9/30 Lesson 3.3.1 Division of Rational Numbers

1.  No warm-up today.  Please grab a textbook and work with your team to complete Lesson 3.1.1

Mr. Robinett expects you to work hard today, despite his absence.  The top-performing groups will be awarded Dojo points!


2.  Lesson 3.3.1 Division of Rational Numbers

• Objective: 
• I will practice dividing rational numbers (fractions, decimals, and mixed numbers).  
• I will investigate multiple methods for dividing rational numbers
• Do: Problems 3-87 through 92

3.  Closure:  Which method (Visual model, common denominator, Super Giant One) works best for you?  Does it depend on the problem?

Homework:  Lesson 3.3.1 R/P

9/29 Lesson 3.2.5 Operations with Integers

1.  Warm-up: The Game!

-3 + 4 · 2 + -8 · -3 + -1

• Use grouping symbols to create an expression with the highest total
• Use grouping symbols to create an expression with the lowest total

2.  Lesson 3.2.5 Operations with Integers

• Tug-O-War eGame
• Record your "moves" a.k.a expressions in your notebook
• Essential Question:  What is your strategy?
• Discuss your strategy with your team.  Then, we will have a whole class discussion
• Do: Problems 80 and 81

Homework: Lesson 3.2.5 R/P

9/28 Chapter 3 ILP

1.  Sign in to Gmail and find your Chapter 3 ILP

2.  Introduction to Chapter 3 ILP

• AM = "Almost Mastered"
• The Rocked It activity is optional.  Do it if you think you need the extra practice
• Puzzle Investigator- "Sierpinski Triangle" is mandatory for everyone.
• Please follow the PI protocol (on page 5 of your ILP)
• Take a screenshot of your work and paste it in your ILP
• Due Friday, October 9th

3.  Begin work on Chapter 3 ILP

No Homework tonight!

9/25 Lesson 3.1.1 Grouping Expressions

1.  Warm-up:  Citizenship Reflection- Take a moment to reflect on your citizenship in this classroom.  Highlight (or circle with pen/pencil) the citizenship attributes that you think you demonstrate.

2.  Lesson 3.1.1: Grouping Expressions

• Lesson Objective:  I will explore the order of operations and use grouping symbols to change the value of expressions.
• Do: Problems 3-1 through 3-5.
• On Problem 3-3, write the definition of "numerical term" in your notebook.
• Class discussion:  How can two expressions with the same numbers and same operations be different?

Homework: Lesson 3.1.1 R/P (due Monday)

9/24 Chapter 3 Pre-Assessment + Lesson 2.2.4

1.  Warm-up:

• Think of 3 ways to compose 19 using only 3, 5, 10.
• Can you compose 21 using lengths 2, 10, 14?  If so, think of 3 ways.  If not, explain.

2.  Introduction to Lesson 2.2.4: Multiplication as Repeated Addition

3.  Chapter 3 Pre-Assessment

4.  Individually complete Lesson 2.2.4

• Objective:  I will develop an understanding of multiplication as repeated addition.  I will use the Distributive Property to solve multiplication problems.
• Do: Problems 70-77
• If you do not finish in class, it is homework.

Homework:  Chapter 2 ILP due tomorrow.  Complete Core Problems 70-77.  No R/P for Lesson 2.2.4

9/23 Lesson 2.2.1 Composing Integers

1.  Warm-up:  Imagine that your partner was absent yesterday.  Explain to them (by writing in your warm-up section) how to quickly:

• Convert 0.456 to a fraction
• Convert 0.828282...(repeating) to a fraction
• Convert any repeating series of digits to a fraction
• Example: 0.xyxyxyxy...

Check that your answer is correct using a scientific calculator

2.  Lesson 2.2.1 Composing Integers

• Tightrope walking video.
• Objective:  I will be able to compose numbers in multiple ways
• Do: Problems 31, 32, 34, and 35
• Skip: Problem 33

3.  Closure:  Refer back to problem 34.  Does the order that Cecil moves in matter?

Homework:  Lesson 2.2.1 R/P (answers in GC)

9/22 Converting Decimals to Fractions

1.  Warm-up:  Turn to your classwork (and homework) from yesterday.  Discuss with your team some of the patterns you found regarding which types of fractions terminate (or repeat).

2.  Green Parent Letters?

3.  Class Discussion:  Which fractions terminate?  Which fractions repeat?  Can we come up with a generalized rule?

4.  Lesson 2.1.2: Converting Decimals into Fractions

• Objective:  I will convert decimals into fractions using what I know about the place-value system.
• Please read Lesson instructions in GC

Homework:  Lesson 2.1.2 R/P (due Wednesday)

9/21 Terminating and Repeating Decimals

1.  Warm-up:  Quietly find your new seat, log-in to your new computer, and examine your graded individual test.  Please do not ask Mr. Robinett individual questions.  He will address all questions after the warm-up.

2.  Individual Test

• "How was it graded?"
• "How can I improve on the next Individual Test?"

3.  Lesson 2.1.1

• Objective:  I will convert fractions into decimals and determine whether they represent repeating or terminating decimals.  I will formulate a general rule for determining whether or not a fraction will repeat.
• Definition: Rational number- any number that can be written as a fraction ^a/_b where a and b are both integers (whole numbers).
• Definition: Repeating decimal- a decimal is said to repeat if a single digit, or sequence of digits, repeats infinitely.

Lesson 2.1.1 can be found exclusively in Google Classroom.  Please complete Lesson 2.1.1 in the classwork section of your notebook.

Homework:  Complete Lesson 2.1.1 if not already completed in class

9/18 Individual Test

When you are finished with your test, you may:

• Work on Chapter 2 ILP
• Play one of these math games.

No Homework!  Have a great weekend!

9/17 Chapter 1 Closure and Study Guide

1.  Take out your Closure problems from last night and correct them (if you haven't already).  The answers are in your eBook or on page 64 of the textbook.

2.  Team Test debrief-- Great job!

3.  Finish the Chapter 1 Closure (CL 147-149) and correct them.

4.  Use the table in your eBook or on page 68 in the textbook to create an individualized study guide.

You may also use this study guide to help you prepare for tomorrow's test.

Use your time wisely.  Practice the skills that you have not yet mastered.  Myself and your classmates are here to help you!

Homework:  Prepare for Individual Test tomorrow and/or work on Chapter 2 ILP

9/16 Chapter 1 Team Test

1.  Warm-up:  Please fill out a Citizenship Rubric.  Think about your citizenship in this class alone.

2.  Chapter 1 Team Test

Homework: In eBook, click on the Chapter 1 Closure tab.  Complete CL-142 through CL-146

9/15 Lessons 1.2.7 & 1.2.8 Compound Probability

1.  Warm-up:  Decide whether each situation represents experimental or theoretical probability.  Explain your choice.

• A weather forecaster predicts there will be a 30% chance of rain today
• To determine the probability of landing on red, Susan spins the spinner 50 times
• Mike notices there are 5 red marbles, 3 green, and 2 blue.  He determines there is a 20% chance of selecting a blue marble.
• Tomiko keeps a detailed weather journal.  Last year, it rained once in September; therefore, she has determined that there is a 1 out of 30 chance of rain today.

2.  Having trouble accessing the eBook?  You can still access the Review/Preview and Homework Help without signing in.  Go to Mr. Robinett's website and click on the "eBook and Resources" tab.

3.  Begin Lesson 1.2.7 and 1.2.8 (instructions in GC)

• Lesson Objective:  I will develop a strategy for solving problems involving compound probability (either A or B happening).

4.  Closure:  How can we write the probability of A or B as a single fraction?

Homework:  Lesson 1.2.7 R/P #124-125 and Lesson 1.2.8 R/P #138, 140-141

9/14 Chapter 2 ILP + Puzzle Investigator Problem (PIP)

1.  Warm-up:  Recall from Friday that the sample space represents all of the possible outcomes.  Consider this problem:

Carlock's bakery has decided to hold a promotion in order to increase business.  They will charge customers 50 cents to choose a plastic ball (randomly) from a bag.  The bag consists of 8 yellow balls, 10 red balls, and 2 green balls.  If a customer chooses a yellow ball they receive a chocolate chip cookie; if they choose a red ball they receive a donut hole; if they choose a green ball they receive an apple pie.

a)  The owner is worried that he will lose money by giving away too many apple pies.  His idea is to double the amount of each colored ball in the bag.  "Then there will be 20 red balls, so the customer will be more likely to get a donut hole."  Is the owner correct?  Explain.

b)  Change the sample space of this promotion in such a way that the probability of receiving an apple pie is less than 10%.

2.  Find your Chapter 2 ILP in Gmail

• A completed ILP will contain 3 finished (or nearly finished) activities
• Do the "Not Yet..." activities first.  They are crucial to your success in Chapter 2
• You may choose ANY of the "Rocked it" activities.  They will support your learning in Chapter 1

3.  How do I do an awesome job on a Puzzle Investigator Problem (PIP)?

Homework:  Work on your Chapter 2 ILP (due September 25)

9/11 Chapter 2 Pre-Assessment + Lesson 1.2.3

1.  Warm-up:  Chapter 2 pre-assessment

2.  When you finish the pre-assessment, please grab a book and silently begin Lesson 1.2.3 on page 38.

Closure:  What is the sample space?  Does increasing/decreasing the sample space always change the probability of an event occurring? 

Homework: Lesson 1.2.3 R/P (#80-84)

9/10 Lesson 1.2.2 Mystery Spinner

1.  Warm-Up:  Go to buzzmath.com, click "login", then click "sign in with Google."  When you have finished this, close your screen halfway to let Mr. Robinett know you are finished.

2.  BuzzMath premium subscription code

3.  Begin Lesson (7) 1.2.2 (instructions in GC)

• How can you use previous data to predict the result of an event?

4.  Closure (Learning Log):  What are the similarities and differences between experimental and theoretical probability?

Homework:  1.2.2 R/P and ILP are due tomorrow

1.2.1 Introduction to Probability

1.  Warm-up:  Look at the front whiteboard to find your new team role.  What do you remember about this role?  What is your job for today's lesson?

2.  Begin Lesson 1.2.1

• Key concepts:
• Impossible vs. Likely vs. Certain
• Theoretical vs. Experimental probability
• Desired outcomes and Possible outcomes

Check GC for Mr. Robinett's instructions

3.  Closure (Learning Log): Explain the difference between theoretical and experimental probability.

Homework: Lesson 1.2.1 R/P

9/5 Create Math Blogs

1.  Warm-up: The Game

2.  Create Math Blog using Blogger.

• Look at eBook (7th grade), Lesson 1.1.4 problem 1-34.  Anytime you are asked to write a "Learning Log" you will make a new entry in your blog.
• Why?  Research shows that people learn deeper if they are given time to reflect on their learning.
• Give your blog a creative name. Something catchy, something math related.
• Your first entry will be about proportional relationships.  Think about how you used this concept when you figured out how tall 1 million pennies would be.

3.  Introduction to ILP (Independent Learning Plan)

• Based on pre-assessment
• Targeted practice to suit your areas of strength/need
• Time in class will be allowed for ILP

4.  BuzzMath sign-up!

5.  ILP time

No homework tonight!  ILP is due on Friday

9/4 Is the Roller Coaster Dangerous?

1.  Warm-up: Investigate our class graph.  What do you notice?

2.  Finish 1.1.4 (8th grade)  Is the roller coaster dangerous?

You will need to make a graph using the class data.

3.  Pre-assessment

4.  Puzzle Investigator or R/P time

Homework:  Lesson 1.1.4 (8th grade) R/P only 30, 31, 39, 40 due Tuesday
Puzzle Investigator (due next Friday, 9/11)

9/3 8th grade books: Finish 1.1.2, start 1.1.4

1.  Warm-up:  

2.  10 minutes to wrap-up Lesson 1.1.2 (increasing patterns)

3.  8th grade eBook log-in information

4.  Begin Lesson 1.1.4

Class Dojo Weekly Privlege

Homework:  Lesson 1.1.2 (8th grade book) Review/Preview, #12 and 14 only 

9/2 8th grade books! Lesson 1.1.2

1.  Warm-up:

Grab a piece of graph paper from the middle of the table.  Investigate this pattern.  What do you notice?

Draw the 1st, 5th, and 6th figures on your graph paper.



2.  Review Collaborative Learning Expectations

3.  Begin Lesson 1.1.2 (in 8th grade book!)

• Reporter/Recorder: read instructions in GC
• Resource Manager: grab 8th grade (green) books
• Facilitator: Get team started
• Task Manager:  Everyone contributes.  Leave no one behind, no one races ahead.

4.  Patterns debrief:

• Are there multiple ways to explain the growth of the pattern?

5.  8th grade eBook log-ins

6.  Time for Puzzle Investigator? (due Friday, 9/11)

Homework: 8th grade book Lesson 1.1.2 R/P only #12 and 14     Work on Puzzle Investigator

Lesson 1.1.4 How tall is a million pennies?

1.  Warm-up: watch the video: How Much is a Million?

Make a prediction/estimation:  How tall would a million pennies be?  Taller than a person? The gym?  Taller than Mount Everest?

2.  Begin lesson 1.1.4

• Recorder/Reporter opens GC and reads Mr. Robinett's instructions to the team
• Resource Manager gets CPM textbooks from book shelf
• Facilitator gets the team started

Homework:  Lesson 1.1.4 Review/Preview