Finding Pi

Students shared their Pi Chart Averages from last night's homework. A few more people need to complete their averages to share with me (asap).  Here is a spreadsheet link that reveals the team average thus far:  Spreadsheet -- Averages

The "So What?" of the activity:  Pi is the relationship of a circumference to its diameter.

 "Finding Pi," our most recent activity will be completed in class tomorrow. Students have 2 green sheets in their MTN's. Students must follow a list of task instructions along with answering questions that will lead to a deeper understanding of Pi.

Materials for today's activity

HOMEWORK:  Update MTN -- they will be collected tomorrow so that two activities can be evaluated (Pi Rounding Chart AND Finding Pi).

Pi Recording

First we reviewed last night's homework responses. We had another discussion about the importance of completing homework and strategies one can take if/when a problem event occurs.

Work Sample for find the approximation to √75 to the nearest hundredth:

Students were given a chart to record the circumferences and diameters of 10 objects. Their task is then to find the average of the relationship between the two measurements and make some deductions via answering 2 questions.  Make Copy Pi Recording Chart

Partner Roles were as follows:
~ Task/Materials Leader & Recorder
~ Measurer & Presenter

HOMEWORK:  Complete the pink sheet in your MTN.

R/I NOTES and Approximation to Square Roots

Rational and Irrational Notes (the So What?)
    Rational Numbers - can be written as a ratio which means as a fraction.

    Irrational Numbers - cannot be written or expressed as a ration; as decimals the numbers do not terminate or repeat.

Approximating Square Roots to the Nearest Hundredth (Kahn Academy)

Steps:  1. Watch the entire video without interruptions.
            2. Watch with stop breaks to copy important information or reflect/make connections on                            information.
            3. Watch the video at home (HW) to update notes/information.

Practice item after the video:  √60

HOMEWORK:  

• 1. Find the approximation to the nearest hundredth for √75
• 2. Describe the 1st step for finding the square root to a non-perfect square.
  

  
  

  
  

  
  

Rational or Irrational? Determining the Answer

Students were given 25 minutes to finalize their presentations. Audience members listened to presenters.  After a group presentation, I asked each group to determine whether the item was an example of rational or irrational and why.

Here are some selections:

HERE ARE SOME EXAMPLES (DO YOU KNOW THE ANSWERS?):

HOMEWORK;  NONE -- Enjoy your Thanksgiving with your family.

Rational or Irrational? That's the question.

After students completed their conclusion paragraphs from The Crow and the Pitcher, they researched rational and irrational numbers with the provided links below. Tomorrow -- groups will present "teach" their knowledge to the class.

RATIONAL NUMBERS:

Regents Prep

Math Steps

Math Antics

IRRATIONAL NUMBERS:

Math is Fun

Khan Academy

Wolfram

HOMEWORK:  None for tonight.

The Crow and the Pitcher -- Conclusion

Today, you will be working on your Conclusion Paragraph for the Crow and Pitcher Lab.  Use your template (scaffold) that was last night's homework. If you wish a conference or have a question about the expectation, see one of the Vista teachers. Your paragraph should follow all final draft expectation.s  Use the provided rubric (see below) as a checklist. Take out your purple "Transition/Signal Words" sheet from your binder.

You will first connect to the document link. Make a copy and rename your document:

Final Draft Conclusion Paragraph

Here is the rubric that I will be using to evaluate your final draft:

Rubric

After you have finished your final draft, copy your link (from Share) and fill out the form to submit your work  This is due by class time on Monday, November 21, 2016.

FORM

HOMEWORK:   Final draft to conclusion paragraph (if not completed in class).

The Crow and the Pitcher -- Day 3

Better news is that 62.2% of the students completed last night's homework assignment (Revise your Desmos Crow and Pitcher Graph) before the start of classes.  Improved from 25% a month ago, but still room for improvement.

The first 5-10 minutes of class were used to make any necessary corrections on the most recent graph. Afterwards, we reviewed the lab questions, located in students' MTN's. Some very good discussions about observations and limitations arose from their responses.

Then a Scientific Conclusion Paragraph Scaffold was given to students (this is the same template used by Ms Drennan-Doiron in science). This template will be used to draft their conclusion paragraph about the Crow and Pitcher Lab. Students will have class time to write their final conclusion paragraph during class time tomorrow.


HOMEWORK:

• If you have not yet shared your revised Crow.Pitcher(add your name) graph, DO IT NOW.
• Complete the Scientific Conclusion Paragraph Scaffold (This is a 1st draft).

The Crow and the Pitcher -- Day 2

After a homework check (Work Habit: Practice to Improve Skills), students participated in a class discussions revolving around what went well, what limitations or issues arose, how do labs work/not work, how "clean" is data, what can you do when work isn't working, and many more.  We also discussed the importance of many trials and taking risks to solving problems.

Then we took a look of many graphs (22/45 constructed and shared with me) -- what examples complied with given instructions and where do improvements need to take place. Tonight's homework is to revise the first graph (or for 23 of the students to construct their first draft of a graph) and complete any unfinished questions from last night.

Roberts' NOTES

Bayle's and Shaw's NOTES

Crow and Pitcher SAMPLE Desmos Graph



HOMEWORK:   Revise the first graph with today's new knowledge.

The Crow & the Pitcher -- Day 1

On Thursday, prior to student-led conferences, students were introduced to our new activity. First, students listened to Aesop's Fable, "The Crow and the Pitcher." The moral of this fable can be expresses as: "Little by little does the trick." or "Where there's a will, there's a way." The overview of the activity was explained to the students. Each student recorded his/her prediction as to how many marbles it will take to cause the water level, in a graduated cylinder, to to rise from 80 mL to 100 mL.
After the lab and collecting of data was completed, students answered a series of questions in their partner groups. They were also allowed to consult with their table mates. Students are required to construct a graph on Desmos Calculator Account.

Homework:  Be sure that all questions are answered thoughtfully and you have shared your graph with Mrs. Warren from Desmos.

Student Led Conference Presentations

Students are working on their presentations for Student-Led Conferences during all core classes. Today, their focus was on choosing nine work samples from all classes that represent their ability to demonstrating work habits: responsibility for learning, challenges self, and citizenship. Students are constructing a slide presentation that will include work samples and a goal from each work habit.

Review of Mini-Eval / New Math Lab

First, I reviewed the answers to Mini-Eval #2, common errors, and gave Mini-Eval #2 - Take 2 to those students wishing to demonstrate their improved skill knowledge.

Then I introduced the next math lab -- "The Crow and the Pitcher," which is an Aesop Fable. We had a few laughs relating the fable to Mrs. Peterson's story about her bird, Vulture. We also had a discussion about the meaning of moral and life examples, to "Little by little does the trick." Three pages were taped into students' MTN's, the procedures were read, and students were given an opportunity to make predictions.

Photos / copies of all pages will be available on the next blog post.  HAVE A GREAT WEEKEND!

HOMEWORK:  None -- EXCEPT if you took advantage of Take 2.  Return to Mrs. Warren in the morning.

TURN YOUR CLOCKS BACK ONE HOUR ON SATURDAY!!

Mini-Evaluation #2

Students participated in completing their second summative assessment.

After the assessment, students were given time to update any missing work and table of contents in their individual MTN before turning in.

MTN's and Mini-Evals will be returned to students tomorrow.

HOMEWORK: None for tonight (unless you have missing work).

Rate of Change Practice

After homework and notes checks, we discussed last night's question. I explained to students that I will be using their responses to guide me as to what the know/don't know and what I need to teach.

I displayed my Ditch Digger Desmos Graph to discuss rate of change and other components of the graph and y-intercept equation.

Then, I displayed 3 other graphs (one at a time) to give students practice time in determining the rate of change for each, where x and y axis are located, how to determine a positive and negative slope (equation), and how to determine the rise (over) run (aka:slope).

HOMEWORK: Review your notes for Mini-Eval #2 tomorrow.