HolcombMath

Tuesday, May 25, 2010

Math 7 (Class 167)

Lesson Title
Investigation 1: Making Comparisons

Overview
In today’s class students continue working with fractions during the opener. In the lesson we move to a new unit of study, Comparing and Scaling, focusing on Ratio, Proportion, and Percent.
Textbook Sections
Problem 1.1 (Txt. p. 5) Writing Ads

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Turn-In (#-1)
No Homework (but the second draft of your “Dividing Fractions” write-up is due Tuesday).

Handouts
No Handouts Posted

Assignment
Finish Fraction Review 3 Practice 1
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Friday, May 21, 2010

Math 6 (Class 166)

Lesson Title
Investigation 2: More About Percents

Overview
In today’s class students continue to develop their ability to work with percents.
Textbook Sections
Problem 2.2 (Txt. p.19) Finding a General Strategy

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can determine what percentage a given fraction represents.
I can develop a general strategy for finding percentages.

Turn-In (#-1)
ACE p.24 #1-4, 11

Handouts
No Handouts Posted

Assignment
No Homework
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 7 (Class 166)

Lesson Title
Investigation 5: Similar Triangles

Overview
The opener today reinforces the use of similar triangles to find a distance which can not be measured directly.

Game of 24 Numbers: -7, -4, 2, -2
Textbook Sections
Problem 5.3 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Turn-In (#-1)
Fraction Review 3-7 Follow-Up
Problem 5.3 C
Weekly Summary

Handouts
No Handouts Posted

Assignment
No Homework (but the second draft of your “Dividing Fractions” write-up is due Tuesday).
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Thursday, May 20, 2010

Math 7 (Class 165)

Lesson Title
Investigation 5: Similar Triangles

Overview
In today’s class students continue to refine their understanding of dividing fractions. In addition they continue with the work started yesterday applying similar triangles to indirectly measure the distance across a lake.

24 Game Numbers: 5, 2, 3, -2
Textbook Sections
Problem 5.3 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Turn-In (#-1)
ACE p.64 #5, 7, 10
Second draft of your “Dividing Fractions” write-up is due Tuesday.

Handouts
No Handouts Posted

Assignment
Fraction Review 3-7 Follow-Up
Problem 5.3 Question C
Weekly Summary
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 165)

Lesson Title
Investigation 2: More About Percents

Overview
Students continue to develop their understanding of, and ability to use, percents.
Textbook Sections
Problem 2.2 (Txt. p.19) Finding a General Strategy

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can determine what percentage a given fraction represents.
I can develop a general strategy for finding percentages.

Turn-In (#-1)
ACE p.12 #13, 14, 21, 23-26

Handouts
No Handouts Posted

Assignment
ACE p.24 #1-4, 11
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Wednesday, May 19, 2010

Math 7 (Class 164)

Lesson Title
Investigation 5: Similar Triangles

Overview
In today’s class students get back their peer reviewed work on dividing fractions. They have some time to reflect on this in class. A second draft of this explanation is due Monday. In addition students use their knowledge and skills regarding similarity to find the length of a pond which can not be measured directly.
Textbook Sections
Problem 5.2 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Turn-In (#-1)
TBD

Handouts
No Handouts Posted

Assignment
ACE p.64 #5, 7, 10
Second draft of your “Dividing Fractions” write-up is due Tuesday.
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Algbera 2 (Class 82)

Lesson Title
4.2.4 How can I transform relations?

Overview
In today’s class students continue their work from the previous class.
Textbook Sections
4.2.4 (Txt. p.197) How can I transform relations?

Vocabulary
parabola
parent graph
parameter
family of functions
transform
shift
stretch
compress
vertical
horizontal
relation

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How can I use what I have learned about transforming functions to predict the behavior of a new function?
What is the meaning of “absolute value”?

Key Knowledge
Not all equations are functions.
A relation establishes a correspondence between its x- and y-values.
A relation is called a function if there is no more than one output for each input.

Key Skills
I can determine the radius of a circle using its equation.
I can determine the equation of a circle given its radius and center.
I can determine the radius and center of a circle from its equation.

Turn-In (#-1)
4-72 to 4-77

Handouts
No Handouts Posted

Assignment
4-80 to 4-85
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 164)

Lesson Title
Investigation 2: More About Percents

Overview
In today’s class students generalize their approaches for finding a percent to represent a situation.
Textbook Sections
Problem 2.2 (Txt. p.19) Finding a General Strategy

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can determine what percentage a given fraction represents.
I can develop a general strategy for finding percentages.

Turn-In (#-1)
Out of 10^x Lesson 5 #2 to 5
ACE p.12 #11, 12, 20

Handouts
No Handouts Posted

Assignment
ACE p.12 #13, 14, 21, 23-26
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Tuesday, May 18, 2010

Math 6 (Class 163)

Lesson Title
Investigation 2: More About Percents

Overview
In today’s class students continue to work at estimating the amount of area of a figure is shaded using both fractions and decimals.
Textbook Sections
Problem 2.2 (Txt. p.19) Finding a General Strategy

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can determine what percentage a given fraction represents.
I can develop a general strategy for finding percentages.

Turn-In (#-1)
ACE p. 12 #4-6, 19

Handouts
No Handouts Posted

Assignment
Out of 10^x Lesson 5 #2 to 5
ACE p.12 #11, 12, 20
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 7 (Class 163)

Lesson Title
Investigation 5: Similar Triangles

Overview
In today’s class students conduct a peer review of the draft write up describing a process for dividing fractions. After this they will use the data on the lengths of shadows they collected yesterday to calculate the height of the school building and compare their results to those using the previous method for indirect measurement.
Textbook Sections
Problem 5.2 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Handouts
No Handouts Posted

Assignment
Using your data you collected the other day, do your best to determine the height of the school building.
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Wednesday, May 12, 2010

Math 7 (Class 161)

Lesson Title
Investigation 5: Similar Triangles

Overview
Depending on the weather, students will either go outside and use shadows to measure the height of the building, or continue to work with developing their skills and understanding of division with fractions.
Textbook Sections
Problem 5.2 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.
I can represent dividing fractions using multiple representations.

Turn-In (#-1)
Fraction Review 3-5: Finish the front side and do problem 1a and then do problem 2 for problem 1a on the follow-up (This will make more sense if you read it while you are looking at the assignment-- I hope!)

Handouts
No Handouts Posted

Assignment
Spend 15 minutes writing up your best way to divide fractions. You must be able to explain why your method works (no fair saying “My Grade 5 teacher told me”.)
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Algebra 2 (Class 80)

Lesson Title
4.2.3 Can I transform a new function?

Overview
Today students will use what they have learned about shifting graphs to find the general equation for a new parent function, f(x) = |x|.
Textbook Sections
4.2.3 (Txt. p.193) Can I transform a new function?

Vocabulary
parabola
parent graph
parameter
family of functions
transform
shift
stretch
compress
vertical
horizontal

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How can I use what I have learned about transforming functions to predict the behavior of a new function?
What is the meaning of “absolute value”?

Key Knowledge
Absolute value can be interpreted as the distance a point is from another point.

Key Skills
I can graph an absolute value function by applying my knowledge of transformations of graphs.

Turn-In (#-1)
4-64 to 4-67

Handouts
No Handouts Posted

Assignment
4-68 to 4-71
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 161)

Lesson Title
Investigation 2: More About Percents

Overview
In addition we start a new Investigation, More About Percents, which is (wait for it) about percents!
Textbook Sections
Problem 2.1 (Txt. p.18) Finding Percents

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can compute a final price of an item including a discount and sales tax.
I can use my calculating skills to compare different “bargains”.
I can convert between fractions and decimals using multiple representations.
I can determine if a fraction can or can not be represented by a terminating decimal.

Turn-In (#-1)
1) Revise “terminate” explanation started the other day using what you have learned today.

3) Weekly Summary

Handouts
No Handouts Posted

Assignment
If you did not make your “Terminate” explanation better, then you need to do this for HW. If you already did this, then you have no homework.
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Tuesday, May 11, 2010

Math 7 (Class 160)

Lesson Title
Investigation 5: Similar Triangles

Overview
Depending on the weather, students will either go outside and use shadows to measure the height of the building, or continue to work with developing their skills and understanding of division with fractions.
Textbook Sections
Problem 5.2 (Txt. p.63) Using Similar Triangles to Find Distances

Vocabulary
similar
corresponding sides
corresponding angles
segment
ratio
perimeter

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
How do different shapes compare to each other?
What is required for two shapes to be similar?
Why do we use multiplication to find fractions of fractions?

Key Knowledge
Similar triangles are formed when a mirror is used to find the height of a building.
When similar triangles are formed, and three pieces of information are known, the fourth one can be determined.

Key Skills
I can create a diagram of a situation.
I can recognize similar triangles in a situation.
I can use similar triangles to determine the height of an object which can not be measured directly.
I can represent multiplying two fractions using multiple representations.

Turn-In (#-1)
Fraction Review 3-4 Follow-Up
Quiz Corrections (Due Wed.)

Handouts
No Handouts Posted

Assignment
Fraction Review 3-5: Finish the front side and do problem 1a and then do problem 2 for problem 1a on the follow-up (This will make more sense if you read it while you are looking at the assignment-- I hope!)
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 160)

Lesson Title
Investigation 2: More About Percents

Overview
In today’s class students share their insights regarding the types of fractions which terminate and the ones that don’t.
Textbook Sections
Problem 2.1 (Txt. p.18) Finding Percents

Vocabulary
tiling
regular polygon
polygon
pentagon
hexagon
octagon
angle ruler
precisely
vertex

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Enduring Understandings
Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

Essential Question
What makes an estimate reasonable?
What makes an answer exact?
What makes a strategy both effective and efficient?

Key Knowledge
A sale price can be expressed as a percent discount.
Some fractions can be represented by terminating decimals and some can not.

Key Skills
I can compute a final price of an item including a discount and sales tax.
I can use my calculating skills to compare different “bargains”.
I can convert between fractions and decimals using multiple representations.
I can determine if a fraction can or can not be represented by a terminating decimal.

Turn-In (#-1)
Out of 10^x Lesson 4 Problem 5 with 5 boxes shaded.
Answer the following: “What kind of fractions can be represented by terminating decimals and which can’t?”

Handouts
No Handouts Posted

Assignment
1) Revise “terminate” explanation started the other day using what you have learned today.

3) Weekly Summary
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.