Class Topics: 03.16.12

In EDM today, students either reviewed, conferenced  or completed Probe Two.  Look for your results on Gradebook Wizard.
For Weekend Practice, students CAN...

1. review previously learned material
2. enjoy the weekend.

 

In Pre-Algebra today, students discussed last night's homework and Mr. Giomini addressed questions regarding Monday's assessment.  Students then collaborated with peers to complete an end of unit review.
For Weekend Practice, students CAN...

1. use the blog and your textbook to review for Monday's last assessment of the quarter.

 

Class Topics: 03.15.12

In EDM, students discussed last night's homework on MJ 252.  Once the homework was reviewed, we completed our Second Probe.
Today's Learning Intentions: The students will able to...

1. implement test-taking strategies to effectively complete their Second Probe.

For Evening Practice, students CAN...

• complete Math Box 7.3.

In Pre-Algebra today, students reviewed last night's homework with Mr. Giomini.  Once we completed that task, we discussed Lesson 7.9: Scaling Three-Dimensional Figures.  As a group, we solved different examples from the Guided Practice and Independent Practice of the lesson in the text.  

Today's Learning Intentions: The students will be able to...

1. create a ratio of corresponding edges.
2. use a ratio to solve for corresponding areas of three dimensional shape.
3. solve for the volume of a three dimensional shape using a ratio.

For Evening Practice, students CAN...

• complete problems on pages 382 - 385 numbers 9 - 16.

Class Topics: 03.14.12

In EDM today, students worked with probability and specifically Lesson 7.1: Probabilities When Outcomes are Equally Likely and Lesson 7.2: Generating Random Numbers.  In these two lessons, students created fractions to show number of favorable outcomes to number of possible outcomes.  We also explained why some experiments are not fair.  Students conducted a simple experiment to generate random numbers using five cards.
Today's Learning Intentions: A student will be able to...

1. calculate the probabilities for various experiments with equally likely outcomes.
2. determine whether an experiment is fair or unfair.  
3. observe how the distribution of outcomes vary with the number of trials.  

For Evening Practice, students CAN...

1. complete Math Journal 252.
2. explain why the top spinner is unfair in a post to today's comments.

In Pre-Algebra today, students worked in Lesson 7.8: Scale Models.  We discussed how extremely large and small objects often have scale models created.  These three-dimensional models accurately represent a solid object.  Below is an example of one discussed in class:

• What scale factor relates a 20 in. scale model to an 80 ft apatosaurus?  
• 20 in : 80 ft - state the scale
• 20/80 = 1/4 = 1/48, The scale factor is 1/48 or 1:48 - write scale as a ratio and simplify.

Today's Learning Intentions: A student will be able to...

1. explain how you would find the width of the model house in Example 3.
• A model of a 27 ft tall house was made using the scale 2 in:3 ft.  What is the height of the model?  
2. describe how you would find the scale factor for a model of the Statue of Liberty.  What information would you need to have?

For Evening Practice, students CAN...

1. complete numbers 1 - 9 and 16 - 18 on pages 376 - 378.

Class Topics: 03.13.12

In EDM today, students completed their Unit Seven Formative Pretest.  This unit will deals with probability which is one topic that we have not addressed previously.  Indicators that are met during this unit are listed below:

1. describe the probability of an event using ratios, including fractional notation.
2. compare experimental and theoretical results for a variety of simple exponents.
3. make and justify predictions based on theoretical and experimental probabilities.  

For Evening Practice, students CAN...

• complete Math Boxes 7.1 and 7.2.

In Pre-Algebra today, students worked in Lesson 7.7 - Scale Drawings.  While in class, we analyzed different applications of scale drawings.  Through reading different scenarios, students set-up appropriate proportions to solve various problems.

Today's Learning Intentions were that the students would be able to...

1. make comparison between and find dimensions of scale drawing and actual objects.
2. use new vocabulary terms correctly when discussing scale models.  (scale drawing, scale, reduction and enlargement)

For Evening Practice, students CAN...

• solve the five problems listed below on a separate sheet of paper.
• solve numbers 1 - 11 on page 374.
• complete the Lesson 7.7 Practice B handout.
• What is the scale model of a drawing in which a 9 ft wall is 6 cm long?
• Using a one-fourth in. = 1 ft scale, how long would a drawing of a 22 ft car be?
• The height of a person on a scale drawing is 4.5 in.  The scale is 1:16.  What is the actual height of the person?
• The length of a map is 1 in. = 21 mi.  Find each length on the map.
• 147 mi = ____ in
• 5.25 mi = _____ in.

Class Topics: 03.12.12

In EDM today, students were introduced to some simple probability experiments such as flipping coins and evaluating spinners.  We discussed the difference between theoretical and experimental probability and when they occur prior to and after an experiment.
Our Learning Intentions for toady were to be able to...

1. predict the theoretical outcomes of experiments.
2. perform an experiment to check predictions.
3. create a fraction that shows the outcome of an experiment.

For Evening Practice, students CAN...

• create a table to show how many possible outcomes there are when flipping three coins.
• play some games on the Johnnie's Math Page.

Probability Chart for Rolling Dice

In Pre-Algebra today, students reviewed skills from previous lessons in Unit Seven.   We began class by solving five problems from Lessons 7.1 - 7.5.  Students discussed different answers and critiqued others' answers.  For the remainder of class, students collaborated in pairs or pods to complete a Lesson 7.6 Problem Solving handout that dealt with Similar Figures.  
Our Learning Intentions for toady were to be able to...

1. describe one way for two figures not to be similar.
2. explain whether two congruent figures are similar.

For Evening Practice, students CAN...

• solve the two problems listed below.  All work must be shown in order to receive credit.
• A rectangular house is 32 ft wide and 68 ft long.  On a blueprint, the width is 8 in.  Find the length on the blueprint.
• Karen enlarged a 3 in. wide by 5 in. tall photo into a poster.  If the poster is 2.25 ft wide, how tall is the poster?