3-20-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

*Retakes for those that still did not master 80%

*Projects started for topics learned since the beginning of the year :) Criteria is attached. Due

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

*Retakes for those that still did not master 80%

*Projects started for topics learned since the beginning of the year :) Criteria is attached. Due

HW: any not completed: end of marking period is next Friday March 20th

3-19-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

*Retakes on questions that were incorrect the first time (on a new test). Students had to show knowledge that they knew material the second time around

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

*Retakes on questions that were incorrect the first time (on a new test). Students had to show knowledge that they knew material the second time around

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

3-18-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER

*Post test study for retakes tomorrow

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER

*Post test study for retakes tomorrow

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

3-17-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

Many students increased their scores on the probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Post test today

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

Many students increased their scores on the probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Post test today

Students scored pretty good for having all the topics for the year on one test. They were given their test back with the types of questions they need to study. They will retake Thursday to increase their scores for their final post test grade.

HW: any not completed: end of marking period is next Friday March 20th

3-16-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Post test today

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK Conferences are March 31st & April 1st

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Post test today

HW: any not completed: end of marking period is next Friday March 20th

3-13-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK

Many students increased their scores on the probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

HW: any not completed....end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

WEEK OF CONFERENCES WE WILL NOT HAVE TIME TO HOLD AFTER SCHOOL HELP BECAUSE IT IS OUR DINNER BREAK

Many students increased their scores on the probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get more points before I leave on maternity leave :)

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

HW: any not completed....end of marking period is next Friday March 20th

3-12-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get moe points before I leave on maternity leave :)

*Progress Monitoring

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

HW: any not completed: end of marking period is next Friday March 20th

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get moe points before I leave on maternity leave :)

*Progress Monitoring

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

HW: any not completed: end of marking period is next Friday March 20th

3-11-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get moe points before I leave on maternity leave :)

Topic 10: Pythagorean Theorem retakes or study

*Progress Monitoring

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores onthe probes for their IEP goals. They either maintained or increased. I have handed them back and showed them their mistakes. They will be retaking to see if they can get moe points before I leave on maternity leave :)

Topic 10: Pythagorean Theorem retakes or study

*Progress Monitoring

*Students will be studying from old tests for the post test of the year...this will be for the next three days. They are to pick out skills that they are struggling with and take notes, ask questions, use IXL, etc. The post test will be given to them next week and retakes are available if they struggle the first time.

3-10-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem TEST

*Progress Monitoring

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

HW:

IXL: O.1 & O.2

Skills: --------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem TEST

*Progress Monitoring

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

HW:

IXL: O.1 & O.2

Skills: --------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

practice on two different packets (solving for a,b and c) word problems

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test tomorrow March 10, 2015

HW: 50% on ixl for O.1 & O.2

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

practice on two different packets (solving for a,b and c) word problems

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test tomorrow March 10, 2015

HW: 50% on ixl for O.1 & O.2

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

3-6-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

IXL practice on 8th grade O.1 & O.2

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: 50% on ixl for O.1 & O.2

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

IXL practice on 8th grade O.1 & O.2

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: 50% on ixl for O.1 & O.2

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

3-5-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: solve for a or b (pick 10)

IXL: O.1 & O.2

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: solve for a or b (pick 10)

IXL: O.1 & O.2

3-4-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

Played a game to practice solving for the hypotenuse of a right triangle

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: solve for c

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 10: Pythagorean Theorem

Played a game to practice solving for the hypotenuse of a right triangle

a2 + b2 = c2 (a & b are legs of a triangle, c is for the hypotenuse...longest side)

Plug in legs or hypotenuse (the two that are given)

Square the numbers

Solve for the missing side (variable) by square rooting both sides

Ex: solve for hypotenuse (c)

42 + 52 = c2

16 + 25 = c2

41 = c2

41 = c2 (square root both sides to get rid of the squared on c)

6.4 = c

Ex: solve for a leg (a or b)

82 + b2 = 102

64 + b2 = 100

-64 -64 (get rid of the 64 to get b by itself)

b2 = 34 (square root both sides to get rid of the squared on c)

b = 5.8

Test Next Tuesday March 10, 2015

HW: solve for c

IXL: O.1 & O.2

Skills: ---------------------------------------------------------------------------------------------------------------------------

2-27-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Parent meeting for 8th grade parents (high school transition) will be Monday March2, 2015 at 6:30 in the little theater

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Test today

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Parent meeting for 8th grade parents (high school transition) will be Monday March2, 2015 at 6:30 in the little theater

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Test today

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

2-26-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Study Guide today

TEST: Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Study Guide today

TEST: Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

2-25-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

TEST: Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Many students increased their scores...will be pulling them again to make sure they are staying on top of the skills needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the missing degree of an exterior angle of a triangle

Add the two angles opposite inside.

TEST: Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Finding the missing degree of an interior angle of a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

2-24-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking seeing the importance of correctly doing the daily journal. Many are skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Pair Share & independent work

Students were also verbally quizzed on alternate interior, vertical, and corresponding angles again to check whether they need to study

Finding the missing degree within a triangle CONTINUED

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

TEST: estimated for Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking seeing the importance of correctly doing the daily journal. Many are skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Pair Share & independent work

Students were also verbally quizzed on alternate interior, vertical, and corresponding angles again to check whether they need to study

Finding the missing degree within a triangle CONTINUED

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

TEST: estimated for Friday 2-27-2015

HW: any missing work

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

2-23-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking seeing the importance of correctly doing the daily journal. Many are skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the missing degree within a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

TEST: estimated for Friday 2-27-2015

HW: problems up to 12 (done in class for some)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking seeing the importance of correctly doing the daily journal. Many are skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the missing degree within a triangle

Interior angle you have 180 degrees = angle 1 + angle 2 + angle 3

Write equation...plug in the two angles given and then solve for the third (solve for x)

Example 180 = 39 + 45 + x

180 = 84 + x

-84. -84

96 = x

TEST: estimated for Friday 2-27-2015

HW: problems up to 12 (done in class for some)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

2-18-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking the daily journal seriously, skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

TEST: estimated for next Thursday 3-1-2015

HW: problems up to 15 (done in class for some)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

There are many students that are not taking the daily journal seriously, skipping problems, not taking notes when skills are taught, asking questions or even writing down the correct answer when reviewed every day. Their scores are not increasing when journal checks are pulled (lowest score they can recieve is a 5 and that is if they answer 1-2 out of 9 questions correctly). These skills are needed to be successful in the 7th, 8th & high school curriculum. I will be pulling a journal check again this week and may be calling/emailing some parents to see if students can stay after every Tuesday or Thursday to be retaught these important skills.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

TEST: estimated for next Thursday 3-1-2015

HW: problems up to 15 (done in class for some)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

2-17-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

TEST: estimated for next Thursday 3-1-2015

HW: problems 7-10 (needs to have statements proving 3 of the angles with the definition words)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle CONTINUED

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

TEST: estimated for next Thursday 3-1-2015

HW: problems 7-10 (needs to have statements proving 3 of the angles with the definition words)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

2-12-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

HW: problems 5 & 6 (needs to have statements proving 3 of the angles with the definition words)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Finding the degrees of many angles, given an angle

*Using our different angles definitions to prove (angle 3 is 55 degrees because it is corresponding to angle 7 which is already 55 degrees)

HW: problems 5 & 6 (needs to have statements proving 3 of the angles with the definition words)

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

2-11-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

*mini quiz on knowing alternate interior & corresponding

*Progress monitoring

*Worksheet on placing angles in correct section

HW: worksheet

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

*mini quiz on knowing alternate interior & corresponding

*Progress monitoring

*Worksheet on placing angles in correct section

HW: worksheet

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

2-10-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Hello Parents,

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

HW: know the key details of corresponding and alternate interior angles

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Hello Parents,

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

*Transversal line: a line that goes through 2 or more lines

*Corresponding angles: two angles that are in the same position on the diagram (ex: bottom right)

*Alternate interior angles (opposite interior): two angles that are on opposite sides on the INSIDE

HW: know the key details of corresponding and alternate interior angles

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

2-9-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Measuring an angle

HW: Students need to get to 70% on 5th grade B.13 in ixl.com

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Measuring an angle

HW: Students need to get to 70% on 5th grade B.13 in ixl.com

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

2-6-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Students worked in ixl to review angles and solving for x

These steps and prior knowledge with be needed for this topic starting Monday :)

HW: study for retakes

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Introduction of new Topic 11: Reasoning in Geometry (working a lot with angles and triangles)

Students worked in ixl to review angles and solving for x

These steps and prior knowledge with be needed for this topic starting Monday :)

HW: study for retakes

IXL: Q.3, Q.4, Q.6, 7th grade P.9, 5th grade B.13

Skills: ---------------------------------------------------------------------------------------------------------------------------

2-5-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

TEST: many students did not have the note card that I have been prompting them to have all topic. After going through the test and having them write hints to not forget certain steps (ex: label coordinates) many of them did not and need to retake due to missed step

HW: any homework not completed...STUDY for retakes

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

TEST: many students did not have the note card that I have been prompting them to have all topic. After going through the test and having them write hints to not forget certain steps (ex: label coordinates) many of them did not and need to retake due to missed step

HW: any homework not completed...STUDY for retakes

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

2-4-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Study Guide

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

TEST: Thursday Feb 5, 2015

HW: any homework not completed...STUDY

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Study Guide

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

TEST: Thursday Feb 5, 2015

HW: any homework not completed...STUDY

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

1-30-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Reviewed translation, reflection, rotation on a graph for test Tuesday

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

TEST: Tuesday Feb 3, 2015

HW: Finish packet on reflection, rotation, and translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Reviewed translation, reflection, rotation on a graph for test Tuesday

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

TEST: Tuesday Feb 3, 2015

HW: Finish packet on reflection, rotation, and translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

1-28-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

I gave out extra practice sheets on translation and rotation and a few students did not choose to take for practice

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

*Rotation: reviewed and finished problems on rotation

HW: Finish packet (graphing coordinates for rectangle, labeling last coordinate)

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

I gave out extra practice sheets on translation and rotation and a few students did not choose to take for practice

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

*Rotation: reviewed and finished problems on rotation

HW: Finish packet (graphing coordinates for rectangle, labeling last coordinate)

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

1-27-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Reflection & Translation Review

Rotation starter

HW: 1-10 on congruence packet

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Students need to know the different steps for reflection & translation: I have told them that they can have the steps on a note card for the test (many have chose not to write them down)

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Reflection & Translation Review

Rotation starter

HW: 1-10 on congruence packet

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

*Rotation: A shape that turns 90, 180, 270, 360 degrees

1-26-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Reflection & Translation Review

Graphing/Labeling coordinates to help with transformations

HW: #-5 on congruence packet

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Reflection & Translation Review

Graphing/Labeling coordinates to help with transformations

HW: #-5 on congruence packet

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

1-23-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

* Reflection: has to be the exact same distance for each point from the line of reflection (WORKSHEET)

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

* Reflection: has to be the exact same distance for each point from the line of reflection (WORKSHEET)

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

*Reflections: Count the spaces from one dot to the line of reflection, count the same amount of spaces and place image dot. Continue to do this with all dots from original shape

1-22-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

*Translation page: graphing movement on a graph and sliding a shape

* Started Reflection: has to be the exact same distance for each point from the line of reflection

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

*Translation page: graphing movement on a graph and sliding a shape

* Started Reflection: has to be the exact same distance for each point from the line of reflection

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

1-21-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 9 Congruence

Congruence: Has to be the exact same shape and size (does not enlarge or shrink)

Translations: SLIDE up, down, left, right, and diagonal. Translations on a graph you have to check point to point on each shape to make sure they move the same direction for every point.

HW: know the definition and a quick sketch of a translation

IXL: Q.12 & Section R, 7th P.12

Skills: ---------------------------------------------------------------------------------------------------------------------------

1-20-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 7 Functions

*TEST (some students need to take parts of the test again for retakes)

HW: study for retakes

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Matching tables to one function equations (plug in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 7 Functions

*TEST (some students need to take parts of the test again for retakes)

HW: study for retakes

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Matching tables to one function equations (plug in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

1-15-2015

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 7 Functions

*Study guide

Mini-quiz: Friday 1-16-2015

TEST: Next Tuesday 1-20-2015

HW: page on checking equations with function table

HALF DAY FRIDAY: DISMISSAL 11:02

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Matching tables to one function equations (plug in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

Please remind your child that they can stay after Tuesdays & Thursdays for extra help....many students are not staying after and waiting to right before a test to try and cram a complete lesson of all the test skills into study guide day. I also stay with Mrs. Jenkins to help students on Wednesdays now in case help in math is needed.

Topic 7 Functions

*Study guide

Mini-quiz: Friday 1-16-2015

TEST: Next Tuesday 1-20-2015

HW: page on checking equations with function table

HALF DAY FRIDAY: DISMISSAL 11:02

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Matching tables to one function equations (plug in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

1-14-2015

Topic 7 Functions

*Matching tables to one function equations (pluf in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

Mini-quiz: Friday 1-16-2015

TEST: Next Tuesday 1-20-2015

HW: HW page on checking equations with function table

HALF DAY FRIDAY: DISMISSAL 11:02

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

Topic 7 Functions

*Matching tables to one function equations (pluf in first row with x & y to the equation) check to see which table is has both sides of the equal equal to each other.

Mini-quiz: Friday 1-16-2015

TEST: Next Tuesday 1-20-2015

HW: HW page on checking equations with function table

HALF DAY FRIDAY: DISMISSAL 11:02

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

1-13-2015

Topic 7 Functions

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Started matching tables to one function equations

Mini-quiz: Thursday 1-14-2015

TEST: Next Tuesday 1-20-2015

HW: HW page on checking equations with function table

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

Topic 7 Functions

*Matching a table to an equation pair work

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

*Started matching tables to one function equations

Mini-quiz: Thursday 1-14-2015

TEST: Next Tuesday 1-20-2015

HW: HW page on checking equations with function table

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

1-12-2015

Topic 7 Functions

*Matching a table to an equation

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

Mini-quiz: Thursday 1-14-2015

TEST: Next Wednesday 1-21-2015

HW: through #12

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

Topic 7 Functions

*Matching a table to an equation

Students needs to plug in x & y to see if each side of the equation is equal

All 4 equations need to be attempted to make sure they are choosing the correct response

Mini-quiz: Thursday 1-14-2015

TEST: Next Wednesday 1-21-2015

HW: through #12

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

1-8-2015

Topic 7 Functions

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

Continued to work in groups to solve for the missing number

HW: #28-33 in packet

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

Topic 7 Functions

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

Continued to work in groups to solve for the missing number

HW: #28-33 in packet

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

1-7-2015

Topic 7 Functions

Mini quiz (4 questions)

* Reviewing functions with increasing, decreasing intervals on a graph

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

HW: #8-12 in packet

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

Topic 7 Functions

Mini quiz (4 questions)

* Reviewing functions with increasing, decreasing intervals on a graph

* Finding the pattern on a table (function)

Are the y(output) increasing (adding) or decreasing (subtracting)

What are they adding or subtracting every time?

What is the missing number?

HW: #8-12 in packet

IXL: Alg Q.4, Q.5, W.1, V.2-7

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

1-6-2015

Topic 7 Functions

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

HW: know that a function has one arrow for each input & what is linear and nonlinear

IXL: Alg Q.4, Q.5, W.1, V.2-7

Topic 7 Functions

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow (connecting coordinates to mapping diagram)

*Looking at functions and telling the difference between linear (straight) and nonlinear

HW: know that a function has one arrow for each input & what is linear and nonlinear

IXL: Alg Q.4, Q.5, W.1, V.2-7

1-5-2015

Topic 7 Functions Introduction to Functions and how to create a mapping diagram.

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow

HW: know that a function has one arrow for each input

IXL: Alg Q.4, Q.5, W.1, V.2-7

Topic 7 Functions Introduction to Functions and how to create a mapping diagram.

*Mapping diagram: to be a function...every input can ONLY HAVE ONE arrow

HW: know that a function has one arrow for each input

IXL: Alg Q.4, Q.5, W.1, V.2-7

12-17-2014

Topic 6 Systems of Equations

Test today

pretest for next topic that we will be working on after winter break

Topic 6 Systems of Equations

Test today

pretest for next topic that we will be working on after winter break

12-16-2014

Topic 6 Systems of Equations

Students did the study guide and color coded the mini steps, asked questions and worked on their homework if it was not completed.

Students need to make sure they are studying and understanding how to follow the note cards. We went over the mini steps numerous times and not writing down the steps to follow.

Solve for x (always add equations & then divide to get x by itself)

solve for y (plug in x, solve the parentheses, add or subtract, divide to get y by itself)

They will follow these steps for every single problem (many of the steps are what we did in Topic 2 in which the majority of the students passed )

Solving for systems of equations

Attached are step by step directions

HW:

IXL: Y.1,4,5

TEST Wednesday 12-17-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

Topic 6 Systems of Equations

Students did the study guide and color coded the mini steps, asked questions and worked on their homework if it was not completed.

Students need to make sure they are studying and understanding how to follow the note cards. We went over the mini steps numerous times and not writing down the steps to follow.

Solve for x (always add equations & then divide to get x by itself)

solve for y (plug in x, solve the parentheses, add or subtract, divide to get y by itself)

They will follow these steps for every single problem (many of the steps are what we did in Topic 2 in which the majority of the students passed )

Solving for systems of equations

Attached are step by step directions

HW:

IXL: Y.1,4,5

TEST Wednesday 12-17-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

12-15-2014

Topic 6 Systems of Equations

Students need to make sure they are studying and understanding how to follow the note cards. We went over the mini steps numerous times and not writing down the steps to follow.

Solve for x (always add equations & then divide to get x by itself)

solve for y (plug in x, solve the parentheses, add or subtract, divide to get y by itself)

They will follow these steps for every single problem (many of the steps are what we did in Topic 2 in which the majority of the students passed )

Solving for systems of equations

Attached are step by step directions

HW: entire packet to #12 (MANY STUDENTS DID NOT COMPLETE IN 2ND HOUR)

IXL: Y.1,4,5

TEST NEXT Wednesday 12-17-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

Topic 6 Systems of Equations

Students need to make sure they are studying and understanding how to follow the note cards. We went over the mini steps numerous times and not writing down the steps to follow.

Solve for x (always add equations & then divide to get x by itself)

solve for y (plug in x, solve the parentheses, add or subtract, divide to get y by itself)

They will follow these steps for every single problem (many of the steps are what we did in Topic 2 in which the majority of the students passed )

Solving for systems of equations

Attached are step by step directions

HW: entire packet to #12 (MANY STUDENTS DID NOT COMPLETE IN 2ND HOUR)

IXL: Y.1,4,5

TEST NEXT Wednesday 12-17-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

12-12-2014

Topic 6 Systems of Equations

practice and fixing note card to put in hints next to steps

Solving for systems of equations

Attached are step by step directions

HW: entire packet to #12

IXL: Y.1,4,5

TEST NEXT THURSDAY 12-18-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

Topic 6 Systems of Equations

practice and fixing note card to put in hints next to steps

Solving for systems of equations

Attached are step by step directions

HW: entire packet to #12

IXL: Y.1,4,5

TEST NEXT THURSDAY 12-18-2014

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

12-11-2014

Topic 6 Systems of Equations

Solving for systems of equations

Attached are step by step directions

HW: Qs up to #6

IXL: Y.1,4,5

Topic 6 Systems of Equations

Solving for systems of equations

Attached are step by step directions

HW: Qs up to #6

IXL: Y.1,4,5

12-10-2014

Topic 6 Systems of Equations

Solving for systems of equations

Attached are step by step directions

HW: any not completed

IXL: Y.1,4,5

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

Topic 6 Systems of Equations

Solving for systems of equations

Attached are step by step directions

HW: any not completed

IXL: Y.1,4,5

Skills: ---------------------------------------------------------------------------------------------------------------------------

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

12-9-2014

Topic 6 Systems of Equations

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

HW: finish checking solution for systems of equations HW & graohing packet

IXL: Y.1,4,5

Topic 6 Systems of Equations

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

*Finding a solution on a graph

1. Find where the lines intersect

2. Label the coordinate (x,y) for the intersection

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

HW: finish checking solution for systems of equations HW & graohing packet

IXL: Y.1,4,5

12-8-2014

Topic 6 Systems of Equations

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

HW: finish checking solution for systems of equations

IXL: Y.1,4,5

Topic 6 Systems of Equations

Checking to see if a solution (i.e. 5,6) is the answer for both equations in a system of equations set.

* 1. Write down equations

2. Label coordinate (solution)

3. plug in x & y

4. solve to see if each equation is equal on both sides

HW: finish checking solution for systems of equations

IXL: Y.1,4,5

12-2-2014

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which notecard to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

Today we did progress monitoring and practiced questions for the test.

Students will need to come with questions for tomorrow (NOTE CARDS READY TO GO)

Test: TOMORROW

HW: graphing packet (for those that did not turn it in) and any missing assignments that I pointed out to them today

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

y= (rise/run)x + (y-intercept)

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which notecard to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

Today we did progress monitoring and practiced questions for the test.

Students will need to come with questions for tomorrow (NOTE CARDS READY TO GO)

Test: TOMORROW

HW: graphing packet (for those that did not turn it in) and any missing assignments that I pointed out to them today

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

y= (rise/run)x + (y-intercept)

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

12-1-2014

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which notecard to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

Today we did the study guide

Students will need to come with questions for tomorrow (NOTE CARDS READY TO GO)

Test: Wednesday December 3, 2014

HW: graphing packet (for those that did not turn it in)

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

y= (rise/run)x + (y-intercept)

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which notecard to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

Today we did the study guide

Students will need to come with questions for tomorrow (NOTE CARDS READY TO GO)

Test: Wednesday December 3, 2014

HW: graphing packet (for those that did not turn it in)

Skills: ---------------------------------------------------------------------------------------------------------------------------

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

y= (rise/run)x + (y-intercept)

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-24-2014 & 11-25-2014

Thanksgiving Coordinate Graph

Thanksgiving Coordinate Graph

11-21-2014

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which note card to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

*Graphing an equation: Reteach & practice packet (different from the one attached)

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Pushing test to after Thanksgiving break

y= (rise/run)x + (y-intercept)

HW: graphing packet or packet from today DUE TUESDAY

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which note card to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

*Graphing an equation: Reteach & practice packet (different from the one attached)

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Pushing test to after Thanksgiving break

y= (rise/run)x + (y-intercept)

HW: graphing packet or packet from today DUE TUESDAY

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-20-2014

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which note card to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Pushing test to after Thanksgiving break

y= (rise/run)x + (y-intercept)

HW: graphing packet

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

Attached are the two skills the students are suppose to have written down and I have cut out many mini graphs for a student to make an example and paste it to their note card. Directions are given throughout the packet with problems to practice on. The students are trying to memorize the steps and not follow the steps on the note card. Make sure they label the two skills so they know which note card to look at for which problem. Also they have to know where the slope & y-intercept in the equation is located...this was a mini quiz and a few students still have not retaken for more points after many prompts.

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Pushing test to after Thanksgiving break

y= (rise/run)x + (y-intercept)

HW: graphing packet

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-19-2014

Topic 5 Linear Equations

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Tentatively next week Tuesday

y= (rise/run)x + (y-intercept)

HW:finish the problems on worksheet that were not finished in class.

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

*Graphing an equation

Start with the y intercept and plot the point, find the rise over run (rise is up or down, run you go to the right) and draw/loop this from the y intercept to create your second point. Connect the two points to create a line.

Please have you child make a note card with the steps if they are confused with the steps. Students have been prompted to make them in class after I have repeated the steps many times (some have chose not to write it down).

Test: Tentatively next week Tuesday

y= (rise/run)x + (y-intercept)

HW:finish the problems on worksheet that were not finished in class.

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

* Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-18-2014

Topic 5 Linear Equations

*Students still needed practice finsing the slope & y intercept in graph & equation. Worksheet in class and 6 problems for homework on separate sheet.

Please have you child make a note card with the steps if they are confused with the steps.

Test: Tentatively next week Tuesday

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: 6 problems out of 8

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

*Students still needed practice finsing the slope & y intercept in graph & equation. Worksheet in class and 6 problems for homework on separate sheet.

Please have you child make a note card with the steps if they are confused with the steps.

Test: Tentatively next week Tuesday

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: 6 problems out of 8

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-17-2014

Topic 5 Linear Equations

*Continued to write an equation after finding the slope & y-intercept on a graph

Please have you child make a note card with the steps if they are confused with the steps.

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Finish backside of paper we were working on

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

*Continued to write an equation after finding the slope & y-intercept on a graph

Please have you child make a note card with the steps if they are confused with the steps.

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Finish backside of paper we were working on

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-14-2014

Topic 5 Linear Equations

* writing an equation after finding the slope & y-intercept on a graph

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Finish backside of paper we were working on

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

* writing an equation after finding the slope & y-intercept on a graph

Slope: draw an L connecting the two coordinates (count how many you rise & how many you run) Rise/run for the slope. The see where the line crosses over the y-axis...this is your y-intercept

y= (rise/run)x + (y-intercept)

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Finish backside of paper we were working on

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

*Find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-13-2014

Topic 5 Linear Equations

*Continued to find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Single sheet with slope formula #1-10 MISSING HOMEWORK SHEETS WENT HOME YESTERDAY WITH STUDENTS

Mini Quiz: Friday how to use the formula to find the slope between two coordinates

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

*Continued to find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: Single sheet with slope formula #1-10 MISSING HOMEWORK SHEETS WENT HOME YESTERDAY WITH STUDENTS

Mini Quiz: Friday how to use the formula to find the slope between two coordinates

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-12-2014

Topic 5 Linear Equations

*How to find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: single sheet with slope formula #1-10 MISSING HOMEWORK SHEETS WENT HOME TODAY WITH STUDENTS

Mini Quiz: Friday how to use the formula to find the slope between two coordinates

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Topic 5 Linear Equations

*How to find the slope of two coordinates using a formula

y2-y1/x2-x1

(2, 4) (4,-6) ---> -6-4/4-2 ---> -10/2 ---> -10 is the rise and 2 is the run on a graph

HW: single sheet with slope formula #1-10 MISSING HOMEWORK SHEETS WENT HOME TODAY WITH STUDENTS

Mini Quiz: Friday how to use the formula to find the slope between two coordinates

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

11-11-2014

Graphing Proportional Relationships

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

Mini quiz tomorrow: label the m (slope, rise/run, constant of proportionality) & b (y-intercept, beginning)

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Hw: W.1 from ixl.com, HW worksheet on identifying slope & y intercept

Graphing Proportional Relationships

*Linear equations (not proportional) y = mx + b

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

Mini quiz tomorrow: label the m (slope, rise/run, constant of proportionality) & b (y-intercept, beginning)

IXL practice: W.1, (Alg)S.4, V.7, V.9-12

Hw: W.1 from ixl.com, HW worksheet on identifying slope & y intercept

11-10-2014

Topic 5 Linear Equations

Graphing Proportional Relationships

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, S.14, V.7, V.9-12

Hw: any from previous topics

Topic 5 Linear Equations

Graphing Proportional Relationships

*Being able to look at a table and graph to tell if it is proportional

Graph: straight line crossing through (0,0)

Equation: y=mx (m= any number)

Table: y divide x are all the same outcome/number

IXL practice: W.1, S.14, V.7, V.9-12

Hw: any from previous topics

11-6-2014

1/2 Day: Graphing on a coordinate graph continued

Hw: coordinate graph if not completed

CONFERENCES TODAY! HOPE TO SEE YOU THERE :) 12:15-3:15 and 4:45-7:45

1/2 Day: Graphing on a coordinate graph continued

Hw: coordinate graph if not completed

CONFERENCES TODAY! HOPE TO SEE YOU THERE :) 12:15-3:15 and 4:45-7:45

11-5-2014

1/2 Day: Graphing on a coordinate graph

Hw: any not completed

CONFERENCES TODAY! HOPE TO SEE YOU THERE :) 12:15-3:15 and 4:45-7:45

1/2 Day: Graphing on a coordinate graph

Hw: any not completed

CONFERENCES TODAY! HOPE TO SEE YOU THERE :) 12:15-3:15 and 4:45-7:45

11-4-2014

Topic 2 Test

Topic 5 Pretest

Progress Monitoring

Hw: any not completed

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2 Test

Topic 5 Pretest

Progress Monitoring

Hw: any not completed

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

11-3-2014

Topic 2:Linear equations

Study guide

Progress Monitoring

Hw: any not completed

Test: Tomorrow 11-4-2014

*No Solution: Two numbers not equal to each other (i.e. 3 = 5)

Many Solutions: Two numbers equal to each other (i.e. 6 = 6)

One Solution: has one variable (i.e. y = 4)

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2:Linear equations

Study guide

Progress Monitoring

Hw: any not completed

Test: Tomorrow 11-4-2014

*No Solution: Two numbers not equal to each other (i.e. 3 = 5)

Many Solutions: Two numbers equal to each other (i.e. 6 = 6)

One Solution: has one variable (i.e. y = 4)

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-31-2014

Topic 2: Linear equations

No Solution, One Solution, Many Solutions & review of distributive property

Hw: distributive property (if not completed in class)

Test: Next Tuesday 11-4-2014

*No Solution: Two numbers not equal to each other (i.e. 3 = 5)

Many Solutions: Two numbers equal to each other (i.e. 6 = 6)

One Solution: has one variable (i.e. y = 4)

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2: Linear equations

No Solution, One Solution, Many Solutions & review of distributive property

Hw: distributive property (if not completed in class)

Test: Next Tuesday 11-4-2014

*No Solution: Two numbers not equal to each other (i.e. 3 = 5)

Many Solutions: Two numbers equal to each other (i.e. 6 = 6)

One Solution: has one variable (i.e. y = 4)

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-29-2014

Topic 2: Linear equations

Sorry for lack of email yesterday: students finished their facing math projects...if they did not complete it was suppose to be done at home to turn in

Today: Writing simple expressions

Test: Next Tuesday 11-4-2014

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2: Linear equations

Sorry for lack of email yesterday: students finished their facing math projects...if they did not complete it was suppose to be done at home to turn in

Today: Writing simple expressions

Test: Next Tuesday 11-4-2014

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-28-2014

Topic 2: Linear equations *Mini Quiz

*Fun solving equations project: Facing Math: solve equations & draw/color face

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2: Linear equations *Mini Quiz

*Fun solving equations project: Facing Math: solve equations & draw/color face

*How to solve for a variable (two step equations) We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-27-2014

Topic 2: Linear equations Linear Equations are straight lines continued...a lot of practice...HW if not completed

*How to solve for a variable (two step equations)

Mini Quiz Tomorrow

We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2: Linear equations Linear Equations are straight lines continued...a lot of practice...HW if not completed

*How to solve for a variable (two step equations)

Mini Quiz Tomorrow

We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information *****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their notecards on the test :)

Vocabulary: isolate, linear, variable

ixl: U.1,4,5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-24-2014

Topic 1 Ratios & Rates * Better Buy continued: Partner Work continued & ixl J.1,7,8 (solve for each item using unit price/rate and tell which item is the better buy)

TEST: Tuesday 10-28-2014

* Unit rate/price continued (same as solving proportions but for one item)...WS & ixl...J.5 *Write a ratio 3 ways

Ex: What is the comparison of Xs to Ox XXXX OOOOOO

4 to 6 4/6 (fraction) 4:6

*Solving proportions 6 = 3 9 x cross multiply & divide (6 x 3 = 18 divide 9 = 2 x=2)

Hw: homework if they have not completed it in class

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section Section J: 1,2,5,6,8)

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 1 Ratios & Rates * Better Buy continued: Partner Work continued & ixl J.1,7,8 (solve for each item using unit price/rate and tell which item is the better buy)

TEST: Tuesday 10-28-2014

* Unit rate/price continued (same as solving proportions but for one item)...WS & ixl...J.5 *Write a ratio 3 ways

Ex: What is the comparison of Xs to Ox XXXX OOOOOO

4 to 6 4/6 (fraction) 4:6

*Solving proportions 6 = 3 9 x cross multiply & divide (6 x 3 = 18 divide 9 = 2 x=2)

Hw: homework if they have not completed it in class

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section Section J: 1,2,5,6,8)

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-23-2014

Topic 2: Linear equations

Linear Equations are straight lines

*How to solve for a variable (two step equations)

We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information

*****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their note cards on the test :)

Vocabulary: isolate, linear, variable

HW: any not completed

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 2 under section U.1, U.4, U.5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 2: Linear equations

Linear Equations are straight lines

*How to solve for a variable (two step equations)

We went through step by step how to "UNDO" parts of an equation to get the variable (letter) by itself. Students were suppose to make a note cards and write down key information

*****(to undo addition you subtract, to undo subtraction you add, to undo multiplication you divide, to undo division you multiply.....UNDO ON BOTH SIDES)

We will be practicing this multi-step skill for multiple days and students may use their note cards on the test :)

Vocabulary: isolate, linear, variable

HW: any not completed

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 2 under section U.1, U.4, U.5

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-22-2014

Topic 4: Scientific Notation

TEST on Scientific Notation

Pre test for Topic 2 Linear Equations

HW: any not turned in

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

Students should have their IDs & passwords

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 4: Scientific Notation

TEST on Scientific Notation

Pre test for Topic 2 Linear Equations

HW: any not turned in

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

Students should have their IDs & passwords

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-21-2014

Topic 4: Scientific Notation

Study Guide

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation Tomorrow 10-22-2014

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: none

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

Students should have their IDs & passwords

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

Topic 4: Scientific Notation

Study Guide

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation Tomorrow 10-22-2014

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: none

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

Students should have their IDs & passwords

CONFERENCES: Wednesday November 6 and Thursday November 7 are parent teacher conferences. They will be from 1215-315 each afternoon and 445-745 each evening in the gym. Students will have a half day of school each day that week and no school on Friday. School is dismissed at 11:02 on half days. I hope to see you all there!

10-20-2014

Topic 4: Scientific Notation

Ordering Scientific Notation

*Solve each scientific notation with multiplication

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation Wednesday 10-22-2014

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: none

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

Topic 4: Scientific Notation

Ordering Scientific Notation

*Solve each scientific notation with multiplication

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation Wednesday 10-22-2014

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: none

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 4 under section G

10-17-2014

Topic 4: Scientific Notation

Ordering Scientific Notation

*Solve each scientific notation into standard form and then order them least to greatest

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation next Wednesday or Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page #17-21 (show work)

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section G

Topic 4: Scientific Notation

Ordering Scientific Notation

*Solve each scientific notation into standard form and then order them least to greatest

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

TEST on Scientific Notation next Wednesday or Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page #17-21 (show work)

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section G

10-16-2014

Topic 4: Scientific Notation

Scientific Notation game reviewing conversions

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz was today (can retake if needed)

TEST on Scientific Notation next Wednesday or Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page of large quantities for scientific notation (many students did not turn this in)

Topic 4: Scientific Notation

Scientific Notation game reviewing conversions

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz was today (can retake if needed)

TEST on Scientific Notation next Wednesday or Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page of large quantities for scientific notation (many students did not turn this in)

10-15-2014

Topic 4: Scientific Notation

Scientific Notation with small quantities continued

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz on converting between small and large quantities: Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page of large quantities for scientific notation

Topic 4: Scientific Notation

Scientific Notation with small quantities continued

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz on converting between small and large quantities: Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: single page of large quantities for scientific notation

10-14-2014

Topic 4: Scientific Notation

Scientific Notation with small quantities

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz on converting between small and large quantities: Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: complete first page if they have not completed in class

Topic 4: Scientific Notation

Scientific Notation with small quantities

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

Mini Quiz on converting between small and large quantities: Thursday

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Vocabulary: scientific notation

HW: complete first page if they have not completed in class

10-13-2014

Topic 4: Scientific Notation

Scientific Notation with large quantities continued

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Quiz retakes: students may take the mini quiz from today tomorrow after they study at home tonight

Vocabulary: scientific notation

HW: 2nd page on packet #15-28

Topic 4: Scientific Notation

Scientific Notation with large quantities continued

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Quiz retakes: students may take the mini quiz from today tomorrow after they study at home tonight

Vocabulary: scientific notation

HW: 2nd page on packet #15-28

10-10-2014

Topic 4: Scientific Notation

Scientific Notation with large quantities

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Topic 3 test: Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

Vocabulary: scientific notation

HW: know the two main parts of writing a number in scientific notation (MONDAY mini quiz)

Topic 4: Scientific Notation

Scientific Notation with large quantities

Students have flip charts that will help them convert between standard form and scientific notation (they will be able to use these on the test)

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Topic 3 test: Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

Vocabulary: scientific notation

HW: know the two main parts of writing a number in scientific notation (MONDAY mini quiz)

10-9-2014

Hello Parents!

Topic 4: Scientific Notation

Exploring Scientific Notation

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Topic 3 test: Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

Vocabulary: scientific notation

HW: none

Hello Parents!

Topic 4: Scientific Notation

Exploring Scientific Notation

*Scientific Notation has to have a number between greater than 1 & less than 10 (can be a decimal) with x10 to a power ex: 3.134 X 104

Topic 3 test: Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

Vocabulary: scientific notation

HW: none

10-8-2014

Topic 3: Integer Exponents

TEST today!

Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

Topic 3: Integer Exponents

TEST today!

Students will have an opportunity to retake part of the tests they struggled on. They can grab a retake slip from me and set up a date and time to retake

10-7-2014

Topic 3: Integer Exponents

Study Guide

Study Tool flipchart to help study for the test on each skill

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Test: Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

Topic 3: Integer Exponents

Study Guide

Study Tool flipchart to help study for the test on each skill

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Test: Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

10-6-2014

Topic 3: Integer Exponents

Review all exponent rules and practiced on ixl.com

Study Tool flipchart to help study for the test on each skill

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Projected tests: Next Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

Topic 3: Integer Exponents

Review all exponent rules and practiced on ixl.com

Study Tool flipchart to help study for the test on each skill

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Projected tests: Next Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

10-3-2014

Topic 3: Integer Exponents

Review of exponent (group & partner games)

Reviewed negative exponents

Study Tool flipchart to help study for the test on each skill

Sent home missing homework WS yesterday

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Projected tests: Next Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

Topic 3: Integer Exponents

Review of exponent (group & partner games)

Reviewed negative exponents

Study Tool flipchart to help study for the test on each skill

Sent home missing homework WS yesterday

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

*Zero & negative exponents

(zero exponent always equals 1)

(negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Projected tests: Next Wednesday 10-8-2014

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: any not completed

10-1-2014

Topic 3: Integer Exponents

Zero & negative exponents

(zero exponent always equals 1/negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

*(if the bases are the same they can add the exponents)

*(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

Topic 3: Integer Exponents

Zero & negative exponents

(zero exponent always equals 1/negative exponent: write a 1 for numerator, change the exponent to a positive, and solve the bottom)

Skills for the test:

*Division of exponents(if the bases are the same they can subtract the exponents)

*Multiplication property of exponents WS

*(if the bases are the same they can add the exponents)

*(If there is a power of a power they multiply the exponents)

*Exponential Form 8 X 8 X 8 = 83

9-30-2014

Topic 3: Integer Exponents

Division of exponents continued

(if the bases are the same they can subtract the exponents)

Skills for the test: Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Projected tests: Next week Wednesday

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: WS with 6 problems (in class)

Topic 3: Integer Exponents

Division of exponents continued

(if the bases are the same they can subtract the exponents)

Skills for the test: Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Projected tests: Next week Wednesday

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: WS with 6 problems (in class)

9-29-2014Topic 3: Integer Exponents

Division of exponents

(if the bases are the same they can subtract the exponents)

Skills for the test: Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: none

Division of exponents

(if the bases are the same they can subtract the exponents)

Skills for the test: Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: none

9-26-2014Topic 3: Integer Exponents

Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: Multiplication property of exponents (5 problems)

Multiplication property of exponents WS

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Exponential Form 8 X 8 X 8 = 83

Vocabulary: square root, perfect square, cubed, cubed root, exponential form

HW: Multiplication property of exponents (5 problems)

9-25-2014Topic 3: Integer Exponents

Reviewed Base, Exponent, and expanded form again: students need to study these

Multiplication property of exponents

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Vocabulary: square root, perfect square, cubed, cubed rootHW: 1. Labeling base, exponent, expanded form 2. square root & cubed

Reviewed Base, Exponent, and expanded form again: students need to study these

Multiplication property of exponents

(if the bases are the same they can add the exponents)

(If there is a power of a power they multiply the exponents)

Vocabulary: square root, perfect square, cubed, cubed rootHW: 1. Labeling base, exponent, expanded form 2. square root & cubed

9-24-2014Topic 3: Integer Exponents

Reviewed Base, Exponent, and expanded form

Started multiplication property of exponents

(if the bases are the same they can add the exponents)

Vocabulary: square root, perfect square, cubed, cubed root

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section F

Students should have their IDs & passwords

HW: none

Reviewed Base, Exponent, and expanded form

Started multiplication property of exponents

(if the bases are the same they can add the exponents)

Vocabulary: square root, perfect square, cubed, cubed root

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section F

Students should have their IDs & passwords

HW: none

9-23-2014Topic 3: Integer Exponents

Connecting square root to an integers being squared & cubed (UNDO method)

Vocabulary: square root, perfect square, cubed, cubed root

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section F

Connecting square root to an integers being squared & cubed (UNDO method)

Vocabulary: square root, perfect square, cubed, cubed root

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 3 under section F

9-22-2014Topic 3: Integer Exponents

Connecting square root to an integers being squared (UNDO method)

Vocabulary: square root, perfect square

Connecting square root to an integers being squared (UNDO method)

Vocabulary: square root, perfect square

9-19-2014Topic 1: Rational Numbers & Irrational Numbers

TEST Today (If students would like to retake the test they can sign up for retakes during learning centers, lunch or after school)

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

TEST Today (If students would like to retake the test they can sign up for retakes during learning centers, lunch or after school)

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-18-2014Topic 1: Rational Numbers & Irrational Numbers

Study Guide & Vocab review

TEST & VOCAB QUIZ TOMORROW

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets Tuesday...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Study Guide & Vocab review

TEST & VOCAB QUIZ TOMORROW

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets Tuesday...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

9-17-2014Topic 1: Rational Numbers & Irrational Numbers

Reviewed plotting rational & irrational numbers on a number line (students wanted practice)

IXL: D.1, D.7, D.8

TEST & VOCAB QUIZ FRIDAY

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets Tuesday...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Reviewed plotting rational & irrational numbers on a number line (students wanted practice)

IXL: D.1, D.7, D.8

TEST & VOCAB QUIZ FRIDAY

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets Tuesday...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

9-16-2014

Topic 1: Rational Numbers & Irrational Numbers

Approximating Irrational Number

IXL: D.1, D.7, D.8

TEST & VOCAB QUIZ FRIDAY

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets today...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Topic 1: Rational Numbers & Irrational Numbers

Approximating Irrational Number

IXL: D.1, D.7, D.8

TEST & VOCAB QUIZ FRIDAY

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers, square rrot, perfect square

HW: I passed out Missing HW sheets today...all assignments have been done in class so many assignments just have a few problems incomplete.

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-15-2014Topic 1: Rational Numbers & Irrational Numbers

Reviewed irrational & rational numbers

Approximating Irrational Number

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Complete anything they did not complete in class or any work they have not turned in so far

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Reviewed irrational & rational numbers

Approximating Irrational Number

Steps for ordering on a number line:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Complete anything they did not complete in class or any work they have not turned in so far

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-12-2014

Topic 1: Rational Numbers & Irrational Numbers

Reviewed homework: Comparing on a number line

Practice irrational & rational numbers on ixl.com

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Complete anything they did not complete in class or any work they have not turned in so far

Topic 1: Rational Numbers & Irrational Numbers

Reviewed homework: Comparing on a number line

Practice irrational & rational numbers on ixl.com

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Complete anything they did not complete in class or any work they have not turned in so far

9-11-2014Topic 1: Rational Numbers & Irrational Numbers

Comparing on a number line continued

Practice irrational & rational numbers on ixl.com

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Ordering rational & irrational numbers on a number line # 19-24

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Comparing on a number line continued

Practice irrational & rational numbers on ixl.com

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Ordering rational & irrational numbers on a number line # 19-24

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-10-2014Topic 1: Rational Numbers & Irrational Numbers

Comparing on a number line

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Ordering rational & irrational numbers on a number line

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Comparing on a number line

Steps:

Convert fractions (divide) & square root (use key on calculator)

Place positives first on number line (to the right)

Place negatives on number line (to the left)

Place original numbers on number line when labeling

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Ordering rational & irrational numbers on a number line

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-9-2014

Topic 1: Rational Numbers & Irrational Numbers

Comparing

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Comparing rational & irrational numbers #28-34

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Topic 1: Rational Numbers & Irrational Numbers

Comparing

Vocabulary: rational numbers, repeating decimal, terminating decimal, irrational numbers

HW: Comparing rational & irrational numbers #28-34

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-8-2014

Topic 1: Rational Numbers

Vocabulary: rational numbers, repeating decimal, terminating decimal

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

Topic 1: Rational Numbers

Vocabulary: rational numbers, repeating decimal, terminating decimal

Students may get on ixl.com/signin/waverlymiddle to practice these skills for Topic 1 under section D, Practice Section E

Students should have their IDs & passwords

9-5-2014

What a great first week of school :)

Today we did a math interest inventory & organized all our IDs and passwords for websites & tools that we are going to use throughout the year.

What a great first week of school :)

Today we did a math interest inventory & organized all our IDs and passwords for websites & tools that we are going to use throughout the year.

9-4-2014

Math classes: Today we did a 'Getting to know how we work in math' worksheet & pre test for the year

Today I announced to the students that I am going to be gone after Spring Break. I am expecting my second child. :) I will have an awesome long term named Gloria Hendrix. She has had tons of experience being a guest teacher and has subbed for me many times in the past. The 8th graders are very familiar with her and the 7th graders will see her and meet many times before my leave. She is great with my students and will do a tremendous job finishing our the year.

If you have any questions or concerns about the transition for your child when this time approaches, please feel free to contact me through phone, email or even at conferences in November :)

Math classes: Today we did a 'Getting to know how we work in math' worksheet & pre test for the year

Today I announced to the students that I am going to be gone after Spring Break. I am expecting my second child. :) I will have an awesome long term named Gloria Hendrix. She has had tons of experience being a guest teacher and has subbed for me many times in the past. The 8th graders are very familiar with her and the 7th graders will see her and meet many times before my leave. She is great with my students and will do a tremendous job finishing our the year.

If you have any questions or concerns about the transition for your child when this time approaches, please feel free to contact me through phone, email or even at conferences in November :)

9-3-2014

a few probes of progress monitoring

Looked at the weebly website for resources

Looked into the dojo website

a few probes of progress monitoring

Looked at the weebly website for resources

Looked into the dojo website

9-2-2014: First day of school

Went through procedures & Rules & What to expect for the year

Went through procedures & Rules & What to expect for the year