7th Grade Week of 3/6/2017

Common Core Standards:

7.RP.2c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn

7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

7.RP.2c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

7.RP.3.  Use proportional relationships to solve multistep ratio and percent problems.

 

Objectives (I can…):

7.RP.1 I can scale up and scale down ratios.

7.RP.1 I can compute unit rates of ratios with the same and different measures of units.

7.RP.1 I can explain the meaning and purpose of a unit rate.

7.RP.1 I can compare unit rates.

7.RP.2c I can represent a proportional situation with an equation y = mx.

7.RP.2c I can analyze a proportional equation and explain what each value means.

7.RP.3 I can use proportional relationships to solve multi-step ratio problems.

7.RP.3 I can use proportional relationships to solve multi-step increase or decrease percent problems.

 

Monday:

Warm-up

3 reads activity

Homework: EngageNY 4-4 Problem Set

Tuesday:

Warm-up

3 reads activity

Homework: T-shirt Sale Task

 

Wednesday:

Warm-up

Quiz on Percents

Thursday:

Compass Odyssey Skill Development/Student Growth Conversations

Friday:

No School

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Algebra Week of 3/6/2017

Objective: 

Students will be able to determine the roots of  a Quadratic Relationship using the appropriate method

 

Common Core Standards:

HSF-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

HSA-SSE.B.3a Factor a quadratic expression to reveal the zeros of the function it defines.

HSN-CN.C.7 Solve quadratic equations with real coefficients that have complex solutions

 

Agenda

Monday March 6

  1. Threshold
  2. Quiz Review – Characteristics of Quadratic Functions
  3. Homework – Study and Practice

Tuesday March 7

  1. Threshold
  2. Quiz Review– Finding roots of Quadratic equations
  3. Homework – Study and Practice

Wednesday March 8

  1. Threshold
  2. Quiz – Finding roots of Quadratic Equations

 Thursday March 9 – Lab 924 – Compass Odyssey Skill Day

Friday March 10 – No School End of Marking Period

8th Grade of 3/6/2017

Objective:

Students will be able to represent numbers in Scientific Notation

Students will be able to perform mathematical operations with numbers in Scientific Notation

Common Core Standards:

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.
CCSS.MATH.CONTENT.8.EE.A.4
Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology
 Agenda:

Monday March 6

  1. Threshold
  2. IMN – Operations with number in Scientific Notation
  3. Guided/Independent Practice –Engage 8-1: Lesson 10
  4. Homework: Operations with number in Scientific Notation

Tuesday March 7

  1. Threshold
  2. Scientific Notation Quiz Prep
  3. Guided/Independent Practice – Engage 8-1: Lesson 11
  4. Homework: Study and Practice

Wednesday March 8

  1. Threshold
  2. Review IMN – Scientific Notation
  3. Quiz

Thursday March 9 – Compass Odyssey Skill Day – Lab 924

Friday March 10 – No School – End of Marking Period

7th Grade Week 21 (1/23-1/27)

Common Core Standards:

7.RP.2 Recognize and represent proportional relationships between quantities.

7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

7.RP.2c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn

7.RP.2d Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,r) where r is the unit rate.

Objectives (I can…):

7.RP.2b I can determine the unit rate of a proportional relationship from a table, graph, equation, and diagram.

7.RP.2c I can represent a proportional situation with an equation y = mx.

7.RP.2c I can analyze a proportional equation and explain what each value means.

7.RP.2d I can explain the meaning of the coordinates on a proportional graph and connect it to the unit rate.

7.RP.2d I can use a graph of a proportional relationship to determine the unit rate.

Monday:

Warm-up

EngageNY 1-9

Homework: EngageNY 1-9 Problem Set

Tuesday(Guest Teacher Day):

Solving Proportions Skill Development

 

Wednesday(AM ONLY):

Warm-up

EngageNY 1-9

Homework: EngageNY 1-9 Problem Set

Thursday:

Warm-up

EngageNY 1-10

Homework: EngageNY 1-10 Problem Set

Friday:

Compass Odyssey Skill Development/Student Growth Conversations

 

8th Grade Week 21 (1/23-1/27)

Objective:

Students will able to construct the graph of System of Linear equations

Students will be able to identify graphically and algebraically the solution to a System of Linear equations

Common Core Standards:

CCSS.MATH.CONTENT.8.EE.C.8.A
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
CCSS.MATH.CONTENT.8.EE.C.8.B
Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
 Agenda:

Monday January 23

  1. Threshold
  2. IMN – Graphing a System of Linear Equations
  3. Guided/Independent Practice
  4. Homework- Complete remainig exercises

Tuesday January 24 – Guest Teacher

  1. Threshold
  2. Review IMN – Graphing a System of Linear Equations
  3. Guided/Independent Practice Packet
  4. Homework- Complete Packet

Wednesday January 25 – (1/2 Day AM Schedule)

  1. Threshold
  2. Guest Teacher Packet review and re-teach
  3. Guided/Independent Practice

Thursday January 26

  1. Threshold
  2. All School Read – Popular Clone
  3. IMN – Solving System of Linear Equations Algebriaically
  4. Guided/Independent Practice
  5. Homework- SOA Page 31 #3-6

Friday January 27

  1. Threshold
  2. All School Read – Popular Clone
  3. Compass Odyssey – Student Growth Day

Algebra Week 21

Objective:

Students will be able to identify graphical and tabular representations of a Quadratic Function

Students will be able to identify critical point in graphical and tabular representations of a Quadratic Function

Common Core Standards:

CCSS.MATH.CONTENT.HSF.LE.A.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
CCSS.MATH.CONTENT.HSF.IF.C.7.A
Graph linear and quadratic functions and show intercepts, maxima, and minima.
 Agenda:

Monday January 23

  1. Threshold
  2. Algebra I Part Three – Pre-test

Tuesday January 24 – Guest Teacher

  1. Threshold
  2. Area Model and Diamond Problem Packet – Skill Practice
  3. Homework – Complete remaining exercises

Wednesday January 25 – (1/2 Day AM Schedule)

  1. Threshold
  2. Notes – Identifying Quadratic Functions (Tables) – Holt 6-1
  3. Guided/Independent Practice
  4. Homework: Function Tables

Thursday January 26

  1. Threshold
  2. All School Read – Popular Clone
  3. Notes – Identifying Quadratic Functions (Graphs) – Holt 6-1
  4. Guided/Independent Practice
  5. Homework: Function Tables

Friday January 27

  1. PMT #8
  2. All School Read – Popular Clone
  3. Review Notes – Identifying Quadratic Functions (All) – Holt 6-1
  4. Review Activity – Critical Points

Algebra Week 19 (1/9-1/13)

Objective:

Students will be able to construct logical proofs.

Students will be able to identify a given polygon.

Students will be able to identify graphically the solution to a System of Linear Equations

Students will able to construct Linear equations for lines Parallel or Perpendicular to a given line

Common Core Standards:

CCSS.Math.Content.HSG.GPE.B.4
Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).

CCSS.Math.Content.HSG.MG.A.3
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).*

CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

CCSS.Math.Content.8.EE.C.8.a
Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

 Agenda:

Monday January 9

  1. Threshold
  2. Review Classroom Expectations
  3. Discuss Instructional Plan for the remainder of Marking Period 3
  4. Notes: Introduction to Proof – Drawing Conclusions
  5. Guided/Independent Practice
  6. Homework- Truth Tables

Tuesday January 10

  1. Threshold
  2. Homework Review
  3. Notes: Introduction to Proof -Related Conditionals
  4. Guided/Independent Practice
  5. Notes: What is a quadrilateral?
  6. Guided/Independent Practice
  7. Homework- Identifying Polygons

Wednesday January 11

  1. Threshold
  2. Review Notes – Solving Systems of Linear Equations – Graphically
  3. Guided/Independent Practice
  4. Homework- Solving Systems of Linear Equations – Graphically

Thursday January 12

  1. Threshold
  2. Review Notes – Writing and Graphing Parallel and Perpendicular Lines
  3. Guided/Independent Practice
  4. Homework- Writing and Graphing Parallel and Perpendicular Lines

Friday January 13

  1. Threshold
  2. Compass Odyssey – Student Growth Day