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