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?

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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