5/31 Finish Pythagorean Theorem project, Start Volume of Non-prisms

1.  Warm-up:  Find the volume of the following shapes

2.  Finish Pythagorean Theorem project

Create your own real-world problem involving the Pythagorean Theorem.  Think of how the Pythagorean Theorem can be used in one of your hobbies, interests, or career aspirations.

• Make a rough draft first!  Get your problem checked off by Mr. Robinett before making a final draft
• Final draft should be done on construction paper.  It is not required to be colored, but use a ruler and make it neat.
• Detailed solution should be included on the back-- not just the answer, but all steps as well!

3.  Calculate the Volume of Non-prisms
Video Tutorials:
Virtual Nerd: volume of a cone
Virtual nerd: volume of a pyramid
Virtual nerd: volume of a sphere.


Homework: Practice on Mangahigh!  Attempt both of the 3D geometry challenges Mr. R assigned you

5/27 Pythagorean Theorem Project

1.  Warm-up:  Solve one of the Pythagorean Theorem problems on your desk.  These problems were created by last year's accelerated class.  The answer can be found on the back.

2.  Pythagorean Theorem Project

Create your own real-world problem involving the Pythagorean Theorem.  Think of how the Pythagorean Theorem can be used in one of your hobbies, interests, or career aspirations.

• Make a rough draft first!  Get your problem checked off by Mr. Robinett before making a final draft
• Final draft should be done on construction paper.  It is not required to be colored, but use a ruler and make it neat.
• Detailed solution should be included on the back-- not just the answer, but all steps as well!

3.  Finished early?  Mangahigh!

Have a great Memorial Day weekend!

5/26 Lesson 9.2.5 Applications of Pythagorean Theorem

1.  Warm-up:

2.  Start brainstorming ideas for a class party (on Weds, 6/8)


3.  Lesson 9.2.5 Applications of the Pythagorean Theorem

• Objective:  I will solve real-world problems involving the Pythagorean Theorem
• Problems 123 through 127 using Red Light, Green Light

Homework:  Lesson 9.2.5 R/P

5/25 Lesson 9.2.4 Understanding Irrational Numbers

1.  Warm-up: Nikita wonders, “What can we say about the square root of a negative number?”  Discuss this question with your team.  For example, can you find ?  Write an explanation of your thinking.  Be ready to share your ideas with the class.

2.  Lesson 9.2.4 Understanding Irrational Numbers

• Objectives:  
• I will categorize numbers as either rational or irrational
• I will correctly place a group of real numbers on the number line
• Irrational Numbers a la Shmoop.
• Mini-lesson:  The Real Number System
• Problems 100 through 102 in teams
• Problems 107-109 in teams
• Solve Problem 110 using the Pythagorean Theorem

Homework:  Lesson 9.2.4 R/P #111-116

Want some college-level math?  Here's a proof from Khan Academy that there is at least one irrational number between every two rational numbers.

5/24 Lesson 9.2.3 Understanding Square Root

1.  Warm-up:

2.  Lesson 9.2.3 Understanding Square Root

• Objective:  I will ESTIMATE the square root of whole numbers without using a calculator.
• Vocabulary:  Write a student-friendly definition of each of the following words
• Perfect square
• Square root (radical)
• Problems 81 and 82 in teams <<STOPLIGHT>>
• Problem 83 as class discussion:  How to estimate the value of square roots
• Problem 84 in teams
• Computers for Problem 85: estimating using a graph
• Problem 86: Dojo Challenge problem (2 points for correct answer)

Homework:  Lesson 9.2.3 R/P #88-91

5/23 Lesson 9.2.2 Pythagorean Theorem

1.  Warm-up:  Coach Nagler wants to build the frame for a giant wall to be used in next year's Tough Two.  The frame will be a triangle (see image below).  He has wooden boards of length 6, 8, and 13 feet.  Will he be able to build a triangle?  How do you know?

2.  Lesson 9.2.2 Pythagorean Theorem

• Pythagorean Theorem a la Shmoop.
• Pythagorean Theorem notes and vocab building:
• Hypotenuse
• Leg
• Problems 70 through 73 in teams

Homework:  Lesson 9.2.2 R/P #74-77

5/16 Lesson 6.2.5 Similar Shapes and Scale Factors

1.  Warm-up: Cryptogram

2.  Lesson 6.2.5 Similar Shapes and Scale Factors

• Complete Problems 86 through 91 in teams
• Check your answers to Problem 89 and 90 on the Red Light, Green Light board

No Homework tonight!  We will begin SBAC computer-adaptive test tomorrow

5/13 Lesson 6.2.4 Similar Figures and Transformations

1.  Warm-up: Cryptogram

2.  Lesson 6.2.4 Similar Figures and Transformations

So far in this chapter you have investigated transformations and similar figures.  Recall that reflections, rotations, and translations are all special cases of transformations that are called rigid transformations.  Today you will investigate how to use transformations to show that two figures are similar.

• Today's lesson requires that you use graph paper to record your translations.
• After completing a problem, a member from your team should check the Red Light, Green Light board for the correct answer.
• Complete Problems 76 through 79 in teams

No Homework this weekend!

5/11 SBAC Practice

Chapter 7/8 Make-up Test Thursday @ lunch

Log-on to a computer

1.  Review Ratio and Proportions challenge problems

• Is it proportional?
• y = k * x, where k is the constant of proportionality and x and y are two quantities related proportionally.
• The amount of apples (a) produced on a farm is proportional to the number of apple trees (t) planted on the farm.  This proportional relationship is given by the equation:   4a = 60t              If a farm plants 4 apple trees, how many apples should the farmers expect to produce?

2.  SBAC Practice: Number Sense

• No calculators.  Put a Post-It underneath the problems that are challenging

5/10 SBAC Practice

Log-in to a computer and take out your homework

1.  Review Donut Shop problem in teams

• Check and compare answers
• Review as whole-class

2.  Ratio and Proportions SBAC practice (Google Classroom)

• I had problems transferring the PowerPoint to Drive, so some questions don't show
• Also, there is at least 1 incorrect answer on the answer key.  Can you spot it?

5/9 SBAC Performance Task Prep

1.  Math SBAC Schedule and Q&A

2.  Week 1: Performance Task

• Classroom Activity
• PT Prep

Homework:  Finish Performance Task Prep: Donuts

5/6 SBAC Prep & Lesson 9.3.1 (7th grade)

1.  SBAC Practice Test questions revisited (on side whiteboard)

2.  Any other questions about SBAC?

3.  SBAC Practice Test results are in

4.  Lesson 9.3.1 (7th grade)

• This question is summative of  the 7th grade curriculum and should help prepare for SBAC

No Homework this weekend!

5/5 Lesson 6.2.2 Dilations and Similar Figures

1.  Warm-up:  Solving and Graphing Inequalities (on side whiteboard)

2.  Lesson 6.2.2 Dilations and Similar Figures

Key Concepts:

• Congruent vs. Similar
• Rigid transformations vs. Dilations
• How to undo a dilation

Problem 52 using eTool

Problem 53 using eTool.  This problem is a little confusing.  The coordinates given are AFTER she dilates the original shape by a scale factor of ¹/₃ 

Discuss the questions in Problem 54 (no need to write).  CPM is expecting you to start making connections about dilations.

Problems 55 through 57 are the most important.

• Take your time. Make predictions and discuss them with your team.  Then, test the predictions using the eTool

Homework:  Lesson 6.2.2 R/P #58-62 (skip 60)

5/3 SBAC Practice & Lesson 6.2.2

Grab a computer, log-on and click "SBAC Secure Browser" icon.  It will take a few minutes to download.

1.  Announcements:

• Make-up test on Thursday.  Your ticket in the door is completed practice worksheets
• MDTP tomorrow.  Check-in with 2nd period teacher, then head to the MPR

2.  SBAC Practice (Interim assessment)

3.  Brain Break!

-----------------------------------------------------------------------------------------

4.  Lesson 6.2.2 Dilations and Similar Figures

Key Concepts:

• Congruent vs. Similar
• Rigid transformations vs. Dilations
• How to undo a dilation

Problem 52 using eTool

Problem 53 using eTool.  This problem is a little confusing.  The coordinates given are AFTER she dilates the original shape by a scale factor of ¹/₃ 

Discuss the questions in Problem 54 (no need to write).  CPM is expecting you to start making connections about dilations.

Problems 55 through 57 are the most important.

• Take your time. Make predictions and discuss them with your team.  Then, test the predictions using the eTool

5/2 Lesson 6.2.1 Investigating Dilations

I want you to work on Lesson 6.2.1 in pairs.  You may not leave your team to make a pair (unless one of your team members is absent).  You will need 1 computer per pair.

Problem 42 requires you to use graph paper.  Make a prediction BEFORE graphing.

Problem 43 requires you to use an eTool.  You do not need to graph on graph paper!

**Hint:  To fully connect the triangle, add the first ordered pair to the bottom of the table

Answer the following questions in your notebook:

• How does the figure change after each dilation?
• How do the line lengths change?
• How do the angles change?
• How does the figure change?

Problem 44 asks you to create your own investigation and hypothesis.

Homework:  Lesson 6.2.1 R/P 

4/29 Finish Lesson 6.1.4 Cartoon Transformations

1.  Warm-up:  Cryptogram

2.  Finish Lesson 6.1.4 Cartoon Transformations

• Take out your Lesson 6.1.4 resource page and a textbook
• Problem 33:  Follow the instructions to create a cartoon drawing
• Problem 34:  Make your own drawing and instructions using geometric transformations
• After finishing Problem 34, trade instructions (instructions only!) with another classmate.  On a separate piece of graph paper, use their instructions to create their cartoon.

3.  Finished early?  Try the Central Park desmos activity

• student.desmos.com
• Class Code: qkjv

4/28 Return Tests; Lesson 6.1.4

1.  Return Ch. 7/8 Tests

2.  Ch. 7/8 Mini-groups and Reworks

• Mini-group #1 (Pink circle):  y = mx + b
• Mini-group #2 (Blue circle):  Scientific Notation & Exponents
• Make-up test next Thursday
• Can raise grade up to an 80%
• Completed rework packet is your ticket in the door for the make up test  

3.  Those not working in mini-groups will do Lesson 6.1.4

• Grab a Lesson 6.1.4 resource page (front-back) and a textbook\
• Problem 33:  Follow the instructions to create a cartoon drawing
• Problem 34:  Make your own drawing and instructions using geometric transformations

No Homework tonight!

4/27 Lesson 6.1.3 Rules of Transformations

1.  Warm-up:  Grab a piece of graph paper and patty paper

• On a coordinate plane, plot the triangle made by the ordered pairs A:(3,1)  B:(3, -2)  and C:(6, 1)
• Transformation 1:  Translate left 2 units and down 3 units
• Transformation 2:  Rotate 90 degrees clockwise about the origin
• Transformation 3:  Reflect across the x-axis

*Challenge:  Can you transform the original triangle to its ending position in a different way?  Write instructions for doing so.

2.  Lesson 6.1.3 Rules of Transformations

• Objective:  I will begin to generalize ways to quickly translate and reflect shapes.  I will write those generalizations as "rules"
• Problems 18 and 19 ask you to make generalizations about translations using addition.
• Write a rule that a 7th grader could use to understand how a translation affects the coordinates of an ordered pair.
• Problems 20 through 22 ask you to make generalizations about reflections using multiplication.
• Write a rule that a 7th grader could use to understand how a reflection affects the coordinates of an ordered pair.
• Problems 23 and 24 in teams

Homework:  Lesson 6.1.3 R/P skip #32

4/26 Lesson 6.1.2 Transformations on a Coordinate Graph

Grab your computers! We need them for the teamwork game

Announcement:  Tests will be returned Thursday.

1.  Warm-up: SBAC Practice

2.  Lesson 6.1.2 Transformations on a Coordinate Graph

• Teamwork Game:  Giving complete, clear directions
• Obtain a Lesson 6.1.2 resource page
• Each team will divide themselves into Pair A and Pair B
• Pair A will solve the first (top) puzzle, Pair B will solve the second (bottom puzzle) WITHOUT using technology
• Write instructions (in your notebook) for the other pair.
• Your instructions need to be complete and clear.  Your teammates will not get to ask you questions about your instructions
• Exchange instructions with other pair
• Using only their instructions (no clarifying questions) see if their solution is correct
• Puzzle #1.
• Puzzle #2 .

• Guided Practice: Reflections and Rotations on the Coordinate plane
• On your own piece of graph paper, complete Problems 9 through 11

Homework:  Lesson 6.1.2 R/P #12-15

4/25 Lesson 6.1.1 Introduction to Transformations

1.  New Seats!  Grab your new computer and log-in

2.  Video: The Great Gingerbread Catastrophe!

3.  Key-Lock transformations game (click the link to play)

• Record your transformations in a Lesson 6.1.1 Resource page

Homework:  Lesson 6.1.1 R/P

4/22 Chapter 7/8 Test

1.  Chapter 7/8 Test

• Read directions carefully and answer all parts of the question.
• Justify your answers with words when necessary (questions #2 and #3)
• Calculators are okay, but not necessary
• Graph paper okay, but not necessary.  Please staple to test if you use it
• Exponents hint (Problem #6): "When in doubt, factor it out"

2.  When you are finished with the test you may:

• Play Marble slides (have you beaten it yet?)
• student.desmos.com
• Class code: W9SY
• Read silently

4/21 Finish Team Test, Start Study Guide

1.  Finish Team Test

2.  Chapter 7/8 Study Guide (in Google Classroom)

• It's a mix of paper-pencil and online activities designed to practice and prepare for tomorrow's test.
• Focus on the areas that you believe you should work on.  Don't necessarily do the activities in order.
• This is not to be turned in.  I purposefully put too much on here.
• Mr. Rob's mini-group on the back table for anyone who would like to work on skills with me in a small-group setting

Homework:  Prepare for Chapter 7/8 Test tomorrow!

4/20 Chapter 7/8 Team Test

1.  Chapter 7/8 Team Test

• Read all directions carefully.
• About half of the points on this test come from explaining what you know and how you know it. Don't skimp out on the details!
• In question 1, you will need to each make a scatter plot by hand using graph paper
• Describe the association fully, draw a LOBF and write an equation to model the situation
• Remember to explain what the slope and y-intercept means within the context of the problem
• In question 2 you will ponder the idea of a googol, while performing operations in Scientific Notation.

2.  Slope practice with Marble Slides

• Go to student.desmos.com
• Class code: W9SY
• Enter your name
• This is intended to help you practice slope and y = mx + b
• Hint:  Hold a ruler to your computer screen where you want to draw a line.  Then, find the y-intercept and slope of the line your ruler is creating

No Homework tonight!

4/19 More Practice with Exponents and Scientific Notation

1.  Warm-up (on side whiteboard)

2.  Mr R's example problem: How many ants?

3.  Find today's classwork and homework in Google Classroom

• There are 12 problems to try.  The first 10 are required, the final 2 are optional and worth extra credit if turned in on a separate piece of paper (must be correct, of course)
• Mini-group will be offered for those who would like to work with Mr. R
• Those not working in the mini-group may work individually or with a partner of their choosing.
• By not attending the mini-group, you are stating that you fully understand how to solve these problems and that you are solving them correctly.  Check the answer to each problem immediately after completing it.
• You may join the mini-group at any time!

Homework:  Complete the 10 required problems.  Check and correct each problem after you finish it.  Questions #3 and #4 are extra credit (must turn in on separate piece of paper)

4/18 Lesson 8.2.4 Operations in Scientific Notation

1.  Warm-up (on side whiteboard)

2.  Lesson 8.2.4 Operations in Scientific Notation

• Essential Question:  The mass of Earth is 5.972 x 10 24.  How many Earths would fit into the sun?
• Mr. R mini-lesson: Operations in Scientific Notation
• Problem 101 to 103 in teams.  
• <<STOPLIGHT>>  Check your answers using the "Top Secret: Answer Key" on computer cart
•  Use a similar strategy to solve Problem 104
•  Problems 105 through 108 in teams.  Check answers using "Top Secret: Answer Key"

3.  Revisit the essential question.  How could you use what you learned today to solve this problem?

Homework:  Correct 8.2.4 R/P.  Re-work any problems that were done incorrectly.  At this point, you should be approaching mastery of operations with exponents and Scientific Notation.

4/15 Operations in Scientific Notation

1.  Warm-up (on side whiteboard)

2.  Lesson 8.2.4 Operations in Scientific Notation

• Essential Question:  The mass of Earth is 5.972 x 10 24.  How many Earths would fit into the sun?
• Mr. R mini-lesson: Operations in Scientific Notation
• Problem 101 to 103 in teams.  
• <<STOPLIGHT>>  Check your answers using the "Top Secret: Answer Key" on computer cart
•  Use a similar strategy to solve Problem 104
• Still stuck? Watch Khan Academy video:  Subtracting in Scientific Notation.
•  Problems 105 through 108 in teams.  Check answers using "Top Secret: Answer Key"

3.  Revisit the essential question.  How could you use what you learned today to solve this problem?

4.  Marbleslides (y = mx + b)

• Go to student.desmos.com
• Class code: W9SY
• Enter your name

4/14 Lesson 8.2.4 Operations in Scientific Notation

1.  Warm-up (on side whiteboard)


2.  Lesson 8.2.4 Operations in Scientific Notation

• Essential Question:  The mass of Earth is 5.972 x 10 24.  How many Earths would fit into the sun?
• Problem 100 as Switch with Someone Who...
• Problem 101 to 103 in teams.  
• <<STOPLIGHT>>  Check your answers using the "Top Secret: Answer Key" on computer cart
• Watch Khan Academy video:  Subtracting in Scientific Notation.
•  Use a similar strategy to solve Problem 104
•  Problems 105 through 108 in teams.  Check answers using "Top Secret: Answer Key"

3.  Revisit the essential question.  How could you use what you learned today to solve this problem?

Homework:  Lesson 8.2.4 R/P

4/13 Lesson 8.2.3 Negative Exponents

1.  Warm-up: SBAC Practice

2.  Finish Lesson 8.2.3  Negative Exponents (page 363)

• Objectives:  I will...
• understand that negative exponents exist and don't necessarily produce negative numbers.
• write very small numbers in Scientific Notation
• simplify expressions involving negative exponents
• Problems 73 through 87 (skip 74) in teams
• Checkpoint after Problem 80
• All team members raise hand
• All team members will be asked to explain what is meant by negative exponents and/or how to write small numbers in Scientific Notation.

3.  Exit Ticket (on side whiteboard):  To be completed individually, when ready

4.  Marbleslides (y = mx + b)

• Go to student.desmos.com
• Class code: W9SY
• Enter your name

Homework:  Lesson 8.2.3 R/P #89, 94, 96, 99

4/12 Lesson 8.2.3 Negative Exponents

1.  Warm-up:

2.  Lesson 8.2.3 Negative Exponents  (page 363)

• This is a 2-day lesson...I think we can finish in 1!
• Objectives:  I will...
• understand that negative exponents exist and don't necessarily produce negative numbers.
• write very small numbers in Scientific Notation
• simplify expressions involving negative exponents
• Problems 73 through 87 (skip 74) in teams
• Checkpoint after Problem 80
• All team members raise hand
• All team members will be asked to explain what is meant by negative exponents and/or how to write small numbers in Scientific Notation.

Homework:  Lesson 8.2.3 R/P #88, 91, 92, 95

4/11 Lesson 8.2.2 Exponent Rules

1.  Warm-up:  Scientific Notation

Change the following large numbers into proper Scientific Notation

a)  3,000             b)   45,000,000          c)    34,230,000,000,000

Brett wrote the Earth's mass as 597.2 · 10²².  What was his mistake?  How can he fix his mistake to make it proper Scientific Notation form?


2.  Pass back quizzes


3.  Lesson 8.2.2 Exponent Rules

• Objective:  I will rewrite exponential expressions in their simplest form
• Problems 59 through 65 in teams

4.  Exit Ticket- simplify each of the following AND explain the rule you used

a)  18⁴² · 18²⁰

b)  (3²)⁸

c)  x¹⁰ /  x<sup>4

Homework:  Lesson 8.2.2 R/P (skip 69)</sup>

4/8 Chapter 7 Quiz & Lesson 8.2.1 Exponents and Scientific Notation

1.  Chapter 7 Quiz

2.  Begin Lesson 8.2.1 Exponents and Scientific Notation (page 353)

• Objective:  I will write large numbers efficiently using Scientific Notation
• Problem 36 in pairs:  Some students confuse 3⁵ with 3 · 5.  What is different about the two expressions?
• Glue resource page into notebook.  You will use this for problems 37 and 38
• Team Consensus Checkmarks (Problems 37 through 40)
• Problem 37 in teams.  Use resource page for 37-a, but also answer questions b) and c) in the book
• Problem 38 in teams.  Finish resource page after answering parts a) and b) in the book. 
• Scientific Notation Prezo.
• Problems 42-45 in teams
• Learing Log (Problem 46) individually

Homework:  Finish Lesson 8.2.1 (Problems 36 through 46)

4/7 Chapter 7 Closure

1.  Warm-up (on side whiteboard):  Describe the association fully (if any exists).
        i.  Positive or negative association?
       ii.  Strong, weak, no correlation?
      iii.  Linear or non-linear?
       iv.  Outliers?


Chapter 7 quiz tomorrow.  If you answer yes to all of these questions, you are in good shape!

Can I...

• Find the slope of a line...
• on a graph?
• if I'm given two ordered pairs?
• Find the equation of a line in y = mx + b form?
• Create a scatter plot and describe its association fully?

2.  Chapter 7 Closure:  Be the Teacher!

Obtain a Ch. 7 Closure resource page.

As a team, write 6 questions on the resource page.  Include 1 question of each type (i.e. "Who", "What", "Where", etc.)

The best type of question is open-ended, meaning it has multiple correct answers and/or multiple ways to arrive at the answer.

<<STOPLIGHT>>   Finished early?  Write a 7th and 8th bonus question

Now, you will pair up with someone not in your group.  Take turns asking and answering questions (Give one, get one).

4/6 Lesson 7.3.2 Describing Association Fully

1.  Warm-up:  Write a linear equation (y = mx + b form) that has a negative slope and passes through the point (2, 6).  Can you think of more than one such line?

2.  Lesson 7.3.2 Describing Association Fully (page 320)

• Objective:  I will construct scatter plots, draw a line of best fit, and describe the association (if any) that exists.
• Revisit Newton's Revenge
• Use Mr. R's homemade Desmos eTool for Problems 97 through 99.
• Class data
• Problem 100 will require you to look back at the Math Notes from lesson 7.1.3 and the scatter plot eTool from Lesson 7.3.1 problem 87
• Complete the Learning Log (Problem 101) individually

3.  Marble Slides activity (see blog from 3/24)

Homework:  Lesson 7.3.2 R/P

4/5 All things y = mx + b

1.  Warm-up:  Refer to your Learning Log (Problem 90) that you did yesterday.

a)  Find the slope of a line that intersects the points (1, 4) and (5, 6) ?

b)  Can you now find the y-intercept?

c)  What is the equation of this line?

-----------------------------------------------------------------------------------------

Today's lesson is titled "All things y = mx + b"  We will take a look at some concepts that we might have missed, as well as review some key skills that relate to slope and linear equations

Activity #1:  Debate-  Does the steepness of a line determine how large (or small) the slope is?

<<Google Slides>>

Activity #2:  Mini-lesson- Zero slope

Activity #3:  Slope is a synonym for "unit rate"-  Quickly write the equation of a line given a situation

Activity #4:  Using linear equations (y = mx + b) to make predictions

Activity #5:  If time remains, log on to Marble Slides (blog entry from 3/24)

Homework:  Finish activities 3 & 4 (in Google Classroom)

4/4 Lesson 7.3.1 Using Equations to Make Predictions

1.  Warm-up:  Examine the situation described below and answer the question that follows



To prepare for a 30-mile ride for charity, Aurélie has been biking every weekend.  To predict how
long the charity event will take her to complete, Aurélie has been keeping track of her time and distances.  She tries to ride at a constant pace, but of course that is not easy to do. 

Question: How would you use this data to predict how long it will take Aurélie to bike 30 miles?  Explain your method in detail.


2.  Lesson 7.3.1 Using Equations to Make Predictions

• Objective:  I will write equations (in y = mx + b form) that model a set of data.  I will use this equation to make further predictions.
• Problems 87 through 90 in teams
• Use the student eTool on problem 87
• You MAY use Desmos to construct your scatter plots
• The Learning Log (problem 90) is important and is assigned for homework if not completed in class

Homework:  Lesson 7.3.1 #91-94

3/24 Tech day

Today is a math technology day.  Have your notebooks out so that Mr. R can check your R/P

Activity #1:  Marbleslides (y = mx + b)

• Go to student.desmos.com
• Class code: W9SY
• Enter your name
• Read all directions carefully and have fun!

Activity #2:  Play a math game (list of games in Google Classroom)

Have a great Spring Break!

3/23 Lesson 7.2.4

No computers today.

1.  Warm-up:  

What relationship does slope have to the rule y = mx + b?  

If you know the slope of a line, what other information will you need to know in order to write a rule?


2.  Lesson 7.2.4  More About Slope

• Objective:  I will describe the type of slope (positive, negative, no slope) of a given line.
• Today you may choose to work individually or with your team
• Your task is to complete Problems 67 through 70
• Problem 70 requires you to draw a graph on graph paper, draw a line of best fit, and find a rule for the line of best fit.
• If you finish early, (I imagine you should) you may work on the homework for tonight.

Homework:  Lesson 7.2.4 R/P

Mr. R will also be checking Lesson 7.2.3 R/P on Thursday

3/22 Scatter Plot Practice

1.  Today you will need a computer, 1 piece of graph paper, a ruler, and a pencil

2.  Red Vines Scatter Plot practice

Instructions:

1.  Make a small T-chart on your paper.  Label the quantities "bites" and "length (in cm)"
2.  Measure your Red Vine.  Place it in your T-chart next to 0 bites
3.  Take a bite of your Red Vine.  Measure the new length and add the data to your table
4.  Repeat step 3 until your Red Vine is finished
5.  Input your data into the Google Form in Classroom
6.  Work on "Bird's Eggs" (worksheet) while waiting for everyone to input their data
7.  Make a scatter plot (by hand) of the class data

Data Analysis (questions to be answered in your notebook):

1. Is their a correlation between bites and length?  If so, state the types of association (pages 287-288 might help you).
2. Are there any outliers?
3. Draw a line of best fit on your scatter plot
4. Find the rule for you line of best fit.  Remember:  y = mx + b,  where m is the slope
5. Use your line to predict how long the Red Vine will be if you take 3 bites.
6. Use your rule to predict how long the Red Vine will be if you take 4 bites.

3.  Finish Bird's Eggs after your analysis is complete

3/21 Lesson 7.2.3 Slope

1.  Warm-up: SBAC practice

2.  Slope Rap

3.  Lesson 7.2.3  Slope (page 302)

• Objective:  I will find the slope of a line by drawing slope triangles
• Problems 55 through 59 (skip 57)
• Use Resource page for problems 55, 56 and 59, but you will still need to read the problems in your textbook

Homework:  Lesson 7.2.3 R/P 

3/18 Lesson 7.2.2 Slope

1.  Warm-up: SBAC Practice

2.  Lesson 7.2.2 Slope  (page 296)

• Objective:  I will find the slope of a line (rise over run) and use it to answer questions involving unit rate
• Read the lesson overview: Triathlons
• Triathlon video
• Using Resource Page:  List the bikers from slowest to fastest
• Mini-lesson:  Slope = rise/run
• Problems 44 through 48 in teams

No homework this weekend!

3/17 Lesson 7.2.1 y = mx + b

1.  Warm-up:  SBAC Practice

2.  Lesson 7.2.1  y = mx + b  Revisited

• Brainstorming:  What do you know about y = mx + b?  Why is it useful?  What is it used for?  What do each of the variables stand for?
• Read Problem 35 as a class.  Clarifying questions?
• Mini-lesson:  How to complete the process on Desmos
• The customer wants a line that grows by 2 with a y-intercept of (0,2).  The customer ordered the line y = 2x + 2
• Activity to be done in pairs, not groups of 4
• Pair #1 will do A, B, C, D
• Pair #2 will do A, B, E, F

3.  Closure (10 minutes):  Pair #1 will be Line Factory workers.  Pair #2 will be the customers.  Choose ONE of the problems that you completed.  Line Factory workers will convince the customer that their answer is correct using math evidence and justification.  Then, the pairs will reverse roles.

No Homework tonight!

3/16 Lesson 7.1.3 Scatter Plots

1.  Angle Quiz

2.  Citizenship Reflection Forms

3.  Lesson 7.1.3 Scatter Plots

• Objective:  I will construct Scatter Plots of two-variable data.  I will analyze Scatter Plots and determine if association exists.
• Problem 25:  Your team will be assigned 1 sub-problem
• Make a scatter plot on Desmos
• Take a screenshot of your scatter plot
• Paste it into the document in Google Classroom
• Problem 26: Analyze ALL of the scatter plots created by the class.
• Is there a relationship?
• What is the direction of the association?
• What is the form of the association?
• Are there any outliers?
• Problem 27:  Answer the questions using your hand-drawn scatter plot

4.  Begin Lesson 7.2.1   y = mx + b revisited

• Brainstorming:  What do you know about y = mx + b?  Why is it useful?  What is it used for?  What do each of the variables stand for?
• Begin Problem 35

Homework:  Lesson 7.2.1 R/P skip 39, 41

3/15 Lesson 7.1.3 Scatter Plots

1.  Warm-up:  Given scatter plot (on side whiteboard), write a situation that could fit the data set

2.  Pass back Geometry Tests

3.  Lesson 7.1.3 Scatter Plots

• Objective:  I will construct Scatter Plots of two-variable data.  I will analyze Scatter Plots and determine if association exists.
• Problem 23: Make a team prediction or hypothesis
• Problem 24: On graph paper, create a scatter plot
• This is done individually.  Turn in your scatter plot when you are finished
• Did you label both axes?
• Did you give your graph a title?
• Did you plot your points accurately?
• Problem 25:  Your team will be assigned 1 sub-problem
• Make a scatter plot on Desmos
• Take a screenshot of your scatter plot
• Paste it into the document in Google Classroom
• Problem 26: Analyze ALL of the scatter plots created by the class.
• Is there a relationship?
• What is the direction of the association?
• What is the form of the association?
• Are there any outliers?

Homework:  Lesson 7.1.3 R/P skip 34

3/14 Lesson 7.1.2 Scatter Plots

1.  New Seats using Partner Picking Cards

2.  Lesson 7.1.2 Scatter Plots

• Objective:  I will construct Scatter Plots of two-variable data.  I will analyze Scatter Plots and determine if association exists.
• Whole class discussion about scatter plots and line of best fit
• 4 Corners activity

3.  Begin Lesson 7.1.3

• Problem 23: Make a team prediction or hypothesis
• Problem 24: On graph paper, create a scatter plot

Homework:  Lesson 7.1.2 R/P skip #19

3/11 Deal or No Deal Probability activity

1.  Deal or No Deal Probability Activity

• Watch the video tutorial BEFORE playing
• Open the document in Google Classroom
• Have fun, but remember: the probability practice is more important than playing the game

3/10 Lesson 7.1.2 (8th grade) Scatter Plots

1.  Take out computers and log-in.  Then, line up for a Field Trip to the LOFT for Open House

2.  Lesson 7.1.2 Scatter Plots

• Objective:  I will analyze statistical situations in which there are 2 variables
• Open the 8th grade eBook to Lesson 7.1.2
• Problem 13 as a Walk-and-Talk Timed Response
• Problem 14 as group discussion
• Create a Scatter Plot on Desmos and answer the questions in Problem 15
• Whole class discussion about scatter plots and line of best fit
• Problem 16 in teams

No Homework tonight!

3/9 Geometry Test

Sit in your Statistics Projects Seats

After you have finished the test, turn it face down on your desk and:

• Try a circuit puzzle from this website
• Or a Calcudoku puzzle, also known as Ken-Ken (click the link)
• Read silently
• Work on other homework

3/8 Geometry Study Guide & Begin Lesson 7.1.2 (8th grade)

1.  Continue Working on Geometry Study Guide- treat this like a practice test.  Work on it individually, ask for help only when needed.  Make a note of the problems that you struggled with.  This is where you will focus your study in preparation for tomorrow's test.

The answer key is posted in Google Classroom

2. Begin Lesson 7.1.2 (8th grade) Scatter Plots

• Objective:  I will analyze statistical situations in which there are 2 variables
• Ask Mr. Robinett if there is enough time to get out computers
• Problem 13 as a Walk-and-Talk Timed Response
• Problem 14 as group discussion
• Time permitting...create a scatter plot on Desmos

No Homework!  Use the study guide to help you prepare for the test