, 2011

Class: Students turned in their work related to vertical angles, complementary angles, and supplementary angles (see Monday's assignment). The final geometry work is found in the "Getting into Shapes" mini-packet. These activities emphasize the two parallel lines cut by a transversal problems. Be sure to use only a calculator and your notes on angle patterns!

Homework: Complete the "Getting into Shapes" mini-packet by Friday. QUIZ on WEDNESDAY

Monday, January 24, 2011

Class: Students put together a packet (with a blue cover sheet) from the Geometry Unit. This packet should serve as a study guide for Wednesday's quiz. The remainder of class time was focused on the "Leaky Faucet" mini-packet. When complete, students should have a great understanding of vertical angles, complementary angles, and supplementary angles. The list of titles includes... "Why is a Leaky Faucet like a Race Horse?," "Some Angle Sums," "Angle Pairs," "Why is a Party like Pouring Oil into a Car?," "How did the Judge find out about the Rotten Milk?," and "What is the Biggest Problem of Miners?"

Homework: finish the "Leaky Faucet" mini-packet

Friday, January 21, 2011

Class: Students continued their work on big ideas in Geometry. Today's notes were about angle patterns..., specifically, vertical angles, complementary & supplementary angles, and the types of congruent angles found when two parallel lines are cut by a transversal. Practice related to these angles was begun with just a few minutes remaining in class. Finish on Monday!

Homework: Complete any overdue work for the week... late pass saves the grade and nothing turned in more than one week late for credit! Please attach a reminder to me if your assignment is late because of an excused absence... thanks!

Thursday, January 20, 2011

Class: Students continued their work with the patterns we established in our work over the past two days. Four activities were included in the packet... "Generalizations.. Regular Polygons" (find the number of diagonals or triangles formed and find the total angle sum or the measure of one angle), "How Do Bulldogs Get Flat Noses?," "What do you call a Successful Farmer?," and "Divide and Count." This is due on Friday.

Homework: Complete "Generalizations about Interior Angles of Regular Polygons" mini-packet

Wednesday, January 19, 2011

Class: Students continued Tuesday's work on "Patterns in Regular Polygons." We completed and checked our tables of information and wrote generalizations for each patterns. These generalizations would allow us to find information based on knowing the number of sides in a polygon. We wrote expressions for... number of diagonals drawn from one vertex (n - 3), number of triangles formed from the diagonals (n - 2), total degrees (angle sum) in a polygon [(n - 2) x 180], and degrees in one angle of that regular polygon [(n - 2) x 180 n)]. We tried out our generalizations/expressions on some sample polygons... one with 11 sides (hendecagon) and a couple others...!

Homework: complete unfinished parts of the quadrilateral packet (due Thursday)

Tuesday, January 18, 2011

Class: Students worked with Angle Patterns in Regular Polygons. Working with regular polygons that had 3-12 sides, students measured and calculated the angle sum and the measure of one angle. Measuring gives us estimated or approximate angle measures (sometimes very accurate) and calculating gives us EXACT measures for both! Tomorrow we will generalize our work to apply to ANY regular polygon, no matter how many sides and angles.

Homework: Complete the Quadrilateral packet... to turn in on Wednesday

Friday, January 14, 2011

Class: Students continued their work properties and features of quadrilaterals. Before completing this section of our work, all students should know "everything" about quadrilaterals! Any work unfinished today will be assigned as homework next Tuesday.

Homework: Complete any overdue work for the week... late pass saves the grade and nothing turned in more than one week late for credit! Please attach a reminder to me if your assignment is late because of an excused absence... thanks!

Thursday, January 13, 2011

Class: Students reviewed their notes for quadrilaterals and began the work in the new "Quadrilaterals" packet (first page is called Quadri-Mania). Among the tasks, students are to measure angles in a set of quads and find the angle sum, visually recognizing different types of quadrilaterals, categorizing quadrilaterals by all their groupings or just the most exact, recognizing descriptions of quadrilaterals, quadrilateral logic, finding the missing angle in quadrilaterals three angle measures, and drawing quadrilaterals with accuracy.

Homework: Polygon packet should be completed, ready to turn in on Friday

Wednesday, January 12, 2011

Class: Students had a shortened class period due to a late start schedule, but much was accomplished. We developed a set of notes, using words, visuals, and symbols to explain/define the various types of quadrilaterals. Students will do practice work on Quadrilaterals starting Thursday in class.

Homework: complete all triangle homework and put effort into the "Polygon" packet (from class on Tuesday)

Tuesday, January 11, 2011

Class: Students completed their polygon notes. They began working in the "Polygon" packet. At least a couple pages should be done in this packet, probably more! Be sure you also know the names of polygons up to 12 sides (skipping the 11-sided shape). Those names are found on the second page in your packet.

Homework: finish the two triangles packets with the first page titles of "Classifying Triangles" and "Triangles" (topics are... finding the missing angle when two angles are given and classifying by sides and angles) and put in some time on

Monday, January 10, 2011

Class: Students were introduced to our next topic... polygons. We worked together to establish some critical definitions and examples to associate with those definitions. We have just a few terms to finish on Tuesday.

Homework: work at least 30 minutes on your triangle assignments (packets with titles "Classifying Triangles" and "Triangles" which includes Dot Paper Geometry and "Aliens Leave Spaceships")

Friday, January 7, 2011

Class: Students discussed the Triangle Inequality theorem and were able to determine how to find a missing angle in a triangle when two angles are given! Class work was related activities in the "Classifying Triangles" mini-packet. Other titles in the packet included... "What did the Boy Candy say to the Girl Candy?" plus "Triangles from a Different Angle" and "Trying to be a Triangle." Any incomplete work should be finished early next week.

Homework: Complete any overdue work for the week... late pass saves the grade and nothing more than one week late for credit!

Thursday, January 6, 2011

Class: Students brought in their triangle work for class discussion. We clarified the classifications for triangles for sides and angles. Then we checked our work and classified each triangle in two ways. Students learned some special properties of isosceles triangles. Students also became clear about the relationship between angles and the lengths of sides.

Homework:  "Singing Success" and "Heavy Hail."  Be sure to write your angle measures on the "Heavy Hail" page

Wednesday, January 5, 2011

Class: Students shifted their work to a focus on triangles. Nine triangles were given with the directions... measure each angle, record in the table, and find the angle sum AND measure each side length, record in the table, and find the perimeter (sum of the side lengths). Students were measuring side lengths in centimeters, precise to the nearest millimeter. We will discuss our findings on Thursday.

Homework: complete Parts 1 and 2 of the Triangle Inquiry (measure angles and find angle sum plus find side lengths in centimeters and find perimeter)

Tuesday, January 4, 2011

Class: Students continued working in the "Exploring Angles" packet, this time focused on the measuring and constructing of angles and strengthening the vocabulary of lines, line segments, rays, and angles. The handouts include... "What Happens when Cupid Shoots an Arrow?," "Books Never Written," "What does a Cat Need to Play Baseball?," and "Classifying and Measuring Angles."

Homework: finish any incomplete class work listed above

Monday, January 3, 2011

Class: Students were given some reminders and deadlines for finishing any work from the previous unit. Today's class was focused on angles. We learned the parts of an angle (ray, vertex), ways to classify and name angles (with one or three letters!), and other associated vocabulary. Additionally, we were given the 'keys to success' for measuring angles with precision and constructing angles given the number of degrees.

Homework: Finish "Exploring Angles," reading and classifying on "Classifying & Measuring Angles," estimating on "Why did the Brontosaurus Need Band-Aids?," and the vocabulary check in "What did Mrs. Claus Say during the Thunderstorm?"

Friday, December 17, 2010

Class: Students had time to complete the unit test. Many students were able to assemble and turn in their final What Do You Expect? packet. Please turn in your textbook!

Homework: Enjoy some holiday and vacation time! See you in 2011

Thursday, December 16, 2010

Class: Students worked on the "Super Quiz" (bigger than a quiz, smaller than a test) for the probability unit.

Homework: Finish any incomplete work... ready to make a packet tomorrow

Wednesday, December 15, 2010

Class: Students were introduced to binomial probability through the "Ortonville" activity, Problem 4.2. Students worked in pairs or trios to create the 5-event tree diagram to determine all the possible outcomes for a family that has 5 children... how many boys, how many girls, and what are all the arrangements of boys and girls possible?

Homework: complete any homework already assigned and  prepare for the "Super Quiz" on Probability

Tuesday, December 14, 2010

Class: Students played a new Match-No Match game... this one has students randomly choose two cubes from a bag. We played 20 times for each of three different arrangements of cubes (number and color differences). Our theoretical analysis was done with an area model and with a tree-diagram. We determined that two of the three games were unfair and some were a little surprised at the game that was fair!

Homework: "The Color of Money" and "What does a Policeman Put on a Bad Pig?"

Monday, December 13, 2010

Class: Students continued with Problem 3.2, computing the probabilities for getting either 0, 1, or 2 points and finally calculating expected values for the different percentages. We graphed the data and answered related questions in Problem 3.2

Homework: ACE questions 1-7 pages 43-44

Friday, December 10, 2010

Class: Students continued to work toward an understanding of expected value by finishing Problem 3.1. We used a 10x10 grid as an area model for determining the theoretical probability for the one-and-one free throw situation. As the period drew to a close, we began the analysis of players with other free-throw percentages.

Homework: Complete any work from the current week.

Thursday, December 9, 2010

Class: Students began their first probability activity under the heading of dependent events. We began, but did not complete Problem 3.1. We were able to complete a simulation, using a spinner, for a one-and-one free throw situation for Nishi, a 60% free throw shooter. Students completed the simulation and read probability statements to their classmates.

Homework: Period 5 has ACE 11-12, page 31 and Period 6 has NO HOMEWORK!

Wednesday, December 8, 2010

Class: Students completed Problem 2.3, Making the Best Arrangement using area models, multiplication, and addition of fractional parts to determine probability. Great job, everyone!

Homework: ACE Questions 8-12, page 31

Tuesday, December 7, 2010

Class: Students continued their work on Problem 2.2 to completion. Some had time to begin the ACE questions (see homework).

Homework: complete ACE Questions 5-7, 15-22 starting on page 29

Monday, December 6, 2010

Class: Students had an interesting class... no power all afternoon... and we survived! The focus of class today was how to set up a simulation when the conditions are not given to us. Students were to decided how to use a number cube to simulate the Caves Game. They ran their experiment 18 times and then proceeded to determining the theoretical probability of "landing" in each of the caves. This work is found in Problem 2.2.

Homework: Students should finish Problem 2.2

FRIDAY... Class did not meet... half-day schedule!

Thursday, December 2, 2010

Class: Students turned in homework after a period long discussion of the various problems. We really worked hard on remembering and reviewing work with multiplying and adding fractions. These skills will be used regularly now in our probability work!!

Homework: period 5 "Why are Broken Clocks so Quiet?" and "Why did Airhead Eat the Dollar he Brought to School?" and for period 6... Create one problem that can be solved using an area model (like ACE 3 in the previous night homework). Write the problem and solve it with the area model.

Wednesday, December 1, 2010

Class: Students turned in last night's homework and continued their work on Problem 2.1. Most finished with time to spare, so they began the "Follow Up" activity that will be finished as homework.

Homework: complete the "Follow Up to 2.1" handout, ACE questions 2, 3, 13, 14 (pages 27-28, 32-33) and the "Pizza Prizes" grid

Tuesday, November 30, 2010

Class: Students turned Monday night homework before beginning Problem 2.1. In this Investigation students will be using area models to analyze probability situations theoretically. This is the first opportunity to use area to determine theoretical probability.

Homework: period 5 "Professional Hockey" and "Insects in Love" and for period 6 Parts A&B from Problem 2.1 (Making Purple)

Monday, November 29, 2010

Class: Today begins Trimester 2. Students were given a chance to complete and turn in late work... using today as a "catch up" day for trimester one activities. Students that were caught up worked on the probability handouts listed in the homework section!

Homework: Students should finish probability handouts... "Why Did the King's Birthday Celebration Last So Long?" plus "Boy/Girl Tire Makers Get Married" and "What Can you Say About Playing Professional Hockey" plus  "Which Italian Insects Often Fall in Love?" (started in class for many students)

Tuesday, November 23, 2010

Class: Because of a shortened class period (late start schedule), students may not have had time to finish all that was scheduled for today in class. (1) Finish the probability quiz, (2) finish the "What Fair About This?" rule rewrite--put your work on a final draft paper, (3) play the game with your new rules at least four times, (4) assemble and turn in the Investigation One packet.

Homework: Investigation One packet is part of this trimester's grade, so get it turned in!

Monday, November 22, 2010

Class: Students took their first quiz in the probability unit.

Homework: Students should finish "What's Fair About This?" rewrite of rules

Friday, November 19, 2010

Class: Students completed two activities to prepare for next week's quiz. With any remaining time, students were able to continue working on "What's Fair About This?" by working with their new rules. This need to be proven theoretically. QUIZ on Monday over the first Investigation.

Homework: Complete any work from the current week. The trimester ends next Wednesday!

Thursday, November 18, 2010

Class: Students worked on "What's Fair About This." Today's goal was to determine the theoretical probability of each racer's forward moves. This led to the conclusion that the game is unfair. Students began, but probably did not complete, the change in rules to make the game fair. Completed rule changes will be placed on a new handout with the accompanying color-coded addition grid.

Homework: ACE questions already assigned

Wednesday, November 17, 2010

Class: Students played the game associated with the task "What's Fair About This?" Data was collected for the experimental probability of winning the game.

Homework: Reminder on ACE Questions due on Friday (see Tuesday assignment); Period 5 was assigned ACE 1-9 due Friday

Tuesday, November 16, 2010

Class: Students discussed responses to two homework mini-packets before turning in. Some students needed more time on "Tree Diagrams" so that assignment can come in Wednesday, with no penalty. The remainder of class was spent going over Problem 1.3 in great detail, especially techniques for making an unfair game fair.

Homework: Get a start on the ACE questions due on Friday... ACE 1-18, 22 (pages 10-17). If you complete about 6 questions per night, it will be done on Friday!

Monday, November 15, 2010

Class: Students worked on Problem 1.3, the Multiplication Game. Students rolled a pair of standard number cubes 36 times, finding the product of the two numbers. The found the experimental and theoretical probability of getting an odd and even number. This game was not fair, so students were asked to change the game to make it fair.

Homework: Students should finish "Probability" mini-packet (should be mostly finished) and complete "Tree Diagrams" handout!

Friday, November 12, 2010

Class: Students in sixth period worked on Problem 1.2, focused on theoretical probability using the tree diagram to analyze a simulation. Students in 5th period had a "catch up day" that included ACE questions, and binder check for any missing assignments!

Homework: Complete any work from the current week

Thursday, November 11, 2010

No school: Veteran's Day

Wednesday, November 10, 2010

Class: Students worked on Problem 1.2. This problems focuses on a second display for theoretical probability, the tree diagram. Only 5th period met today, due to an assembly during 6th period.

Homework: 5th period--two sided handout, including "How Likely Is It?" and "Boy Rock, Girl Rock"

Tuesday, November 9, 2010

Class: Students began the new probability unit with the spinner game, "Match/No Match." In this game a spinner is spun twice. If the colors match, Player A gets a point; if the colors don't match, Player B gets a point. The game is played for 30 turns. At the end of thirty turns, the number of matches at the end of each turn is calculated. The fractions are changed to percents. The percents are graphed on a provided grid.

Homework: Complete graph for Problem 1.1, review highlighted terms from "Important Terminology" handout, and "Probability" and "Intro 2 Probability" handout (2 sides of same page)

Monday, November 8, 2010

Class: Students attended a performance at the theater

Friday, November 5, 2010

Class: Students began the new probability unit with the spinner game, "Match/No Match." In this game a spinner is spun twice. If the colors match, Player A gets a point; if the colors don't match, Player B gets a point. The game is played for 30 turns. At the end of thirty turns, the number of matches at the end of each turn is calculated. The fractions are changed to percents. The percents are graphed on a provided grid.

Homework: Complete work from Comparing and Scaling; otherwise, no homework

Thursday, November 4, 2010

Class: Students finished their unit test and put together their packet for Investigation Four.

Homework: Complete assembly of packet and math reflection

Wednesday, November 3, 2010

Class: UNIT TEST.

Homework: Complete "Comparing and Scaling Take Home Test"  (due Thursday)

Tuesday, November 2, 2010

Class: Students in 5th period continued working on their proportions; students in sixth period made corrections on ACE questions and similar figures problems. Both groups then reviewed for Wednesday's TEST by doing "white board review" problems. The focus topic for today was solving proportions.

Homework: Continue TEST preparation by working on the "Take Home" portion of the test (due Thursday)

Monday, November 1, 2010

Class: Students worked today with similar figures (rectangles and triangles) with a missing side length. If figures are similar, a proportion can be set up and used to find the length of any missing side. The handout today is entitled, "Termite's Favorite Breakfast" and "Palace Window."

Homework: Students should continue to prepare for Wednesday's unit test by working on the "Comparing and Scaling Take-home Test" (due Thursday) and completing the similar figures handout from class today

Friday, October 29, 2010

Class: Students in 5th period worked on "If, Then Proportions," setting up and solving proportions using the cross-products method. In sixth period, students worked on ACE questions in Investigation Four: ACE 1-17, 22, found on pages 55-58. All word problems should show a proportion and the solution method, including the Multiple Choice questions (questions 15 & 16).

Homework: TEST announcement: UNIT TEST scheduled for Wednesday, November 3. Complete unfinished work from the week (remember: one week to get late work turned in... with or without a late pass)

Thursday, October 28, 2010

Class: Students in fifth period worked on the "Meaning of Proportions" mini-packet and should be able to complete it, including homework time. In sixth period, we worked on the final problem in the textbook... Problem 4.3. There were some real challenges in this set of questions. If it is unfinished, pick up where you left off on Friday.

Homework: Complete "Did You Know About..." (be sure to set up proportions and solve for the word problems)

Wednesday, October 27, 2010

Class: Students in 5th period were introduced to the topics Proportions and Using Cross Products to determine if a pair of ratios is a proportion. We completed "Meaning of Proportion" together, along with the Guided Practice section of "Cross Products in Proportions." In sixth period, students corrected the first two pages of the "Meaning of Proportions" mini-packet. We talked about "Solving Proportions Using Cross Products," emphasizing the solution method given in the examples and guided practice. The remainder of the class was spent on Problem 4.2.

Homework: Complete back side of "Cross Products in Proportions" for fifth period; in sixth period, complete the entire mini-packet on Proportions and "If..., Then..., Proportions" (be sure to set up a proportion and solve... show your steps)

Tuesday, October 26, 2010

Class: Students in 5th period took Quiz 3. In sixth period, we began Investigation Four, working with the introductory question about male and female doctors and the Getting Ready. After that the class spent time working through all parts of Problem 4.1.

Homework: Continue until finished... Problem 4.1 AND "Meaning of Proportion" mini-packet

Monday, October 25, 2010

Class: Students either reviewed for Tuesday's quiz (period 5) or completed their quiz (period 6). The remaining time in period 6 was devoted to working on "Meaning of Proportions" mini-packet.

Homework: 5th period is preparing for tomorrow's quiz; sixth period is working for 30 minutes on "Meaning of Proportions" mini-packet.

Thursday, October 21, 2010

Class: Students took a quiz over Investigation Three. Many will need a few minutes to finish on Monday. Packets are also due on Monday... over Investigation Three.

Homework: Complete anything in their Investigation Three packet

Tuesday, October 19, 2010

Class: Students began class by assembling their third math packet (for Investigation Three). After time to start (but maybe not finish) the math reflection, students were directed to work with their Student-led Conference form. We completed a few "about math class" questions, examined our detailed grade sheet, looked over our scored packets and quizzes, and worked on six problems to show our parent(s) at conferences. Quiz scheduled for Thursday for sixth period, and next Tuesday for period 5.

Homework: Complete Math Reflection and any assignments in Packet #3 (assembled today in class)

Monday, October 18, 2010

Class: Students had the entire class period to on the "Bargain Hunting" mini-packet. This set of activities takes students through unit rate comparisons and setting up and solving simple proportion problems.

Homework: finish "Bargain Hunting" mini-packet by conference time; come prepared to assemble your Investigation Three packet

 ***Quiz coming up next week... Thursday on Investigation Three... using rates and ratios to solve problems, especially those involving unit rates... be sure you can "scale down" and "scale up"

Friday, October 15, 2010

Class: Students were given the opportunity to focus on unit rates and the comparison of two unit rates by identifying the "better buy."

Homework: Complete unfinished work from the week (especially Equal Ratios mini-packet)

Thursday, October 14, 2010

Class: Students made corrections ACE 9-11 (turned in) and Equal Ratios packet (turned in for three homework credits). The remainder of class was devoted to "Ridiculously Random Ratio and Rate Problems." Students should be approaching the completion of these focused but random problems.

Homework: "Cryptic Quiz" and "What did Scientists Conclude after Discovering Bones on the Moon?" (be sure to show the calculation for each part of "Bones on the Moon")

Wednesday, October 13, 2010

Class: Students made corrections from Problem 3.4 and ACE. No work was turned in because there's more to do (graphs for the ACE) or because it will go into our next packet. The remainder of class was spent on "Ridiculously Random Ratio and Rate Problems." Just as the title suggests, students were working with a variety of problems that require some application of the concepts of ratio and/or rate.

Homework: Complete "Equal Ratios Packet" and complete the graphs for ACE 9 and 10

Tuesday, October 12, 2010

Class: Students made corrections and turned in ACE Questions assigned Monday. We spent quite a bit of time on the "Getting Ready" for Problem 3.4. Once we were able to identify how to write the two unit rates (one easy and one challenging), we began working on some other questions: price of 1 orange or oranges for a dollar, gallons per mile or miles per gallon, trees per gallon or gallon per tree, gallons per minute or minutes per gallon, and finally dollars per can or cans for a dollar.

Homework: finish Problem 3.4 (remember to label all quotients with a ____ per ____ label) and ACE 9-11, without doing the graphs

Monday, October 11, 2010

Class: Students worked on Problem 3.2, again focusing on using scaling down and scaling up to answer ratio questions. Introduction to solving "messy" ratio problems using a proportion solving method.

Homework: ACE Questions 1-8, pages 40-41. Be sure to finish Equal Ratios mini-packet by Thursday

Friday, October 8, 2010

Class: Students began their work in Investigation Three, which focuses on rates. Students read several rate statements and determined what two quantities were being compared. We further focused on the concept of the unit rate before beginning Problem 3.1. In this Problem students began by making a rate table for purchasing three types of calculators. The follow up questions had students work with the data and create simple equations for purchasing any number of the different types of calculators.

Homework: no homework, unless a student has work to catch up from this week

Thursday, October 7, 2010

Class: QUIZ over Investigation Two

Homework: at least 20 minutes work on "Equal Ratios" mini-packet

Wednesday, October 6, 2010

Class: Students began Quiz 2, reflecting the work found in Investigation Two of Comparing & Scaling. Time will be provided tomorrow to finish.

Homework: Complete your packet (due Thursday); continue reviewing for quiz

Tuesday, October 5, 2010

Class: Students made corrections for the Additional Practice (don't turn in). The remainder of the class period was devoted to Quiz Preparation, in the form of what is called a "white board quiz/review." This gives students a very good idea about the questions I will be asking on the quiz tomorrow. Students were to record the points earned on the white board review on the bottom, front of their packet cover.

Homework: STUDY FOR THE QUIZ... BY reviewing the "Juice Problem" (2.1), the "Pizza Problem" (2.2), and the "Pencil Problem" (Additional Practice), in particular. Be sure to have all class activities with you on Wednesday to make your packet.

Monday, October 4, 2010

Class: Students worked on the Additional Practice, a series of activities designed to prepare for the upcoming quiz (scheduled for Wednesday). All work should be shown either on lined paper or in the space provided.

Homework: finish Additional Practice and start on ACE 23, 24 (pages 30-31)

Friday, October 1, 2010

Class: Students continued their work on Problem 2.3 AFTER completing corrections on the assigned ACE Questions. ACE Questions were turned in for homework credit. Problem 2.3 asks students to practice scaling up (and down) part to part and part to whole ratios. Students should be getting REALLY good at distinguishing between the part to part (ratio only) and part to whole (ratio or fraction) situations.

Homework: no homework unless there are assignments incomplete for this week or from an absence

Thursday, September 30, 2010

Class: Students made corrections and turned in multiple homework assignments. Our new work began with a "Getting Ready" for Problem 2.3 where we learned lots about scaling ratios up and scaling them down. We then began Problem 2.3 (barely). We will finish on Friday!

Homework:  ACE 18-21, page 28 (remember to use scaling down to compare numbers!)

WEDNESDAY... no class because of early release

Tuesday, September 28, 2010

Class: Students reviewed the strategies for comparing tables and pizzas already developed last Thursday. Today we continued to work on Problem 2.2, developing even more comparison strategies, including... turn numbers into percents (with labels), turn numbers into fractions (common denominator), scale up the number of pizzas, scale up the number of people seated at tables, using degrees. Each of these should be documented in Problem 2.2. Students had time to continue their work in the book on pages 20-21.

Homework: Finish Problem 2.2 (pages 20-21), ACE 4, 5, 9-12, 14-17 (pages 25-28). Be sure to bring "Crash Dummy" for grading also on Thursday

Monday, September 27, 2010

Class: Students take MAP (Measure of Academic Progress) test in the computer lab. After testing, students can work ACE questions (assigned below) or finishing an old handout... "Crash Dummy" and "Movie Like a Movie" (fraction, decimal, percent conversions and ratios--write and simplify).

Homework: no new assignment... class did not meet

Friday, September 24, 2010

Class: Students were at Mt. Baker... take a hike!

Homework: no homework unless assignments are missing from this week

Thursday, September 23, 2010

Class: Students made corrections on ACE and "What are the Titles?" before recording in the homework log and turning in. The remainder of the class period was spent working as a full class group on Problem 2.2 "Sharing Pizza."

Homework: no homework... enjoy Mt. Baker tomorrow

Wednesday, September 22, 2010

Class: Students worked to complete Problem 2.1, Making Juice (Developing Comparison Strategies)

Homework: ACE 1 and 2 page 24, plus "What are the Titles?" (turn fractions into percents, rounded to the nearest whole number)

Tuesday, September 21, 2010

Class: Students should have turned in their first packet... for Investigation One with a completed Math Reflection. Today in class we introduced Investigation Two and began our work on Problem 2.1 Mixing Juice (Developing Comparison Strategies). Many students were working on Part D of the Problem when class dismissed (we'll finish on Wednesday).

Homework: "What Kind of Monkey Can Fly?" (write a ratio and simplify)

Monday, September 20, 2010

Class: Students took a quiz over Investigation One with emphasis on writing ratios from situations, simplifying ratios, and writing percents from data given.

Homework: complete packet for Comparing & Scaling (Investigation One) if not turned in today during class; math reflection completed as well as pages assembled and self-assessed. Packet cover was handed out on Friday following class review activity.

Friday, September 17, 2010

Class: Students corrected (but did not turn in) Additional Practice. This should be a good indicator of questions for the quiz. The remainder of the class period was a review for the quiz. Students were asked to record review points on their first packet cover sheet. Packet due following Monday's QUIZ

Homework: be sure to be ready for Monday's QUIZ

Thursday, September 16, 2010

Class: Students had a "work period" to complete activities from the past few days that might need their attention. My suggestions for work included "Additional Practice" (packet), "Fractions, Decimals, Percents" (packet), or Problem 1.3. Students should have turned in "Why Shouldn't you Cross a Parrot with a Shark?" when self-checking is finished.

Homework: "Crash Dummy" and "Movie Like a Movie" (fraction, decimal, percent conversions and ratios--write and simplify). QUIZ Monday

Wednesday, September 15, 2010

Class: Students had a shortened period due to late start. Corrections were made on ACE questions (turned in). Students had the remainder of class to work on completing Problem 1.3 from class on Tuesday and working on the Additional Practice from last week.

Homework: select 25 minutes of homework from any combination of these choices... (1) completing 1.3 from class; (2) Additional Practice; or (3) "Why Shouldn't you Cross a Parrot with a Shark?" (ratios)

Tuesday, September 14, 2010

Class: Students graded but did not turn in ACE 4-7 (page 11) and "Bizarre Middle School" at the beginning of class. Students then worked on Problem 1.3 (pages 10-11), writing comparison statements using fractions, ratios, percents, and differences. Unfinished work should be completed first thing in class on Wednesday.

Homework: ACE questions 8-10 on page 12. Be sure that ratios and fractions are simplified in your final answer.

Monday, September 13, 2010

Class: Students were asked to complete Problem 1.2, started on Friday. Lots of time remaining in class..., so students should continue by working on ACE 5-8, using the table of time Carlos spent on various activities over his weekend. For question 4, students should pick one type of comparison (ratio, fraction, percent, or decimal). In question 5, students should prove the statement and determine if it is true or false. For question 6, students should create their own table of weekend activities and give the number of hours spent doing at least 6 different activities (from midnight Friday to midnight Sunday). Finally, for question 7, write a comparison of Carlos's activities using each of the comparison types.

Homework: complete ACE from class and "Bizarre Middle School" ratio handout (use self-checking)

Friday, September 10, 2010

Class: Students made corrections and turned ACE questions for 1.1 and Fractions, Decimal, Percents assignment ("Round TUIT" and "Pocket Calculator"). Students were able to begin, but not finish, Problem 1.2.

Homework: no homework unless percents work was not finished

Thursday, September 9, 2010

Class: Students worked with Ms. Harold (substitute). Class began with a handout called "Additional Practice for Investigation One." Students worked according to her directions on questions related to various tables of information, asking students to create ratios, fractions, percents or differences related to the data. It is not expected that students would complete this during class.

Homework: continue working an additional 20 minutes on Additional Practice (to be completed next week)

Wednesday, September 8, 2010

Class: Students finished work on Problem 1.1. This assignment was completed primarily as a full-class activity.

Homework: complete ACE questions related to Problem 1.1 (given on a prepared handout); show work on lined paper, including drawing well-labeled pictures for question 11

Tuesday, September 7, 2010

Class: Ms. LoBue returned from her absence and got acquainted with her new eighth grade classes. Today we went through various introductory items for the first unit, Comparing and Scaling. Students looked over a vocabulary handout, determining what terms are already familiar. We became familiar with all the goals of the unit. We had time to begin, but not complete, Problem 1.1 "Ads that Sell."

Homework: continue working on fraction, decimal, percents work from previous week... due on Friday

Friday, September 3, 2010

Class: Students corrected and handed in Thursday's assignments. Students were given an introduction to conversions between fractions, decimals and percents, using the handout "Fractions, Decimals, and Percents." Students should have strategies for changing between these three forms of the same number. Watch out for the challenge of changing some fractions into percents! Very good explanation on the handout called "A Percent by Any Other Name...." Continue working with attached pages of this two-page packet and then on to "Button from Teacher" and "Pocket Calculator" (abbreviated titles).

Homework: no homework assigned unless "Meaning of Percents" work (from Thursday) is incomplete

Thursday, September 2, 2010

Class: Students corrected and turned in "Ratios" and "Ratio Match" & "Shapely Ratios." Today's ratio focus is on the meaning of percents, related to ratios. Students began the period with the instructional page "Meaning of Percent," and continued with two self-checking sheets... "What Do Centipedes Hate to Do?" and "Where is Most of the Money in Egypt Kept?" Any student that finished began working on Friday's topic

Homework: work 20 minutes on work from class (titles listed above) or spend same amount of time on Friday's topic (if that's where you ended the period)

Wednesday, September 1, 2010

Class: Introduction to Math 7 with Ms. LoBue. Periods One and Two began working with assignment called "Ratios." Students learned the definition of ratios and began developing an understanding of ratios. Using "Ratio Match" and "Shapely Ratios" students began a review of simplifying ratios (written in fraction form) to their lowest terms.

Homework: work 20 minutes on "Ratio Match" and "Shapely Ratios"