Probability

Students were given 10 minutes to finish up their "History in Populations" performance task before moving on to probability.

Some groups were able to participate in an activity related to the notes.


HOMEWORK:  None for tonight.

History of Populations

Today's lesson focuses with opportunities to practice reading graphs, apply skills of percent changes, and draw conclusions about two or more populations. Students were given the choice to work with table partners or table mates.

Using the graphs, the given total US population numbers for NY, MA, and PA from 1800 to 1950 (see table below), and provided links; students were required to answer a series of questions.

                                             Population of the U.S. (nearest million)

                                   1800                       1850                           1900                              1950

US:                          4,000,000            23,000,000                   76,000,000                     170,000,000

New York:                   400,000              2,300,000                   12,160,000                       15,300,000

Massachusetts:           400,000                 690,000                     3,800,000                        3,400,000
Pennsylvania:              440,000              2,070,000                     7,600,000                       10,200,000

Other Population Info

Here are the links: 
Question #5                     Question #6 (2000 & 2010)                      Question #6 -- 2016


HOMEWORK:  Nothing New.

Tying Up Loose Ends

Students were given back their evaluated activities for taping into their MTN's and reviewed the answers to Sorting Polygons.

HOMEWORK: 

• IF NOT FINISHED: Complete Orange WS: Reflection Questions to Sorting Polygons

Sorting Polygons -- Part 2

Students finished their work from yesterday.

 


HOMEWORK: 

Complete Orange WS: Reflection Questions to Sorting Polygons. You have only 2 questions to answer.

Sorting Polygons

Students were given 26 polygons of various shapes, sizes, and characteristics. Then the teams were given one or two sorting characteristics that required "sorting" within a designated single Venn Diagram, Double Venn Diagram, or Inside Circle Venn Diagram.

        "Spies" at work

                                            HOMEWORK: 

• No new homework.

Function Check

After a review of last night's homework, students were given a quick skill check.

HOMEWORK:    NONE -- except IF.......

• Work on getting any missing work (i.e. Article Readings/Notes, etc.) AND the Final Draft to your Coast to Coast Project IF you did not submit it on Tuesday.

Function Practice -- Just a Bit More

This is the practice work we completed today:

HOMEWORK: 

• Work on getting any missing work (i.e. Article Readings/Notes, etc.) AND the Final Draft to your Coast to Coast Project IF you did not submit it on Tuesday.
• Complete the yellow Function Table Practice in MTN.

Coast to Coast - Final Drafts

This post is for May 22 - 23:

Last day to work on Coast to Coast Projects in school was May 22, but was extended to May 23.  Due to rehearsal practice for the Rock Concert, 80% of the students were not in math class on May 23rd. Thus, last minute touches were allowed since beginning a new unit today would not have been conducive for the entire Vista student body.

Based on students' comments and work products, this was a well liked project and a lot of learning took place. Encouraging students to apply equation and function knowledge was an important aspect with deeper understanding in math. For the most part, students did quite well on their final products.

HOMEWORK:

• Work on getting any missing work (i.e. Article Readings/Notes, etc.) AND the Final Draft to your Coast to Coast Project IF you did not submit it today.

Coast to Coast -- Update

This post is for May 16 - 18:

Due to NECAP or NWEA Testing, all classes were shorter in time on Tuesday and Thursday.

Due to our "Delayed Opening" on Wednesday, all classes were shortened to 30 minutes each. The team decided to utilize our two hours of core time to allow the students response time to the required District Writing Prompt.

HOMEWORK: 

NONE --- EXCEPT if you have not yet completed the following:

• Research for Individual Project.  First Draft was due Tuesday, 5/16/17. Final draft will be due Tuesday, 5/23/17.
• Work on getting any missing work (i.e. Article Readings/Notes, etc.).

Coast to coast -- 1st Drafts

Today was "submit" day for students' first drafts.

Use the link in order to submit all digital drafts.  FORM LINK

Photos of students working:

 

 

 

 

HOMEWORK: 

• Research for Individual Project.  First Draft is due (extended) to Tuesday, 5/16/17
• Work on getting any missing work (i.e. Article Readings/Notes).

I’m looking forward to reading and reviewing your drafts.

Coast to Coast -- Research Session

This post is for 5/10/17 & 5/11/17

With the use of Chromebooks, student finalized their group/individual planning sheets. Then they all moved to continuing their research for the Coast to Coast Project.

The first draft of projects (i.e. data tables, costs to: trains/car rental/gasoline/3 hotels at each stop, schedules, maps,  powerpoint, photos, landmark descriptions, etc.) is due Monday, 5/15.

Final draft will be due Monday, 5/22.

FORM LINK

HOMEWORK: 

• Research for Individual Project.  First Draft is due Monday, 5/15/17
• Work on getting any missing work (i.e. Article Readings/Notes).

Coast to Coast -- Planning Sheet Submission

Students filled out Group Planning Sheets that confirmed group and individual responsibilities:

The remainder of the short class time was devoted to review product rubrics and create lists of what research is still needed for the Coast to Coast Project.

HOMEWORK:

• Nothing new -- work on getting any missing work turned in soon.
• Get good rest tonight and eat a good breakfast tomorrow morning.

Coast to Coast -- Work Day

A homework check was conducted for notes from the two articles. Students with with completed homework were allowed to move onto their researching of train routes and landmarks. Students with incomplete homework were required to complete the readings and notes.

Drafts to the product rubrics were shared with students. Feedback and suggestions were accepted from the students. Final copies will be given to students tomorrow.

HOMEWORK: 

• Choose the type of individual product you will complete: 1) Design a Historical Landmark Powerpoint, 2) Construct a Trip Map, or 3) Plan a Trip Itinerary.
• Get good rest tonight and eat a good breakfast tomorrow morning.

Coast to Coast -- Essential Questions, Videos & Background Articles

You may ask -- why?  Why are we doing this?  What does this have to do with math?  Well, a lot actually. BUT first, let me introduce you to my son, Camden Warren, and pay particular attention to his quote in the linked article. Then continue with the rest of the post.

Proud mom? Yes. But his statement about past events truly does help us all (everyday people, government officials, etc.) to understand how to move forward in today's world. THUS you now have an opportunity to learn a bit more of our incredible nation, her past, and learning/remembering the great sacrifices that our ancestors gifted us for today and in the future. (AND do a bit of math in the process.)

ESSENTIAL QUESTIONS:

• How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
• Why is time and space important for the study of history?
• What means are available to consumers for obtaining goods and services that meet their needs?

BACKGROUND ARTICLES:
1. Riding an Amtrak Train Cross-country
2. Travelling by Train in the United States

CLASS VIDEOS FOR REVIEWING:
1.  MSI's Train Guy
2.  The Virginia State Capitol Building

AMTRAK SYSTEM MAP (Effective March 2017)

HOMEWORK:  Read both articles from above and take notes in your MTN. Complete by Monday, 5/8/17.

Coast to Coast -- Introduction

We will be working on this performance task until May 15th (approximately).  

You are a travel agent specializing in trips to historic sites. You have been contacted by a family of four who needs your help. They are thinking about a coast-to-coast vacation from Baltimore, MD to Los Angeles, CA. They want to travel by train and would like to visit at least four National Historic Landmarks between these two locations during their trip. They are willing to stop along the way and rent a car to get to these landmarks. Depending on the distance from the train stations, the family may need to stay in a hotel. To assist in planning the lengthy trip, you are to construct two products. The first is required and the second product is a choice from three possibilities.  See the list that follows:

1. REQUIRED PRODUCT (work as a group to complete):  Create a chart of the train, hotel and gas expenses the family will encounter. Use http://www.amtrak.com/home to determine the cost of the trains the family will use. The family plans on renting a 2013 midsize SUV when they need a vehicle. Determine the amount of gas that they will need, as well as the amount of money they will need to spend on gas. Remember that different areas have varying gas prices, so use the website www.gasbuddy.com to determine the approximate gas price for the places where they will be filling their tank.

2.  CHOOSE ONE FROM THE FOLLOWING OPTIONS (individual work):
A. Research different National Historic Landmarks that would be generally along the route from Baltimore to Los Angeles that the family can visit. The following websites may be helpful: http://www.nps.gov/nhl/find/statelists.htm  -OR-   photos  -OR-  historic landmarks.  The family would like to visit different types of landmarks, so be sure to pick four that reflect different events or time periods. Create a multimedia presentation highlighting the importance of these four landmarks. Be sure to include the historical significance and geographical locations and significance of the landmarks.

B. Create a map of the course that the family will take on their trip. Include the National Historic Landmarks they will visit as well as the hotels they will stop in along the way. You can use www.mapquest.com to help with routes, distances, and time as well as www.hotels.com to determine the location of any hotels needed.

C. Create an electronic trip itinerary (chart, powerpoint, etc.) to present to the family of the intended trip. Include summary of each National Historic Landmark, the map of the train route, the roads that will be traveled from the train stops, distances, time, and gas and hotel expenses. This should all be connected with a calendar so the family knows where they should be when.

TOMORROW I will share essential and guiding questions, class videos, and research articles.

HOMEWORK:  In your MTN, write a list of at least 10 possible historic landmarks that you want to consider for the Coast to Coast Performance Project.

T-shirts

Students were given today to complete their "T-shirt" performance task which we had begun before our April vacation. Tomorrow we will begin a new performance task titled "Coast to Coast."

HOMEWORK:  None

Prodigy Game

PLEASE NOTE: Due to Thursday's field trip, there will not be a new math entry. There WILL be a post on Friday.

Math is a new online, game-based site offered by our district that encourages students to practice math. I have set up two class accounts; one for 7th grade curriculum and one for 8th grade/Pre-algebra. Follow the directions and have fun!

7th grade students are to follow these steps:

8th grade/Pre-algebra students are to follow these steps:

HOMEWORK: Keep practicing the following
7th (Level I) -- Percents (L.2), 2-D Figures (W.7, W.8, W.13), Transformations (X.2), Geometric Measurements (AA.5, AA.7, AA.8), Data/Graphs (BB.5, BB.11, BB.13, BB.15), Statistics (CC.1), and Probability (DD.1, DD.4).


Pre-Algebra (Level J) -- Percents (J.1), Figures (O.5, O.7, O,8, O.9, O.11), Transformation (P.2), Geometric Measurements (T.5, T.8, T.9, T.10), Inequalities (X.3, X.6), Functions (Z.1, Z.2, Z.4, Z.5, Z.7, Z.9), and Probability (EE.1, EE.3, EE.4).

Review & Practice

This post is for April 18 and 19

Lists for 7th grade and pre-algebra skills were given to students to practice over this week and over vacation. They had class time today to start (after explanations) and will have class time on Wednesday. Thursday is our field trip and on Friday we will have a performance task that brings tables and linear graphs to a conclusion.

7th (Level I) -- Percents (L.2), 2-D Figures (W.7, W.8, W.13), Transformations (X.2), Geometric Measurements (AA.5, AA.7, AA.8), Data/Graphs (BB.5, BB.11, BB.13, BB.15), Statistics (CC.1), and Probability (DD.1, DD.4).

Pre-Algebra (Level J) -- Percents (J.1), Figures (O.5, O.7, O,8, O.9, O.11), Transformation (P.2), Geometric Measurements (T.5, T.8, T.9, T.10), Inequalities (X.3, X.6), Functions (Z.1, Z.2, Z.4, Z.5, Z.7, Z.9), and Probability (EE.1, EE.3, EE.4).

HOMEWORK:

•    Review notes in MTN and practice weak skills on IXL (see blog for list).

Reviewing Slope-form

We went over the homework that was assigned on Thursday. Then students were given class time to begin the work listed below.

HOMEWORK:  

•     7th -- Level I Skill S.6

•    PRE -- Level J Skill Y.9

April 13 -- Bayle & Shaw

Bayle & Shaw -- Go to 4/12/17 post for summary of today's lesson.

HOMEWORK: BAYLE & SHAW -----  

•     Take last night’s coordinates and find the slope-intercept equation using the coordinates for each problem.

Writing Slope w/Given Coordinates

Two sets of lessons for groups:

   Roberts: Notes were given with various coordinates. Students were only given two pairs of coordinates to determine the slope of a line. Then using the slope and a pair of coordinates, students applied their skill of solving a 2-step equation. Taking all the information, students wrote a y-intercept equation.  It was suggested that students could enter their equations and graph them on Desmos to check the accuracy.

   Bayle & Shaw: Go to 4/11/17 Post for today's lesson.

HOMEWORK: ROBERTS ONLY ---- 

•     Take last night’s coordinates and find the slope-intercept equation using the coordinates for each problem.

BAYLE & SHAW ----- 

• Worksheet in MTN

Slope Notes

Due to a special schedule on our team, only Roberts had math class (Bayle and Shaw will have the make-up math class on Thursday).

Notes from today include samples of grids, coordinates, x/y tables, and slope-intercept equations.

HOMEWORK:   ROBERTS ONLY 

• Worksheet in MTN

2-step Equation Review

Notes from today:

 

HOMEWORK:

• IXL Fraction work (make up work)
• Some people had difficulties, thus -- IXL, Level J: W.7, W.8 & Y.8 is due Tuesday, 4/11.

Intro to slope-intercept

We took our Drop It graphs and "unraveled" the components and meanings.

We also reviewed solving 2-step equations. Some examples provided in class:

HOMEWORK:

• IXL Fraction work
• IXL, Level J: W.7, W.8 & Y.8 for Monday, 4/10.

Graph Observations

Today, students were given 12 linear graphs that contained errors. In their "table mates" groups, the members needed to identify the error(s) and make the correction(s).

HOMEWORK: 

• If you have not yet done so:  Complete IXL: Grade 7 or Level I:  G.1,  G.3,  G.7,  G.10,  G.12, and  G.13 (80% or higher) ASAP.

Just Drop It! REVISITED

This post is for April 3 and 4, 2017

First -- I updated students as to their own individual status on the IXL homework.  Some students are in great shape and only have one set to complete. Meanwhile, others haven't even begun and have mucho to complete.

Second -- students reworked their Just Drop It! math lab and made the necessary corrections. This lab is a good sample to demonstrate the connections to proportional relationship, entering data information on a graph, and creating a line of linear regression.


HOMEWORK: 

• IXL: Grade 7 or Level I:  G.1,  G.3,  G.7,  G.10,  G.12, and  G.13 due by Tuesday (4/4/17). 80% or higher.

Feedback & Fractions

After returning students' Mini-Eval papers, we went over correct responses. Any student who wishes to retake the mini-eval needs to make arrangements with me.

Many students are still having difficulties with manipulating fractions. Today was review. As soon as I began with examples, the students were very good at telling me what should happen. Hmmmmm. So they have practice work over the next several days.

                      


HOMEWORK: 

• IXL: Grade 7 or Level I:  G.1,  G.3,  G.7,  G.10,  G.12, and  G.13 due by next Tuesday. 80% or higher.

Mini-Eval: Rates

Post for March 28 & 29, 2017

The mini-evaluation was postponed from Monday to Tuesday. Students worked diligently on their tests. We will be going the answers on Thursday since some students need a little more time complete on Wednesday.

I would like to take this time to thank all students and parents for your support and kind words to us about the death of our dear friend Kathy Kenny. She was a true educator and protector of children. Mrs. Kenny will be missed by us all.

HOMEWORK:   None for tonight.

Proportional Relationships

After checking for homework completion, we review the ideas from students' responses.

Vocabulary definition to the ratio parts:

Classwork:

                  Independent work:
                       

HOMEWORK: 

• Review notes for next Monday’s Mini-Evaluation: Rates.

More with Rates

Students should have completed at least the following on their sheets in their MTN's before leaving class today:

Students also had some time to begin discussions and respond to the questions associated with the tables. Any blank areas must be answered on their own before class time tomorrow. A mini-evaluation will be conducted next Monday.


HOMEWORK:

• Complete all questions on the activity “More with Rates” in your MTN.
• Review notes for next Monday’s Mini-Evaluation: Rates.

Group Presentations: Rates

Each group presented their thinking and findings for their given problem. Students were to copy all work for each problem. Here is what each student should have copied in their MTN:

 


HOMEWORK:   None for tonight.

Solving Problems with Rates

After modeling a demonstration of how students were to record their group work:

Each group was given a different problems to solve. Ideas and solutions were written on the paper along with the member's name next to their contribution to solving the problem.

HOMEWORK:

• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE A.S.A.P This is for a make-up test with Mrs. Warren for evaluation.

• Go to the Blog to review notes.

Rates Practice

Today was skills foundation for determining the average rate of speed for different distances, rates, and/or times. A brief review was conducted.  Then within their assigned table mates, students solved for the missing number. (The number in black represents the solution.)

The second sheet students worked in groups:

On Monday, students will be solving problems that will require 3-4 steps in order to acquire the final solutions.

HOMEWORK: 

• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE A.S.A.P This is for a make-up test with Mrs. Warren for evaluation.

• GRADES CLOSE for Q3 Interims. Many students have minssing/incomplete work from Math Lab Week. Get it done!

Reflection Day

Due to the delayed opening and funky schedule, every class is in a different place. Here is a list of possible combinations of today's class:
1. Returned Matchbox Speed Tests Lab Sheets to students (related to continued work with rates)
2. Shared Cube Nets justifications on posters
3. Worked on rates (one of which is the average rate of speed: D=rt)


HOMEWORK:

• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE A.S.A.P This is for a make-up test with Mrs. Warren for evaluation.

Cube Nets & Categorization

During this week, I will be returning one set of lab sheets per day so that we can go over each one well. Today's Lab sheet: Engineer & Design Prototype and entered into their MTN's.

Next, students put cube nets into categories. Then they had to explain the rationale as to why some formed cubes and why they did not form cubes.

More fun with geometric shapes and nets click here.

HOMEWORK:

• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE A.S.A.P This is for a make-up test with Mrs. Warren for evaluation.

• Go to Mrs. Warren’s Blog here.  Try out Geometric Nets for fun.

Engineer & Design Prototype Test #2

Our primary focus was testing the prototype modifications. The problem given to students on one of our blizzard bag days was as follows:  How can I design and build a device that can be launched into the air and continually fly for the longest time?

The criteria/constraints included the following:

• Device MUST include a minimum of five different materials to build

• Can launch by hand or through another device
• The device cannot touch a person during flight but it is okay it it touches parts of the room (except floor), as long as it keeps moving after.
• Cannot use compressed air, gas, flame, fire, or anything that may cause damage to the gym floor, walls, ceiling, lights or your own home.
• Cannot use materials that come from device/toys that are designed to fly. For example, you couldn’t use toy wheels, but could make wheels from other materials (i.e. bottle caps).

We conducted the semi-final tests to the prototypes and students answered lab questions.

Students also answered survey and evaluation questions on a form online about Math Lab Week.

Something fun: Cube Nets

HOMEWORK:

• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE A.S.A.P This is for a make-up test with Mrs. Warren for evaluation (but not entered into Friday’s, 3/10/17 Finals).

Math Lab Week -- Conclusion

This was our last day to Math Lab Week. Students were required to complete: 1. 4 of the 6 labs, 2. Matchbox Race Cars (rate conversion), and 3. Prototype Time Trials - Test #1. The standards that were evaluated included: all 6 work habits, all 4 math practices, proportional relationship, rate conversions, solving real world problems with algebraic expressions/equations, analyze linear regression, show transformations, and collect data and construct graphs from table.  All groups met the goal and some groups managed their time well and completed a 5th station. Students also had specific group roles that needed to be accomplished in addition to completing the station.


HOMEWORK: 

• Semi-Final tests for modified Engineer/Design Prototype will take place tomorrow.
• If you have not yet done so, BRING IN YOUR MODIFIED PROTOTYPE BY THURSDAY, 3/9!

Math Lab Week -- Day 5

Students continued working on completing the math lab stations.  All requirements must be met by the end of class tomorrow.  Prototype #2 must be brought in tomorrow and all will be tested on Thursday.

Immersion Day -- March 2017

Some of today's immersion studies: logo design and Chimborazo website design, juggling, card tricks, knot tying,  origami, car building, coding, felting, music practice, journalism, and many others.

Math classes will resume tomorrow.

Math Lab Week -- Day 4

Work at the stations for the 6 math labs has continued. We will be continuing with the labs on Tuesday and Wednesday after vacation. (Monday is Immersion Day, thus there will not be "math class.")  On Thursday, we will all be testing the Engineer/Design Prototypes -- Test #2.

Since tomorrow is hiking day -- have a safe and restful vacation. See you on March 5 -- Mr. Viens' birthday!

HOMEWORK:  

• Work on modifications to your Engineer/Design Prototype. Finished for class by Wednesday, March 8.

Math Lab Week -- Day 3

Photos of student working today:

 

HOMEWORK:

• Work on modifications to your Engineer/Design Prototype. Finished for class by Wednesday, March 8.