10/30 Lesson 5.2.5 Probability Trees

1.  Warm-up:  Using the Probability Tree from the Crazy Creations Ice Cream store, answer the following questions:

a)  What is P(chocolate and sprinkles)?

b)  What is P(vanilla and grape)?

c)  What is P(hazelnuts, chocolate, and plum)?

d)  What is P(toffee bits and sprinkles)?


2.  Announcements:

• We will finish Unit 3 on Tuesday
• Team Test on Wednesday

3.  Finish Lesson 5.2.5 Probability Trees

• Notes/discussion:  Mutually exclusive events
• Do Problems 68 and 69 in teams

4.  Probability Challenge problem (extra credit, due Monday)

Design two number cubes that meet the following requirements:

• P(sum is 9) = 1/6
• P(sum is odd) = 2/3
• P(sum is divisible by 5) = 1/18

Hints/Tips:

1. The number cubes don't need to be exactly the same
2. The number cubes don't need to go up in ascending order
3. A number can be repeated on a number cube
4. All faces of the number cube must contain positive integers

10/29 Lesson 5.2.5 Probability Trees

1.  Warm-up:  Design a Ten O's board with your team

2.  Lesson 5.2.5 Probability Trees

• Objective:  I will develop visual models for counting outcomes of multiple events
• Do Problem 65 in teams
• Finished early?  Change the problem so that instead of finding the sum, you find the product of the 2 spins.  Which result is most likely now?
• Problem 66 a) individually
• Complete Problems 66, 67 using Probability Tree resource page
• Use either a Probability Tree or Table to solve Problems 68 and 69

Homework:  Lesson 5.2.5 R/P

10/28 Lesson 5.2.4 Probability Tables

1.  Warm-up:

Ask yourself this question: "Does the previous result affect what will happen next?"


2.  Lesson 5.2.4 Probability Tables

• Objective:  I will develop a method for counting and organizing all possible outcomes
• Ten O's game
• Analysis of Ten O's game using a probability table (Problems 55 through 57)
• Place a check-mark on the board when your team has completed a problem
• Create your own probability table to solve Problems 58 and 59

Homework:  Lesson 5.2.4 R/P

10/27 Lesson 5.2.2 and 5.2.3

1.  Warm-up:  Read problem 36 below and answer the questions that follow.

Janelle’s aunt and uncle have three children, two of whom are girls.  Assuming that girl children and boy children are equally likely, Janelle thought that the chance of having two or more girls out of 3 children must be 50%.  Janelle’s brother thought the chance of having so many girls had to be less than 50%.  

a)  Make a conjecture.  What do you think the probability of having two or three girls in a family of three is?

b)  Design a computer simulation that would help you solve this problem.

2.  Finish Lesson 5.2.2 (page 260)

• Complete Problems 36 and 37 in teams
• 20 minute timer--if you don't finish, it's homework

3.  Start Lesson 5.2.3 Compound Independent Events (page 263)

• Objectives
• I will determine whether an event is dependent or independent
• I will calculate the probability of compound independent events
• Problem 43 in teams. Stoplight.  Check with Mr. Robinett before moving on
• Problem 44 and 45 in teams.  Stoplight. Check with Mr. Robinett before moving on

Closure:  Summarize your understanding of independent and dependent events.  How can you determine if two events are independent of one another?

Homework:  Lesson 5.2.3 R/P (skip 51, 53) and Lesson 5.2.2 Problems 36 and 37

10/26 Lesson 5.2.2 Probability using Computer Simulations

1.  Warm-up:

For each of the following games, a random number generator is used.  The random numbers are integers ranging from 1 to 20.  Assume that Player Y wins if Player X does not.

Game 1:  Player X wins if the number is prime
Game 2:  Player X wins if the number is even
Game 3:  Player X wins if the number is NOT divisible by 3

For each game:

a) Find the Probability that X wins        b) Find the probability that Y wins     

c) Is it a fair game?


2.  Lesson 5.2.2 Probability Using Computer Simulations

• Objective:  I will calculate the probability of complex situations using computer simulations
• Mr. Robinett leads Problem 35.  When your team is finished, fill out this form to enter your team's data.  Only 1 form per team!
• With your new knowledge of computer simulations, design an experiment to help you solve Problems 36 and 37

Homework: Lesson 5.2.2 R/P

10/23 Lesson 5.2.1 Is It a Fair Game?

1.  Warm-up: Stick math (on the side whiteboard)

2.  Lesson 5.2.1 Is it a fair game?

• Objectives:
• I will calculate simple probability and complementary probability
• I will determine if a game is fair using my knowledge of probability
• Do Problems 23 through 27 in teams
• Challenge:  Modify the game in Problem 25 to make it a fair game

10/22 Lesson 5.1.2 What is the Percentage of the Whole?

1.  Warm-up:  Quick write.  How did it go yesterday?  Do you understand how to calculate percent using a diagram?  Rate your understanding on a scale from 1 to 5, where 1 is "I don't get it at all. Help!" and 5 is "I totally understand. I could teach this topic to others."

Whole-class debrief

2.  Lesson 5.1.2 What is the Percentage of the Whole?

• Objective:  I will calculate discount (sale) prices using my knowledge of percentages
• Discussion:  Think about your experience shopping at a sale.  How have you seen prices advertised?  How do you determine if you are getting a great deal?
• Do: Problems 14-17 in teams.
• Put a check under your team number after everyone in your team completes a problem (and agrees on an answer)

3.  Closure:  How might you find the sale price of an item that was discounted 13% without using a visual model?

Homework:  Lesson 5.1.2 R/P (answers in GC)

10/21 Lesson 5.1.1 Finding Percentages

Lesson 5.1.1 Finding Percentages

• Objective:  I will use visual models to solve a variety of percent problems.
• In your teams, complete problems 1 and 4-8.

Homework:  Lesson 5.1.1 R/P

10/20 Lessons 4.2.3 and 4.2.4 Unit Rate, Writing Equations

1.  Warm-up:

a)  In order for a graph to represent a proportional relationship, there are 2 requirements.  Name them.

b)  Addressing misconceptions:  Yuna is 4 years older than her sister, Debbie.  The relationship between Yuna's age and Debbie's age is not proportional.  Prove it using either a table or a graph.

c)  Check out your quiz score in PowerSchool


2.  Lessons 4.2.3 (page 207) and 4.2.4  Calculating Unit Rates and Writing Equations

• Objectives:  
• I will calculate the unit rate of various proportional relationships
• I will write equations to represent proportional relationships
• Mini-lesson:
• Unit rate/ unit price
• Proportional relationship general equation:  y = k · x
• Do problems 46, 48, 49 (Lesson 4.2.3) and 55 through 57 (Lesson 4.2.4) in teams.  Any problems you do not finish are homework.

Homework:  See above

10/19 Lesson 4.2.2 Proportional Relationships in Tables and Graphs

1.  Warm-up:  Remember Kaci the cheese lover?  Well, here's a graph (thanks, Gabriel) to represent the cost of her 2 favorite cheeses.

Here is a link to the tables and graph.

Black = Mozzarella       Gold = Havarti

  a)  Compare the two graphs.  What is the same, and what is different?

b)  Which cheese is more expensive?  How can you tell by looking at the graph?  How can you tell by looking at the table?

c)  What is significant about the point (1, y) on each of the graphs?









2.  Lesson 4.2.2

• Objective:  I will be able to determine whether or not a relationship is proportional by examining a table or graph.
• Complete problems 36 through 39 with your team.

3.  Proportional relationships quiz

• Socrative.com --> Login as a student --> Room code: Robinett

Homework:  Lesson 4.2.2 R/P (answers in GC)

10/16 Lesson 4.2.2 Proportions in Tables and Graphs

1.  Warm-up:  Compute the area and perimeter of each rectangle.  Also, describe the rectangle in terms of its scale factor (see example).

2.  How do enlargements and reductions affect perimeter and area?  Can we describe the change using a general rule or equation?

• Hypothesis wrecking

3.  Lesson 4.2.2 Proportions in Tables and Graphs

• Objective:  I will be able to determine whether or not a relationship is proportional by examining a table or graph.
• Mini-lesson:  How to access and use Desmos Graphing Calculator
• Click this link to access the tutorial table/graph.
• Problem 35: each team member should use the eTool to complete the table and graph
• Answer questions d) through f) in your notebook.  Part f) is very important.
• Do Problems 36 through 39 with your team

Homework: Lesson 4.2.2 R/P (due Tuesday)

10/15 Lesson 4.2.1 Proportional Relationships

1.  Warm-up:

2.  Lesson 4.2.1 Proportional Relationships

• Objective:  I will examine whether or not a relationship is proportional
• Team Discussion (no writing):  Problems 22 and 23
• Class Discussion using eTool: Problem 24
• Use eTool (no writing) to complete Problem 25
• Team Discussion (write answers): Problem 26

3.  Pattern Finding: What happens to the area of a shape when it is enlarged or reduced?

• Hypothesis Wrecking

Homework:  Lesson 4.2.1 R/P (answers in GC)

Team Quiz + Finish 4.1.2 and 4.1.1

1.  Warm-up:

• Read the scale drawings quiz prompt (below)
• Decide on a scale with your team.  You must all use the same scale

2.  Scale Drawings Quiz

Professor Nut is designing a tree house.  The branch that he is building on has a width of 28 inches and a length of 70 inches.  For safety reasons, the walls of his tree house should end 2 inches prior to the edge of the branch.  He wants the entrance of the tree house set 10 inches from the trunk.  He wants his Winter Nut Storage room to have twice the area of his living room.

Professor Nut's nutty, not-to-scale drawing:

3.  Finish Lessons 4.1.1 and 4.1.2

• 4.1.2 Problem #15 on page 193
• 4.1.1 Problem #5 on page 189
• Extension:  Also make enlargements/reductions using the scale factors of 2, 4, and 1/2.  How do the perimeters and areas compare to the original drawing?  Do you see a pattern?
• Check your answers in the Top Secret Answer Key on the computer cart

No homework tonight!

10/13 Lesson 4.1.2 Scale Drawings

1.  Warm-up:  Of the 4 vocabulary words we learned yesterday, (reduction, enlargement, scale factor, similar figures) choose 1 or 2 that you feel comfortable explaining.  Prepare a short explanation to share with your classmates.

2.  Lesson 4.1.2 Scale Drawings

• Lesson Objective:  
• I will create scale drawings using the scale factor
• I will compute actual lengths and areas from scale drawings
• Maps and blueprints are examples of scale drawings

Do: Problems 12 through 15 (page 192)

Finished early:  Go back and finish Lesson 4.1.1

Homework:  Lesson 4.1.2 R/P (answers in GC)

10/12 Lesson 4.1.1 Scale Factor

1.  Warm-up:  In the classwork section of your notebook, copy down today's key vocabulary.  Write what you think the definition of each might be.

2.  Lesson 4.1.1

• Key Vocabulary:
• Enlargement
• Reduction
• Scale Factor
• Similar Figures
• Objective:  I will be able to enlarge and reduce drawings given the scale factor.
• Do: Problems 1 through 5

3.  Closure:  Write 2 sentences that use today's vocabulary words in context.  Use all 4 vocabulary words.

Announcements:  

• Minecraft application form is due by the end of school today.  See blog post from Friday

Homework:  Lesson 4.1.1 R/P (answers in GC)

10/9 Return Tests + Puzzle Investigator

1.  Warm-up:  Stick-Math Puzzle on side whiteboard

2.  Minecraft Tournament:

• Application form

3.  Return Individual Tests and Team Tests

4.  10 minutes to:

• Apply for Minecraft tournament selection
• Ensure ILP is complete i.e. all screenshots are uploaded
• Review both tests with teammates and friends

5.  Sierpinski Triangle debrief

• Share your fractal creations with your team
• Talk about the patterns you found with regards to the shaded area
• How can you use that pattern to determine what (3/4)⁰ is?
• Don't worry if you can't yet... we'll get there eventually as we move into 8th grade math.

10/8 Individual Test

When you are finished with your test, you may:

• Work on Chapter 3 ILP 
• does your Puzzle Investigator look like this?
• Play one of these math games.

Chapter 3 ILP is due tomorrow.

10/7 Unit 2 Closure and Study Guide

1.  Warm-up:  Rewrite each percent as a fraction and decimal:

• 12%
• 132%
• 0.5%

Also, do Closure 3-137 in Chapter 3.

2.  Grade Closure problems

• Put a star for mastery, an "x" for needs improvement

3.  Make Individual Study Guide

• Find your study guide in Google Classroom
• Use the table at the end of the Ch. 2 & 3 Closure section to help you form your study plan
• Turn in your study guide after you have finished creating it.

4.  Mini-groups & Individual study time

Reminder: Individual Test tomorrow, Ch 3 ILP due Friday

10/6 Unit 2 Team Test

1.  Unit 2 Team Test

• Mr. Robinett will grade 1 teammate's paper and the entire team will receive that grade.  Work together.  No one behind, no one ahead.
• Justify your reasoning when necessary.  For example, how do you know you have created the smallest possible number?

2.  Work on Closure problems (due tomorrow) or Chapter 3 ILP (due Friday)

Homework:  Chapter 2 Closure #132, Chapter 3 Closure # 131, 132, 134, 136 due tomorrow

10/5 Simplifying Expressions

1.  Warm-up: Solve the following using mental math (no need to write anything down)

• 3 · ¹/₃ · 4 · 7 · -¹/₅ · 0 · 6 · 3
• 4,556 - 10 - 4,500
• ¹/₆ · (-4) · 3 · 6

2.  Today, we will practice efficiently simplifying expressions.  Efficiently is the key word!  Many times, we can use mental math to break the problem down into small, easy chunks.

Go to Google Classroom and find the document "Efficiently Simplifying Expressions"

You may work independently or with a partner.

3.  Simplifying Expressions quiz

Go to Socrative.com, click Student login, and type in my room code: Robinett

This is a timed quiz. Remember the key word? Efficiency is the key to finishing with time to spare.

Homework:  Chapter 2 Closure #132, Chapter 3 Closure # 131, 132, 134, 136 due Weds.

10/2 Lesson 3.3.3 Simplifying Expressions

1.  Warm-up:  Lesson 3.3.3, problem 3-114 (projected on the screen)

• Early finishers:  Try the Challenge problem 3-117

2.  Lesson 3.3.3 Simplifying Expressions

• Objective:  I will use the Commutative and Associative Properties to simplify expressions.
• Mr. Robinett leads problem 115
• Now you try:
• -7 - 8 - 4 + 12 - 8 + 16
• -6 - 3 · (-1) + 3 · (-4)
• 3 - 4 · (-7) - 3 · (-4) - 25
• ¹/₂ - 3 · (-¹/₃) - ¹/₈ · 4
• In groups:  Problems 116 through 118

Homework:  No Review/Preview! Instead, do Ch. 2 Closure #132 and Ch 3 Closure #131, 132, 134, 136

10/1 Lesson 3.3.2 Dividing Decimals

1.  Warm-up:  Solve the following problems using the Super Giant One:

• 12 divided by ³/₄
• 3 ¹/₈ divided by 1 ¹/₄

2.  Lesson 3.3.2 Dividing Decimals

• Objective:  I will develop strategies for dividing decimals (without using a calculator).
• Whole class:  Problem 3-98 and 99
• Groups Do: Problem 100-105

Homework: Lesson 3.3.2 R/P