2/29 Lesson 9.2.2 Cross Sections of 3-D shapes

1.  Warm-up:  A box of Mr. Rob's Super Duper Donut Holes has a volume of 48 in³.  

a)  What is one possible set of dimensions of the box?  What is the surface area of the box?

**Bonus question:  What is the minimum surface area, i.e. uses least amount of cardboard, that still satisfies the volume requirement of 48 in³? 

2.  Lesson 9.2.2 Cross Sections of 3-D shapes

• Objective:  I will experiment with creating cross-sections of rectangular prisms and rectangular pyramids.
• Problems 61 and 62 with your same partner from Friday.
• Take turns cutting cross-sections in your 3-D shapes
• Cross-sections are the INSIDE face of the shape that has been cut
• Trace the resulting cross-section on your paper
• Switch roles.  The next partner will re-make the prism and then create another cross-section
• The GOAL is to make as many different types of cross-sections as possible (triangle, square, rectangle, trapezoid, etc.)

Homework:  BuzzMath: Cross-sections of 3-D shapes (link in GC)

      All data collection for Statistics project should be brought to class tomorrow

2/26 Lesson 9.2.1 Surface Area and Volume

1.  Partner Picking Cards:

• Rules:
• Take the card that you are dealt.  Please, no switching
• Sit at a table with your partner.  Please sit next to your partner (shoulder partners)
• No table will have all of one gender

2.  Warm-up (in classwork section)

Copy down the list of vocabulary words.  Leave at least 2 lines of space in between each word

• Rectangular prism
• Face
• Surface area
• Volume

3.  Lesson 9.2.1 Surface Area and Volume

• Objective:  I will calculate the surface area and volume of rectangular prisms and other composite 3-dimensional shapes.
• As you work on Problem 51 (page 504) with your partner, write a definition of each of the vocabulary words in your own words.
• Solve Problems 52 and 53 with your partner

4.  Learning Log (Problem 54) can be done in classwork, but individually

2/25 Lesson 9.1.3 Area of Composite Shapes

1.  Warm-up:  Mr. Rob's donut shop is open for business!  His famous chocolate glazed donuts are flying off the shelves and he needs your help.  For the purpose of ordering supplies, he wants to know how much chocolate glaze he uses on each donut.  Each chocolate glazed donut is 4 inches in diameter, with an interior hole of 1 inch diameter (see picture on side whiteboard).  The glaze goes on top of the donut only.  He needs to know the area of the donut the glaze will cover.

2.  Lesson 9.1.3: Area of Composite Shapes

• Objective:  I will find the area of composite shapes (two or more shapes put together)
• Do Problems #42-44 in teams (page 501).  You may use a resource page for problems 42 and 44.
• Check your answers on the whiteboard

3.  BuzzMath: Area of Combine Figures (link in GC)

Homework:  Lesson 9.1.3 R/P

2/24 Area of a Circle

1.  Warm-up:  The Triangle Inequality Theorem states that a triangle can be made only if the longest side is less than the sum of the short and middle sides.

a)  Is it possible to make a triangle with side lengths 5, 14, 10?

b) Is it possible to make a triangle with side lengths 19, 8, 10?

c)  Is it possible to make a triangle with side lengths 130, 20, 110?

d)  If the side lengths of a triangle are 7 and 12, what are the possible lengths of the 3rd side?  Hint:  Use inequality symbols (<, >) to represent all of the possibilities.

2.  Area of a Circle

• Objective:  I will calculate the area of a circle given the radius or diameter.
• Math Notes: Area of a circle
• BuzzMath: Area of a Circle -  link posted in GC
• Challenge Problem:
• If you know the Circumference of a circle, can you find the area?
• Write down your steps in numerical order
• Trade papers with another student
• Test their theory with this problem:  C = 31.4 cm
• If their theory produces the correct answer (78.5 cm2) commend them for a job well done!
• If not, give their paper back to them for revision

Homework:  Lesson 9.1.2 R/P #31, 32, 34, 35, 38

2/23 Lesson 9.1.1 Circumference of a Circle & Triangle Inequality Theorem

1.  Warm-up:  Make a list of all the things you know about pi (π).

2.  Walk and Talk

3.  Math Notes: Circumference, Diameter, Radius

4.  BuzzMath: Circumference of a Circle (the link is posted in GC)

5.  Dojo Challenge:  If ALL members of your team complete problem 9-8 (page 491) your team receives dojo points

6.  Triangle Inequality Theorem 

Homework:  Lesson 9.1.1 R/P #10-14

2/22 Random Sampling & Ch. 8 Closure

1.  Warm-up:  Angle Challenge! On side whiteboard

2.  Creating a Random Sample

Random Samples are the BEST way to produce an unbiased, representative sample because all members of the population are equally likely to be chosen.

• Brainstorm:  You are given a list of all members of a population.  What method could you use to randomly select a sample?
• Make a list of at least 3 methods

Your team will be given the rest of the period to prepare your random sample and any materials you will need to conduct your survey.

Ideas to consider:

1. Produce a random sample
2. Divide and conquer- each member of your team should survey roughly an equal amount of people
3. Prepare materials- T-chart for data collection, Google Form/Sheet, paper survey, etc.

On Friday, your team will be given time in class to work on your report.  All surveying/data collection should be completed by 3rd period on Friday.


Homework:  Chapter 8 Closure (all)

2/19 Lesson 8.3.4 Building Triangles

1.  Warm-up:
   a) Log-on to a computer, open your eBook to 8.3.4, Problem #94
   b) Using a protractor and a ruler, construct a triangle with a side length of 4 cm, one angle of 90 degrees, and one angle of 45 degrees.
   c) Compare your constructions with your team.  Does this produce a unique triangle?

2.  Lesson 8.3.4 Building Triangles

Essential Question #2:  Does knowing all 3 side lengths produce a unique triangle?

Instructions:

• Use Triangle Creation tool to build a triangle that meets the specified requirements (on side whiteboard)
• Sketch the triangle in your notebook
• Label all 6 measurements (rounding to the nearest tenth)
• Build at least 2 triangles (if possible)

Essential Question #3:  How do I know IF a triangle can be made given 3 side lengths?

Instructions:

• Use Triangle Inequality tool to build a triangle that meets the specified requirements (on side whiteboard)
• Take note of which sets of 3 side lengths produce a triangle and which do not.
• Test your theory with at least 3 more sets of side lengths that you make up

3.  Essential Question Poster and Swapmeet

2/18 Lesson 8.3.4 Geometric Constructions

1.  Warm-up

2.  Pass back District Common Assessment (Percents)

3.  Lesson 8.3.4 Geometric Constructions

Essential Question #1:  Does knowing 2 of the 6 possible measurements produce a unique triangle?

Instructions:

• Use Triangle Creation tool to build a triangle that meets the specified requirements (on side whiteboard)
• Sketch the triangle in your notebook
• Label all 6 measurements (rounding to the nearest tenth)
• Build at least 2 triangles (if possible)

Share out your findings within your team.  As a team, write a summary of your conclusions regarding the essential question.

Essential Question #2:  Does knowing all 3 side lengths produce a unique triangle?

Repeat the process described above to investigate this question.

Homework:  Lesson 8.3.4 R/P #98-102

2/17 Lesson 8.3.3 Geometric Constructions

1.  Warm-up:  Re-read problem #30 (page 448) and the Math Notes on page 455.  

Then, brainstorm at least 2 sampling methods you could use to produce a valid, representative sample of your chosen population.

After 5 minutes of quiet think/write time, discuss possible methods with your team.


2.  Statistical Analysis conferences with Mr. R

• Be prepared to share your sampling method ideas

3.  Lesson 8.3.3 Geometric Constructions

• Objective:  I will construct shapes that meet the stated requirements.  I will use rulers and protractors to attend to precision.
• Start on Problem #80, page 469  (you already constructed the triangle yesterday)
• Do Problems 80-84, skip 82
• If your team finishes early, you may work on homework

Homework:  Lesson 8.3.3 R/P 

2/16 Lesson 8.3.2/8.3.3 Measuring Angles and Geometric Constructions

1.  Warm-up:  Brainstorm a list of statistical questions you might ask, and what population you will be surveying.

2.  Statistical Analysis Project

• Share out ideas in your group
• Decide on a statistical question and the population being surveyed
• Enter your question and population into the Google Form in GC (one per team)

3.  Lesson 8.3.2 Measuring Angles

• Introduction to a protractor and how it is used
• Protractor practice worksheet
• What if the rays that form the angle aren't long enough?

4.  Lesson 8.3.3 Geometric Constructions

• Problems #80 and 81

Homework:  8.3.2 R/P #74-78

2/12 Technology Lesson: All about angles

Log-on to a computer and open Google Classroom

Technology Lesson: All about angles!

• Open the document in Google Classroom
• Watch the tutorial videos and complete the practice problem sets in order
• Take a screenshot (proof of completion) after finishing each set of practice problems

After completing each video and practice problem set, solve the Additional Challenge problems #72 and 73 on page 465 of our 7th grade CPM books.

Homework:  Lesson 8.3.2 problems #72, 73 (if not finished in class)

2/11 Lesson 8.3.1 Introduction to Angles

1.  District Common Assessment

2.  Statistical Analysis Project

3.  Lesson 8.3.1 Introduction to Rotations and Angles

Homework:  Lesson 8.3.1 R/P

2/10 Lesson 8.2.2 Random Samples

1.  Warm-up:  Evaluate the following sampling methods.  Are the samples representative of the entire population?


a)  Statistical Question:  Who is going to win the Presidential election in 2016?
     Sampling Method:  Using a phone book, randomly select 1,000 people from the state of California

b)  Statistical Question:  What is the average wave size (measured in feet) at Morro Rock?
     Sampling Method:  During the month of February, measure the height of 20 waves each day.


2.  Lesson 8.2.2 Random Samples

• Objective:  I will use random sampling to make a generalization about a population.
• Problem 41:  Every member of your team INDIVIDUALLY samples 10 "robins" and finds the mean of their own sample.
• Record your mean in the Form on Google Classroom
• STOPLIGHT (you may work on homework while waiting for all students to finish)
• Problem 42 as individuals (you may use Desmos to construct your box plot/histogram)
• Problem 43 in teams

Homework:  Lesson 8.2.2 R/P

2/9 Lesson 8.2.1 Representative Samples

1.  Warm-up:  The area of a rectangle is 50 square inches.  The width is twice as long as its length.  What is the perimeter of the rectangle

2.  Lesson 8.2.1 Representative Samples

• Objective:  I will evaluate the validity of samples by discussing how representative they are of the population.
• LearnZillion: Random Samples
• Problem #29 as Think-Pair-Share
• Team Checkmark Consensus for Problems #30-32
• STOPLIGHT (you may work on homework while waiting for teams to finish)
• Discuss Problem #32
• Problems 33 and 34 if time permits

Homework:  Lesson 8.2.1 R/P

2/5 Lesson 8.1.2 Comparing Distributions

1.  Warm-up:
  a)  Log-on to computers and open eBook to Lesson 8.1.2
  
  b)  Find the mean and median for this set of data:

40, 49, 68, 104, 84, 72, 95, 145, 38, 94, 85, 1000, 68, 94, 102

2.  Lesson 8.1.2 Comparing Distributions

• Objective:  I will compare distributions using different measures of central tendency (mean, median) depending on the circumstances.
• A brief introduction to golf
• Problem #19 using Desmos tool
• Discussion:  When to use "mean" vs. "median"
• Definition: Inter-quartile Range (IQR)
• Problems #20-22 in teams

No homework this weekend!

2/4 Lesson 8.1.1 Measurement Precision

1.  Warm-up:  Log-on to your computer, and enter your individual data from yesterday into the Google Form.

2.  Lesson 8.1.1 Measurement Precision

• Objective:  I will analyze the precision of different measuring tools using box plots and histograms
• Let the analysis begin!  Discuss the questions in Problem 4 with your team. 
• Make a histogram (bin width 5) and box plot for each set of data.  Refer to Problem 5 for instructions.  You will have 4 graphs total
• Class Discussion of data

3.  Closure:  Walk and Talk (Problem #7)

Homework:  Lesson 8.1.1 R/P #13-18

2/3 Lesson 8.1.1 Measurement Precision

1.  Warm-up:  In your "CLASSWORK" section, copy the data table on the side whiteboard

2.  Lesson 8.1.1 Measurement Precision

• Objective:  I will analyze the precision of different measuring tools using box plots and histograms
• Problem #1 as team discussion
• Field Trip!
• Everybody inputs their own data in a Google Form (in Google Classroom)
• Let the analysis begin (Problems 4 and 5)

Homework:  Lesson 8.1.1 R/P #8-10, 12 only!

2/2 Percent Test

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

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

Homework:  Lesson 7.2.2 R/P #117 Checkpoint Problem (Histograms and Box Plots)  USE GRAPH PAPER

2/1 Chapter 7 Closure + Percent Test Prep

1.  Chapter 7 Closure activity

• You will need your notebook, a pencil, and a calculator for this activity
• There are 6 problems arranged in the classroom
• Problems A & B are on tables 1-3
• Problems C & D are on tables 4-6
• Problems E & F are on tables 7-9
• You will pair up with another student and take turns solving a problem.
• When it is your turn, you must explain how you would solve the problem.  Your partner will take notes.  Your job is to use math evidence to convince your partner that your solution is correct.
• If your partner agrees with your answer, switch roles.
• If your partner disagrees, he/she must use math evidence to explain why.  Make sure you reach consensus before moving on to the next problem.
• Move to another set of problems.  Find a new partner for the next set of problems
• KEEP A WHISPER VOICE FOR THIS ACTIVITY

2.  Percent Test Prep

• Grab a worksheet from Table 5.  I suggest you work on this individually in preparation for tomorrow's test.

*If you struggled with today's activities, please see me @ lunch or after school for extra support and practice.