Math Week 3-28-16 and Homework

We will be doing PARCC testing over the next two weeks. 

7th graders will take math tests 3-29-16 to 3-31-16. 

8th graders will take math tests 4-5-16 to 4-7-16.

Homework Due 4-4-16

7th/8th: POM packet-- "Sorting the Mix"

Alg: Packet from Mr. Albrecht

Homework Due 3-28-16

7th: Create a 10 question survey (pick a topic, but be respectful) in Google forms and share it with Mr. A

8th: 
1.Sketch 3 graphs that are not functions. 
2. Sketch three graphs that are functions.
3. Describe something from everyday life that follows a function rule.

ALG: Homework Packet from Mr. Papczun (Due 3-24-16: Hand in to Mr. A)

Algebra links for 3-22-16

Khan Challenge: https://www.khanacademy.org/math/algebra-basics/core-algebra-graphing-lines-slope/core-algebra-graphing-linear-inequalities/e/graphing_inequalities_2

Done Early? Genius Boxing

Homework Due 3-23-16

7th: Choose 3 words from the probability vocabulary poster  and create comics to define each in words and pictures. [Word list: (define as the word relates to probability) outcome, event, certain, impossible, likely, unlikely, equally likely]

8th: Watch the two videos from the Virtual Nerd linked below and take notes. Have a responsible adult sign-off to prove you took the notes.

Function Definition: http://www.virtualnerd.com/algebra-2/linear-equations-functions/relations-functions/functions/standard-form-definition

Vertical Line Test: 

http://www.virtualnerd.com/pre-algebra/linear-functions-graphing/functions/relations-vs-functions/vertical-line-test-definition

ALG: Homework Packet from Mr. Papczun

Math Week 3-21-16

7th: Students use probability models to predict the likelihood of chance events. Students understand the difference between independent and dependent events. Students can find the probabilities of compound events.

Probability Fun Video:

CCSS: 7.SP. Investigate chance processes and develop, use, and evaluate

probability models. 5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7. Develop a probability model and use it to find probabilities of events. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.

8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space

for which the compound event occurs.

8th: Students define and recognize when a relationship is functional. Students can readily identify a function and fluently use function notation.

VIDEOS FROM Virtual Nerd:

Function Definition: http://www.virtualnerd.com/algebra-2/linear-equations-functions/relations-functions/functions/standard-form-definition

Vertical Line Test: 

http://www.virtualnerd.com/pre-algebra/linear-functions-graphing/functions/relations-vs-functions/vertical-line-test-definition

CCSS: 8.F.Define, evaluate, and compare functions.

1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

The University of Chicago Young Scholars Program

The University of Chicago Young Scholars Program

Summer 2016: July 5 – 29, 2016

http://www.math.uchicago.edu/ysp/summerschedule.html

We are pleased to announce that applications for the 2016 Young Scholars Program (YSP) are now available! YSP at the University of Chicago offers enthusiastic and talented math students from seventh through twelfth grades an opportunity to strengthen their mathematical powers through a deep experience in mathematical thought and effort. Our intention is to broaden and enrich the students' understanding of mathematics rather than to accelerate them through the standard high school curriculum.

The mathematical theme for this summer is number theory. The 7th-8th Grade Component will include topics in number theory and supplemented with an introduction to computer programming with Java, emphasizing the applications of computer science to number theory. We are still finalizing the course line-up for the 9th-10th and 11th-12th grade components. In the past, they have included such courses as a course in number theory and cryptography and a course in advanced problem solving, covering the ideas in algebra, geometry, number theory, and combinatorics for the 9th-10th component. The 11th-12th component has included such topics as advanced number theory and finite fields. All components use active learning techniques and ask students to work through challenging problems with the guidance of faculty instructors and undergraduate counselors.

We would appreciate it if you would bring these programs to the attention of your top mathematics students. The type of student most suitable for participation is one who has scored very high on the mathematics portion of the SAT, ACT, or another standardized examination, or who has demonstrated unusual mathematical ability in other ways. We are particularly interested in including minorities and females.

YSP is generously supported from various sources, but these do not cover the full cost of the program. In order to continue the program, we have instituted a tiered tuition system based on household income. Please note that ability to pay will not be taken into account in the application process in any way and financial assistance is available to qualifying students. Tuition details are listed on the application.

Please visit our website to download the application forms! http://www.math.uchicago.edu/ysp/summerschedule.html

Homework Due 3-21-16

7th: Handout pg 15

8th: A computer has a 15-inch display. Displays are measured diagonally. What could be the width and height of a 15-inch display?
 

Alg: 2 page handout (both front and back): Solving Inequalities and System of Equations

No Homework!

Hi all!

No Homework. I will assign homework again on Wednesday 3-16-19. Enjoy!

Math Week 3-14-16

7th: Students understand the vocabulary of probability-theoretical vs. experimental. Students understand that probability is expressed between 0 and 1 as a fraction or percent. Students find the probability of simple events. Students understand and can determine probability of both theoretical and experimental probability is expressed between 0 and 1 as a fraction or percent.

CCSS: 7.SP. Investigate chance processes and develop, use, and evaluate

probability models. 5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.

8th: Students know and use the Pythagorean Theorem to find missing side lengths

CCSS: 8.G.Understand and apply the Pythagorean Theorem. 6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

Algebra Link for 3-10-16

IXL: Inequalities solving: https://www.ixl.com/math/algebra-1/solve-two-step-linear-inequalities

Graphing Inequalities in 1 variable game:
 https://www.ltcconline.net/greenl/java/BasicAlgebra/inequalityGame/inequalities.html

Homework Due 3-11-16

7th: Handout page 7-8

8th: Make a pop-up book page for To Kill A Mockingbird that uses at least 2 transformations.

Alg: Your elementary school is having a fall carnival. Admission into the carnival is $3 and each game inside the carnival costs $.25. Write an inequality that represents the possible number of games that can be played having $10. Graph the solution set. What is the maximum number of games that can be played? 

Graphing Inequalities Game link

https://www.ltcconline.net/greenl/java/BasicAlgebra/inequalityGame/inequalities.html

8th grade Manga High link for dilation

Bonus: 10pts for bronze, 20pts for silver, 30 pts for gold

https://www.mangahigh.com/en-us/math_games/shape/transformations/dilation_on_a_grid

8th grade dilation link

https://ca.ixl.com/math/grade-8/dilations-graph-the-image

Homework Due 3-9-16

7th: 
1. Design a spinner so that the probability of spinning green is 0.

2. Design a spinner so that the probability of spinning green is 1.

3. Design a spinner with two outcomes in which it is equally likely to land on the red and green parts.
8th: Handout--describe the sequence of transformations

ALG: Handout--Solve and Graph Inequalities

Math Week 3-7-16

7th: 

• Students understand the vocabulary of probability.
• Students understand that probability is expressed between 0 and 1.
• Students find the probability of simple events.

Link to some Probability Basics: here

CCSS: 7.SP. Investigate chance processes and develop, use, and evaluate
probability models. 5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

8th:

• Students understand dilations and how to create a figure’s image on the coordinate grid after it undergoes dilation.
• Students understand scale factor.
• Students know and use the Pythagorean Theorem to find missing side lengths

CCSS: 8.G.Understand congruence and similarity using physical models, transparencies, or geometry software. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two dimensional figures, describe a sequence that exhibits the similarity between them.

8.G.Understand and apply the Pythagorean Theorem. 6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

7th grade links for 3-4-16

My School, My Voice Survey:
https://survey.5-essentials.org/cps/survey/student/login/

Algebra Meltdown

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

Dilation Practice Link

https://www.ixl.com/math/grade-8/dilations-graph-the-image

TranStar: Transformations Game!

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

Think Through Math Update!

ALL STUDENTS--The next set of 6 (or 4) TTM lessons is due by March 11.

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 replacement of your lowest TTM score to date. Grading will be out of 6 (or 4) lessons passed.
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 3-4-16

7th: Handout: Translate Verbal Expressions to Algebra Expressions

8th: Handout: Translation on the Coordinate Grid Practice

Alg: Sub Packet