Think Through Math!

ALL STUDENTS--REMEMBER!!! The second set of passedTTM lessons is due by the end of the day Friday 2-12-16

1. Use Track Your Progress sheets to keep track of your own progress
2. Minimum three lessons each week (2 for Algebra and Mr. Florell Intervention Group)
3. Grading will count as assessment every 2 weeks and be an average of top 6 (or 4) lessons
4. Mr. A has assigned you a pathway based on your NWEA results. Focus on lessons in the assigned pathway!
5. Additional computer time is available in 304 after school on Tues/Thur and during recess Wed/Fri.

Homework Due 2-3-16

7th: Use the distributive property simplify the expressions

1. 47x12

2. 7½x12

3. 12¼x20

4. 130x23

5. 31x150  

8th: Either 4-slopes from 2 pts half-sheet handout OR Handout pg 106

Alg: Your family goes to a restaurant for dinner.  There are 6 people in your family.  Some order the chicken dinner for $14.80 and some order the steak dinner for $17.  If the total bill was $91, how many people ordered each type of dinner?

Math Week 2-1-16

7th: Students translate word problems to write and solve algebraic equations using tape diagrams to model the steps they record algebraically. Students use properties of operations to simplify expressions (Associative, Commutative, Distributive).

Distributive Property Explained (click the pic)

CCSS: 7.NS.1. Apply properties of operations as strategies to add, subtract, factor,

and expand linear expressions with rational coefficients. 7.NS.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.

8th: Students continue to build their understanding of slope. Students understand slope can be found from any two points on a line. Students can find slope in multiple ways from multiple representations. Students connect slope on a graph to rate of change in an equation.

Slope Practice: Manga High (Bonus Points: Gold-30pts, Silver-20pts, Bronze-10pts. Send a screenshot to Mr. A)

CCSS: 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b 8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

End of 2nd Quarter is coming soon!!!!

Hi all,

The end of 2nd quarter is fast approaching. I will not accept any make-up assignments after Wed. 2-3-16! Please be mindful of TTM and homework/classwork deadlines listed below. There is not a lot of time to be missing assignments!

Sincerely,

Mr. Albrecht

Festival of Lanterns - Lunar New Year

Festival of Lanterns - Lunar New Year February 10, 2016 - 4:30 to 6:30 PM

Come celebrate Lunar New Year - Year of the Monkey! 4:30 - 5:30pm Bike Room Design and make your own lantern followed by Lantern Parade 5:30 - 6:30pm potluck dinner in the cafeteria and learn about Lunar New Year Traditions View flyer> Please bring a dish with food symbolism for Lunar New Year. For example, dish with long noodles means long life. Chicken dish for prosperity. Meat ball dish for reunion. Mixed vegetables for harmony. Dumplings for togetherness and reunion. See http://www.nationsonline.org/oneworld/Chinese_Customs/food_symbolism.htm Volunteers needed, please contact Jennie at jjpoueymirou@sbcglobal.net

Think Through Math

ALL STUDENTS--REMEMBER!!! The first set of passed TTM lessons is due by the end of the day Friday 1-29-16

1. Use Track Your Progress sheets to keep track of your own progress
2. Minimum three lessons each week (2 for Algebra and Mr. Florell Intervention Group)
3. Grading will count as assessment every 2 weeks and be an average of top 6 (or 4) lessons
4. Mr. A has assigned you a pathway based on your NWEA results. Focus on lessons in the assigned pathway!
5. Additional computer time is available in 304 after school on Tues/Thur and during recess Wed/Fri.

Homework Due 1-29-16

7th: Long Division Practice Handout OR Fraction Division Word Problems Handout Mr. A will give you one or the other to do on Wed.

8th Grade: Handout--5 practice tasks on finding slope from two points.

Also--8th graders remember this is due 1-29-16 as well!

Khan Slope Challenge 1

Khan Slope Challenge 2

Algebra: Systems with Elimination Basic: 3-in-a row( send screenshot)

Algebra Challenge Link for 1-26-16

Systems with Elimination Basic

FEMMES (Females Excelling More in Math Engineering and Science)

FEMMES (Females Excelling More in Math Engineering and Science) would like to cordially invite you, your daughter, your students or anyone who you think would benefit, to our yearly capstone event.

The event aims to encourage girls' interests in STEM fields. The day will kick off with a Keynote address delivered by a leading professional in a STEM field. The rest of the event will comprise of hands on activities taught by University of Chicago professors and students in fields such as Computer Science, Biology and Physics. The event is open to all girls in grades 6, 7, and 8 ( both returners and first timers) and will be held on the UChicago campus (exact location to come.)

For further details please refer to the FEMMES website.

To register for the event click here.

If you have any questions please do not hesitate to reach out.

Best,

The FEMMES Team

Homework Due 1-27-16

7th: 

Rhombus: Handout #3

Rectangle: Handout #2

Square: Handout #1

8th: Handout pg 90

Algebra: Handout pg 95

Math Week 1-25-16

7th: Students convert positive decimals to fractions and fractions to decimals. Students use rules of integer multiplying and dividing to solve tasks with rational numbers.

Video Tutorial: Fraction to a Decimal

Practice Skills: Fruit Splat

CCSS: 7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q =p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

c. Apply properties of operations as strategies to multiply and divide rational numbers.

d. Convert a rational number to a decimal using long division.

8th: Students understand slope can be found from any two points on a line. Students can find slope in multiple ways from multiple representations. Students use similar triangles to prove slope is constant for any linear line.

Slope Practice: Manga High

CCSS: 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b 8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Mr. A's PixiClip Preview

5-in-a-row Challenges Due 1-29-16

8th Grade: 

Khan Slope Challenge 1

Khan Slope Challenge 2

8th graders! Done Early in class this week?

Try this game!

Link for 8th grade 1-20-16

1. IND: Find Slope from a graph 5-in-a-row and send screenshot
2. DONE Early?: TTM

Links for 7th grade 1-20-16

Triangle/Rectangle Group: Multiply and Divide Negative Numbers--Khan: must get 5-in-row and send screenshot to Mr. A

Hexagon Group: Equations in standard form--Khan: must get 5-in-row and send screenshot to Mr. A

Done Early? Integer Warp

Homework Due 1-22-16

7th: 
1. Create a real-life example that can be modeled by the expression −2 × 4, and then state the product.
2. Two integers are multiplied, and their product is a positive number. What must be true about the two integers?

8th: handout pg 68-69

Alg: TTM

Algebra Link for 1-19-16

Khan Challenge--System of Equations with Graphs

Homework Due 1-20-16

7th: Handout: practice Subtraction with Negatives

8th: How come we have to measure 2 things to get one value for “slope”? Describe the two things we measure and why these two things determine the “steepness” of a line.

Alg: Three playing cards are placed in a row, from left to right. One card is a club (♣), one card is a diamond (♦), and one card is a heart (♥). The number on each card is different. One card is a four, one card is a five and one card is an eight. Using the following clues, determine the exact order of the cards, from left to right, including the suit and number. 1. The club is somewhere to the right of the heart. 2. The 5 is somewhere to the left of the heart. 3. The 8 is somewhere to the right of the 4.

Math Week 1-18-16

7th: Students understand the rules for multiplying and dividing integers

CCSS 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real world contexts.

Practice Game: Integer Warp!

8th: Students understand "slope" as visual rate of change. Students find and model slope.

CCCS: 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Meaning of Slope video from Virtual Nerd

Weekend 1-16 to 1-18-16

No Homework! Have a safe and happy weekend!

7th links for math on 1-15-16

Triangle/Rectangle Group: Multiply and Divide Negative Numbers--Khan: must get 5-in-row and send screenshot to Mr. A

Hexagon Group: Equations in standard form--Khan: must get 5-in-row and send screenshot to Mr. A

Done Early? Integer Warp

Hwk Due 1-15-16

7th: Create a comic that uses words and images to explain why subtracting a negative is the same as adding a positive.

8th: pg 63-64

Alg: see picture below

Homework Due 1-13-16

7th: Handout--

1. Moby is hanging a tire swing from a tree branch. The branch is 7 meters off the ground, the rope he’s using to hang the swing is 5 meters long, and the tire is 1 meter in diameter. How far is it from the ground to the bottom of the tire?

2. Cassie maxed out her credit card! She spent $300, when she only had $135 in her bank account. After she pays the $135 she had saved, how much more will she owe?

3. On the evening of January 12, the temperature outside was 8 degrees Celsius. Overnight, the temperature dropped 15 degrees! What was the temperature the next morning?

4. At the mall, Cassie saw a dress that originally cost $125. But fortunately for her, it was on sale for $33 off, and Cassie bought it! How much did she pay for the dress?

5. Tim went cliff diving! He jumped off a 25-meter-high cliff into a lake. At the bottom of his dive, he was 8 meters below the surface of the water. How far did he dive, from the top of the cliff to the deepest point in the water?

8th: Handout pg 58-59

Algebra: 

1. Two small pitchers and one large pitcher can hold 8 cups of water.  One large pitcher minus one small pitcher constitutes 2 cups of water.  How many cups of  water can each pitcher hold? 

2. A test has twenty questions worth 100 points.  The test consists of True/False questions worth 3 points each and multiple choice questions worth 11 points each.  How many multiple choice questions are on the test?

Math Week 1-11-16

7th: Students can readily tell when an answer to integer addition or subtraction will be positive or negative. Students can solve real-world tasks using integer addition and subtraction. Students understand the rules for multiplying and dividing integers

CCSS 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐ world contexts.

7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real world contexts.

Practice Game: Integer Warp!
8th: Students can find solutions to linear equations in two variables using substitution. Students will create their own linear equation tasks in the style of 3-Act Math from tapintoteenminds.com. Students begin their conceptual understanding of "slope".


CCCS: 8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Algebra Link for 1-7-16

Khan Challenge: get 5 in a row and send a screenshot to Mr. A

NWEA testing for 7th and 8th grade math

NWEA Middle of the Year testing for math will be on Thursday and Friday (1-7-16 and 1-8-16) of this week. We will test during regularly scheduled math time. Please be on time and well rested to do your best on the test!

Homework Due 1-8-16

7th: Handout- Brainpop

8th: Handout- pg 55-56

Alg: A person walks home from work at a rate of 25 feet every 5 seconds.
1. Write an equation to model this scenario.
2. Describe in words what a graph of this scenario would look like.

8th grade practice links

Triangle: Battleship

Hexagon: Slope-Intercept Game

PLANNERS!

Hello students and parents!

All seventh and eighth grade students are receiving planners today (1-4-16). It is our hope that having a planner will help students be and stay better organized. Students are to have their planners with them for each class they attend and we will be checking planners daily during advisory/intervention period. Please make it part of your routine to check your child's planner with them on a daily basis to help keep him/her on track!

Homework Due 1-6-16

7th: 
a. −6 +5¼  
b. 7− (−0.9)
c. 2.5 +(− ½)
d. ½  − (−3)

8th: Handout pg 146

Alg: Create a comics that define in words and pictures the following terms:

1. Direct Variation

2. Partial Variation

Math Week 1-4-16

7th: Students can readily tell when an answer to integer addition or subtraction will be positive or negative. Students can use number lines to add and subtract  integers. Students can add and subtract integers without a number line.

Review Game: Space Race

Review Movie: Math Antics

CCSS 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real‐ world contexts.

8th: Students can find solutions to linear equations in two variables using substitution. Students keep track of solutions as input and output using a table of values

CCCS: 8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).