1/29 M&M Lab: Percent Error

1.  Warm-up:  Which situation represents the largest % Error?

a)  A recipe for cookies calls for 325 grams of flour.  A baker measures 342 grams and adds it to the ingredients.

b)  Using his knowledge of proportions and shadows, Andy was able to estimate that the flag pole was 28 feet high.  The actual height of the flag pole is 27 feet, 3 inches.


2.  M&M Lab: Percent Error

Instructions:

You DO NOT have permission to eat any M&Ms until your data has been recorded, and you have correctly calculated the % Error for each color.

a)  Open your bag of M&Ms on a paper towel
b)  Count the M&Ms
c)  The Mars Corporation reports that a bag of milk chocolate M&Ms should contain 55 candies.  Calculate the % Error of your bag.

d)  Pick up a M&M lab resource page from Table 5
e)  Fill in the data table on the resource page.
 
**Note:  For the "accepted" column, calculate how many M&Ms of each color there should have been given the amount of candies in your bag and the color percentages the Mars Co. reports.

f)  One member from your team enters data into our class data table (on Mr. R's computer)
g)  Begin working on the "Regents Questions" on the back side of the resource page
h)  Once all teams have entered data, we will calculate the % Error for the 7 combined bags that we opened.


No Homework this weekend!  Reminder: Percent Test on Tuesday

1/28 Percent Error

Percent Test next Tuesday

1.  Warm-up:  Grab your computer, log-on to Google Classroom, and take out your % Challenge Problems.

Discussion:  How to correct your work

2.  Percent Error Lesson

• Objective:  I will solve problems involving percent error
• Gathering Data:  Measuring Mr. R's whiteboard
• Discussion:  Absolute error vs. percent error
• Notes, examples, and practice

3.  Percent Error problems in Google Classroom (start at the bottom of page 2)

Homework:  Corrected Percent Challenge Problems are due tomorrow

1/27 Lessons 7.2.1 & 7.2.2 Solving Proportions

1.  Warm-up:  You are in line at Best Buy about to purchase the next best video game.  It's original price is $60, but you have a coupon for a 20% discount.  You know that you will have to also pay 8% tax on your purchase.  

Would it be a better deal to use the coupon and then pay tax, or pay the tax first and then use the coupon?  Explain how you know using math evidence.

2.  Lessons 7.2.1 & 7.2.2 Solving Proportions

• Objective:  I will solve proportional relationships using multiple strategies
• Problems 96 through 98 in teams.  Be prepared to discuss the different strategies that you have used.
• Discussion:  What strategies did you practice?
• Another strategy:  Fraction Busting (cross-multiplication)
• Try 2 example problems
• Problems 99 and 109 in teams

Homework:  Lesson 7.2.1 R/P

1/26 Percent Challenge Problems

1.  Warm-up:  Simple Interest Problem #89 on page 417

2.  Percent Challenge Problems (in Google Classroom)

• How to structure your responses
• How is this graded?
• Due this Friday, 1/29

Homework:  Work on Percent Challenge Problems (you should be finished with at least 6)

1/25 Lesson 7.1.8 Simple Interest

1.  Warm-up:  The Game!

Coach Nagler wants to buy tickets to the Super Bowl (go Panthers!).  Tickets cost $1,525 each plus 8% sales tax.

a)  Write an equation (rule) that relates the total cost to the number of tickets purchased.

b)  Use your rule to find out how much 8 tickets cost.


2.  Lesson 7.1.8 Simple Interest

• Objective:  I will solve problems involving simple interest
• Discussion:  What is interest?  What is an interest rate?
• Problem 86 as a class
• Problems 88 and 89 in teams

Homework:  Lesson 7.1.8 R/P

1/22 Lesson 7.1.7 Percent Increase/Decrease

1.  Warm-up:  Which is a better deal:  A shirt originally priced for $25 is on sale for 20% off, or the same shirt originally priced for $35 on sale for 40% off?

2.  Lesson 7.1.7 Percent Increase/Decrease

• Objective:  I will calculate the percent increase/decrease of a given situation
• Mini-lesson
• Problems 78 and 79 in teams
• Discussion:  What if we are incorporating multiple percent increases/decreases such as including tax and tip at a restaurant?

3.  Begin Percent Challenge (in Google Classroom)

No Homework!  Have a great weekend!

1/21 Lesson 7.1.7 Percent Increase/Decrease

1.  Warm-up:  Answer the following questions using the rule  D = R · T

  a)  Isaiah runs 5.2 miles in 1.1 hours.  What is his rate (speed)?

  b)  A meteor crashing into the moon is travelling 45,000 mph.  If the meteor has been spotted 10,000 miles from the moon's surface, how long will it take to strike it?  Give your answer in minutes.

  c)  Fred Flintstone's has 1.5 hours to reach his hometown of Bedrock before dinner.  The maximum speed of his vehicle is 19 miles per hour.  If he is currently 30 miles from Bedrock, will he make it in time?


2.  Review Pre-assessments

• Share out strategies
• When you receive a 35% discount, what percent of the original cost are you actually paying?

3.  Lessons 7.1.3 & 7.1.7 Percent Increase/Decrease

• Objective:  I will calculate the percent increase/decrease of a given situation.
• Lesson 7.1.3
• Problem 28 as class discussion
• Problem 29 as individuals, then share out 
• Lesson 7.1.7
• Problems 76 and 77 in teams

Homework: Lesson 7.1.7 R/P skip #83

1/20 7.1.1 Distance, Speed, and Time

1.  Warm-up: Pre-Assessment (on your desk)

2.  Lesson 7.1.1

• Objective:  I will write an equation (rule) that compares distance, speed, and time.  I will use the equation to solve problems
• Wind-up toy experiment
• Collect data
• Graph data
• Answer questions 7-2 c) through 7-5 in teams
• Class discussion of graphs, equations, and relation to y = mx + b
• Challenge Problem:  The Ferrari Ride.

Homework:  Lesson 7.1.1 R/P (7th grade book)

1/19 Lesson 7.1.1 Distance, Speed, and Time

1.  Warm-up:  What is/are your goal(s) for the second semester as it relates to math?  Write your goal on the yellow strip of paper provided, and glue/tape it into to cover of your math notebook.

2.  Lesson 7.1.1

• Objective:  I will write an equation (rule) that compares distance, speed, and time.  I will use the equation to solve problems
• Problem #1 as class discussion
• Wind-up toy experiment
• Collect data
• Graph data
• Answer questions 7-2 c) through 7-5 in teams
• Class discussion of graphs, equations, and relation to y = mx + b
• Challenge Problem:  The Ferrari Ride.

Homework:  Lesson 7.1.1 R/P (7th grade book)

1/14 Lesson 7.1.1 Distance, Rate. and Time

1.  Warm-up:  On side whiteboard (courtesy of Jonathan!)

2.  Return Unit 5 Tests

3.  Lesson 7.1.1

• Objective:  I will write an equation (rule) that compares distance, speed, and time.  I will use the equation to solve problems
• Problem #1 as class discussion
• Wind-up toy experiment
• Collect data
• Graph data
• Answer questions 7-2 c) through 7-5 in teams
• Class discussion of graphs, equations, and relation to y = mx + b
• Challenge Problem:  The Ferrari Ride.

Homework:  Lesson 7.1.1 R/P

1/13 Unit 5 Test

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

• Try a logic puzzle from this website (click the link)
• Or a Calcudoku puzzle, also known as Ken-Ken (click the link)
• Read silently

1/12 Unit 5 Closure and Study Guide

1.  Review Team Test

2.  Unit 5 Closure and Study Guide

• Study guide is posted in Google Classroom
• Solve the problems indicated, then check/correct using the table at the end of the Closure section.
• Have you mastered the concept?
• Yes- you should be prepared for the test tomorrow
• No- read the Math Notes or try extra practice problems as indicated in the table.  Ask a friend for help or come see Mr. Robinett after school.

3.  Create a test question.  Details in Google Classroom

Unit 5 test tomorrow!

1/11 Unit 5 Team Test

Unit 5 Individual Test moved to Weds 1/13

Topics to study:

• Solving equations:
• For "x" using legal moves
• For "y" to change an equation into y = mx + b form
• For "x" with rational coefficients
• Patterns, graphs, tables and rules
• y = mx + b

 Finish Unit 5 Team Test

• Solve problems on your own paper
• Please make your work neat and legible
• Problems a) through e) on page 218
• Skip problem c) at first
• Go back to it if you have time for extra credit

No homework tonight.  There is a study guide posted in Google Classroom.  We will work on it tomorrow in class, but you may get a head start on it tonight if you wish.

1/8 Fraction Busting Practice & Unit 5 Team Test

1.  Warm-up:  Solve for x.    ^x/₆ + ^x/₈ = ⁷/₈

2.  More Fraction Busting practice

• Clarify confusion
• Take a look at multiple strategies
• 6 practice problems in Google Classroom

3.  Begin Unit 5 Team Test

• Solve problems on your own paper
• Please make your work neat and legible
• Problems a) through e) on page 218
• Skip problem c) at first
• Go back to it if you have time for extra credit

1/7 Lesson 5.1.2 Solving Equations with fraction and decimal coefficients

1.  Warm-up:  Stick problem on side whiteboard

2.  Lesson 5.1.2 page 191

• Objective:  I will solve equations with rational coefficients using "fraction busting"
• Math Notes:  Equivalent Equations
• Problem 10 as class discussion
• Warning:  When working today, check your solution using substitution!
• Problem 11 in teams (5 minute timer)
• Problem 12 as class discussion: Fraction Busting
• Problems 13 and 14 in teams

Homework:  Lesson 5.1.2 R/P (8th grade)

1/6 Lesson 5.1.1 Solving equations with 2 variables

1.  Warm-up:  

2.  Mini-lesson:  Solving equations with 2 variables

• -6x + 2y = 10 is in "standard form"
• What if we want to know the y-intercept and the growth?
• We need to re-write the equation into y = ...

3.  Lesson 5.1.1 Solving equations with 2 variables

• Objective:  I will re-write equations in slope-intercept form (y = mx + b)
• Problem 3 in teams (choose 2, find consensus, check the answer key)
• Problem 4 in teams (do all, find consensus, check the answer key)

Homework:  Lesson 5.1.1 R/P

1/5 Lessons 4.1.6 and 4.1.7 Graphing Equations without an x to y table

1.  Warm-up:  Stick puzzle on side whiteboard

Announcement:  Unit 5 (8th grade Chapters 3, 4, and 5) Test next Tuesday
Topics to study:

• Solving equations
• Patterns, graphs, tables and rules
• y = mx + b

2.  Lessons 4.1.6 and 4.1.7

• Objective: I will graph the equation of a line without using an x to y table
• Problems 56 and 57 in teams
• Problem 58 b) individually
• Imagine you are explaining to a new student who has never graphed an equation before
• Problem 64 individually, then share out patterns with your teammates
• Problem 66 in teams

Homework:  Lesson 4.1.7 R/P skip #71

1/4 Lesson 4.1.6 Graphing Equations without a Table

1.  Warm-up (in teams): Take out your own Representations of Patterns Web.  Think about the connections between patterns, rules, tables and graphs, as you solve this problem.

What statements can you make about the tile pattern at the right?  How many tiles are in Figure 0?  How many tiles are in Figure 1?  What is the growth of the pattern?  Can you write a rule?



2.  Lesson 4.1.6 Graphing a Line without a Table

• Objective:  I will graph the equation of a line without using an x to y table
• Problems 54 through 56 in teams
• Problems 55 and 56 require graph paper

Homework:  Lesson 4.1.6 R/P