Monday, February 29, 2016

Math Week 2-29-16

7th: Students will learn about translating between verbal expressions and algebraic expressions with the ultimate goal of being able to write and solve equations for real-world tasks.

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 practice vocabulary and notation related to rigid motions (e.g., transformation, image, and map). Students map a rigid motion that moves or maps one figure to another figure in the plane. Students understand that a translation, reflection, or rotation preserves congruence.

CCSS: 8.G.Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Algebra Meltdown

https://www.mangahigh.com/en-us/games/algebrameltdown

Homework Due 3-2-16

7th: Create a comic (tell a story that defines in words and pictures) for the phrase--”Isolate the Variable”

8th: Aaron's Designs Handout

Alg: Finish Sub packet--Due 3-4-16

Tuesday, February 23, 2016

7th grade 2-24-16: CATCH UP and Move Ahead: students need to complete the following assignments


  1. https://www.ixl.com/math/grade-7/model-and-solve-equations-using-algebra-tiles Answer 20 and then send score to Mr. A for screenshot. Score is grade out of 100.
  2. Balance: 10 correct without help then send Mr. A a screenshot.http://www.mathplayground.com/AlgebraEquations.html
  3. TTM--Due 2-26-16

Homework Due 2-26-16

7th: BONUS: Watch and take notes on 3 Math Antics videos (links on blog under Math Week 2-22-16) Solve Basic Equations part 1 and part 2 and Solving 2-step equations (have parent or other adult certify you did the task by signing off on your notes).

8th: Create a flip book that clearly shows a each of the three transformations and also tells a story with a beginning, middle, and end.

Alg: Complete sub packet from last week.

Algebra Link 2-23-16

https://www.khanacademy.org/math/algebra/sequences/introduction-to-geometric-sequences/e/geometric_sequences_1

Sunday, February 21, 2016

Homework Due 2-24-16

7th: Create a comic (tell a story that defines in words and pictures) for the phrase--”Balance an Equation”

8th: Choose a popular dance song (Watch Me, Land of 1000 Dances, etc) and describe in detail how transformations are shown through the dance moves.

Alg: Watch this Khan video and take notes. 


Khan video for Algebra:

Math Week 2-22-16

7th: Students use a balance model to solve equations.

Helpful videos from Math Antics:



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 practice vocabulary and notation related to rigid motions (e.g., transformation, image, and map). Students map a rigid motion that moves or maps one figure to another figure in the plane. Students understand that a translation, reflection, or rotation preserves congruence.

Helpful link about Rotations here

Also some helpful videos for this week:





CCSS: 8.G.Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Monday, February 15, 2016

Homework due 2-16-16

ALL: Pass at least one TTM lesson in your assigned pathway.

ALL STUDENTS--REMEMBER!!! The second set of passed TTM lessons is due by the end of the day Friday 2-26-16



  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.

Math Week 2-15-16

7th: Students use a balance model to solve equations.


Continue to practice with like terms: Like Terms Invaders

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 practice vocabulary and notation related to rigid motions (e.g., transformation, image, and map). Students map a rigid motion that moves or maps one figure to another figure in the plane. Students understand that a translation or reflection preserves congruence.



CCSS: 8.G.Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Italian Restaurant Task Screencast for 7th grade 2-16-16

https://drive.google.com/file/d/0BywidIUPCp6sdFU3RFhXcGpLSDg/view

Thursday, February 11, 2016

Report Cards!

Reminder-- report cards go home  (2-11-16). Please check with your child to see their reports. 8th graders also have Math NWEA data and goal sheets today. 7th graders will have Math NWEA data and goals sheets go home tomorrow.

TTM Reminder!

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.

Tuesday, February 9, 2016

Homework Due 2-12-16

7th: Like Terms half-sheet handout

8th: Heart Facts handout (for Valentine's Day!!)

Algebra: Wheel Shop task handout

Saturday, February 6, 2016

Math Week 2-8-16


7th: Students compare equivalent forms of expressions and recognize that there are multiple ways to represent the context of a word problem. Students write and evaluate expressions to represent real-world scenarios. Students write and evaluate expressions to represent real-world scenarios. Students combine like terms.

Practice with like terms: Like Terms Invaders

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 can graph a line using the slope-intercept equation y=mx+b. Students can also determine the equation of line in slope-intercept form from a graph, or just two points on the graph of a line. TEST THURSDAY!

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).

Tuesday, February 2, 2016