AIM: What is Sudoku and what skills can we learn from playing it?
HW: Enjoy Winter Break! Do Now: a) List games that you have played that involve numbers. b) Are there any math skills that you've learned by playing these games? Classwork: We learned how to play Sudoku in class today. The common misconception is that Sudoku is a game that requires calculations. In fact, Sudoku is a puzzle game that requires reasoning above all else. Players must be able to prove why numbers must go in their locations. This type of thinking is necessary to be successful in middle school math and beyond. AIM: How can you compare the costs represented by two linear relationships?
HW: Moving Straight Ahead  p.43 #9 Do Now: How can you determine the rate of change for a relationship by looking at the graph of a line? Classwork: From yesterday... The class looked at a problem that used two tshirt companies and their different pricing models. Students looked at equations, tables, and graphs, to compare the costs associated with each companies, for varying amounts of tshirts. Today, we analyzed our responses from yesterday. We looked more deeply into slope/rate of change and how you can write equations of lines that are graphed on the coordinate plane. Resources: AIM: How can you compare the costs represented by two linear relationships?
HW: Unit 3 textbook  Finish Problem 2.3 Do Now: What does the yintercept tell you about the situation the equation represents? Classwork: The class looked at a problem that used two tshirt companies and their different pricing models. Students looked at equations, tables, and graphs, to compare the costs associated with each companies, for varying amounts of tshirts. Resources: AIM: When is it useful to use a graph and a table to solve a problem?
HW: Moving Straight Ahead p. 47 #3132 Announcement: Midterms are 1/24/18 and 1/25/18 Do Now: 1. How can you tell where the yintercept of the graph is? 2. How can you tell what the graph's rate of change is? Classwork: Today's lesson was a continuation of the Brother's Race. Students discussed the methods they used to solve. We discovered that the students who used the Guessandcheck method were less effective than students using more organized approached. The class agreed that using a table and/or a graph were ways of modeling the situation mathematically. Students were able to more easily recognize that a race length of 75meters would have yielded a tie, whereas lengths that were shorter would have given Henri a victory. Longer lengths would allow Emile to catch up and then surpass his brother. Resources: AIM: When is it useful to use a graph and a table to solve a problem?
HW: Unit 3 Textbook p.38, #12 Announcement: Do Now: What does each equation tell you about the line it creates? 1. y = 3x 2. y = 3 3. y = 2x + 4 *4. x = 3 Classwork: Today's lesson focused on the Brothers Race. Emile and his brother Henri were in a race. Emile travels at 2.5 m/s. His younger brother Henri travels at 1.0 m/s. Emile wants to race Henri without either one of them changing their rates. He also does not want to blow his brother away, so he gives Henri a head start of 45 meters. How far must the race be so that Emile will defeat his brother by a narrow margin? We used tables and graphs to determine a solution for this problem. Resources: AIM: How can we spiral back and work with rational numbers?
HW: Enjoy your weekend Announcement: Do Now: Classwork: Ready CCLS Interim Assessment #18 Resources: AIM: How can we assess our understanding of linear relationships?
HW: Announcement: Do Now: Please clear your desk of everything except for a pencil, calculator, and straight edge. Classwork: Unit 3  Quiz 1 Linear Relationships Resources: AIM: How can we practice working with linear relationships?
HW: Prepare for tomorrow's quiz Announcement: There will be a Unit 3 quiz on linear relationships Wednesday, December 13, 2017. The quiz will cover topics from problems 1.11.4. These include:  identifying linear relationships from equations, tables, graphs  finding rates of change (slope), yintercept  graphing linear relationships  representing situations by equations, tables, graphs Do Now: Take out materials and begin preparing. Classwork: Students collaboratively worked on problems sets to serve as a preassessment for tomorrow's quiz. Resources: AIM: How can we practice working with linear relationships?
HW: Prepare for tomorrow's quiz Announcement: There will be a Unit 3 quiz on linear relationships Wednesday, December 13, 2017. The quiz will cover topics from problems 1.11.4. These include:  identifying linear relationships from equations, tables, graphs  finding rates of change (slope), yintercept  graphing linear relationships  representing situations by equations, tables, graphs Do Now: A class has an account modeled by the relationship a = 10m + 320, where m represents the number of months, and a represents the amount of money in the class account. What information can you gather from the equation? Classwork: Students collaboratively worked on problems sets to serve as a preassessment for tomorrow's quiz. Resources: AIM: How can we tell if a linear relationship is increasing or decreasing?
Announcement: There will be a quiz Wednesday, 12/13/17. The topics will include work from 1.1 to 1.4. identifying linear relationships from an equation, table, graph finding rates of change (slope), yintercept (starting point of graph) graphing linear relationships representing situations by equation, table, graph HW: Moving Straight Ahead pp.1920 #10, 12 Do Now: A woman has $40 in her bank account and deposits $20 each week. Describe the relationship between the money in her account and the number of weeks. Ans: The relationship is linear because there is a constant rate of change, in this case, $20 per week. Since the money is being deposited, the amount of money is increasing, because when money is put into a bank, the account increased. The relationships is NOT proportional since there was a starting value of $40, which means the line could not pass through the origin. Classwork: We applied our knowledge of linear relationships to look at relationships with negative rates of change. We used the example of having $144 in a bank account and withdrawing $12 each week. Students sketched graphs, assigned variables, and wrote equations to model the situation. Resources: 
AuthorMr. Severiano Archives
June 2018

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