Algebra, Period 3

More Practice on Solving Systems with Combinations (Elimination)

2012-02-10T14:07:00.000-08:00

Students watched two clips from Khan Academy to review the rules for solving systems of linear equations using the combination/elimination method. Students then worked with table mates to ensure that they understood how to do these types of problems. Those who needed help on using the substitution method also had time to get it. Here's the link to one of the videos we watched today:

http://www.khanacademy.org/video/solving-systems-by-elimination-2?topic=core-algebra

Tonight's Homework: Complete the front side of the blue worksheet you received in class. Check steps are required. If you did not finish the substitution worksheet, you may finish it over the weekend and turn it in on Monday for full credit.

More Practice on Solving Systems with Substitution

2012-02-09T12:07:00.000-08:00

Because I was at a district meeting, the class used today's math time to work on getting better at using the substitution method of solving systems of linear equations. Although tonight's homework assignment might be long, having 45 minutes in class to complete a major chunk of it should have proved to be beneficial. Of course, that is only true for those who used their time wisely . . . :)

Tonight's Homework: SOA page 58, parts A - D. No check steps required. Complete the cherry-colored worksheet you received in class today. Check steps are required for odd problems only.

Introduction to Solving Systems of Equations Using Combination/Elimination

2012-02-08T13:44:00.000-08:00

Our schedule for today was changed at the last minute, making it a regular rather than M-PAC schedule. Students were introduced to the combinations method of solving equations today, but won't be formally practicing it until Friday.

Tonight's Homework: SOA ACE 4 (15 - 26, but solve all of these using the combination method).

Solving Systems of Equations by Substitution

2012-02-07T16:14:00.000-08:00

Now that we are experts at graphing lines and determining the point of intersection, we tried a new method that might take less time. This method is the substitution method, and it is well described in the video found at this web site:
http://www.khanacademy.org/video/solving-systems-by-substitution-1?topic=core-algebra
It is also described in Investigation 4.3 of your SOA book.

Tonight's Homework: SOA ACE 4 (8 - 20). Be sure to include check steps for problems 15 - 20.

Solving Systems of Equations by Substitution

2012-02-06T14:27:00.000-08:00

Students used the handheld computers to check the weekend's homework. While doing so, they were able to learn how to use a trace function on the computer to locate exact x and y coordinates of the intersection point in a system of linear equations. Next, we learned how to use the substitution method to find the intersection point of two lines. Lastly, students received feedback on their performance on the concept nine test. Most did extremely well.

Tonight's Homework: Complete both sides of the blue worksheet you received in class today. Be sure to do each problem twice--once by graphing and once by using the substitution method.

Testing over Concept 9 Completed Today

2012-02-03T11:37:00.000-08:00

Students took the test over linear inequalities today. (I'm crossing my fingers that the principal's announcement about pantsing did not cause scores to go down.)

Tonight's Homework: Complete both sides of the pink worksheet. The directions were changed slightly--you will not use the palms to graph the equations. Just graph the two lines for each problem and name the point where they intersect, if there is one.

Solving Systems of Equations by Graphing

2012-02-02T15:27:00.000-08:00

Today we learned about vocabulary related to systems of linear equations. Students took notes about the key components of a system of linear equations. In a nutshell, systems of linear equations can have one of three possible outcomes: the lines intersect at exactly one point, they never intersect, or they are different names for the same line.

Tonight's Homework: SOA ACE 2 (1-6, 13-22) and prepare for tomorrow's test over linear inequalities.

Reviewing Key Points About Graphing Linear Inequalities

2012-02-01T16:39:00.000-08:00

We spent some time reviewing what will be on Friday's test. Students have 5 different worksheets and several pages in the Shapes of Algebra book to reference as they study for the test over linear inequalities.

Tonight's Homework: SOA page 82. Start preparing for Friday's test.

Writing Inequalities to Describe Graphical Representations

2012-01-31T14:36:00.000-08:00

Today, we switched things up and looked at pictures of systems of inequalities to see if we could write a series of statements that described the shaded region of the graph. The number of statements depends on the shape of the shaded region. A triangular shaded region will have 3 different inequalities to describe it, while a rectangular shaded region will have 4 inequalities that describe the region.

Tonight's Homework: Complete both sides of the blue worksheet on Linear Inequalities. Remember to graph the problems on the front side. In addition, complete the 3 problems on the Systems study guide sheet.

Note: The test over linear inequalities will be given in class on Friday, February 3rd. Start preparing for it now!

Looking at Systems of Inequalities

2012-01-30T16:26:00.000-08:00

Today, we looked at how to graph a system of inequalities, and use the shaded portions to determine the solution to a multi-pronged problem.

Tonight's Homework: SOA ACE 5 (5-8, 13, 14) and Investigation 5.4 all problems

Relating Linear Inequalities to Real-Life Situations

2012-01-26T11:56:00.000-08:00

Students used most of the period to work on problems related to real-life uses of inequalities. We talked about limiting car travel each month, limiting our carbon footprint by riding in more gas-efficient vehicles, and making candy combinations.

Tonight's Homework: There are three things for you to complete over the weekend:
•Green worksheet on graphing linear inequalities (both sides)
•Shapes of Algebra book, ACE 5 (1 - 4, 15)
•Finish the Candy Combinations worksheet (for Tuesday)

Buying Combinations of Munchies and Toasties

2012-01-25T14:37:00.000-08:00

Relating algebra to real-life situations can sometimes be difficult for students to comprehend. Today, we began working on a problem that uses many of the algebra concepts and skills we've been learning about this year. Students were at first a bit confused by the problem, but after breaking it down into smaller parts, most saw the relevance in the questions being asked.

Tonight's Homework: Read Problems 5.1 and 5.2 in the Shapes of Algebra book. Create a data table and graph for the Candy Combination problem you received in class today. Be sure it reflects the limitations described in the problem.

More on Graphing Inequalities

2012-01-23T15:39:00.000-08:00

Using the handheld computers, we graphed several types of inequalities. We noted that the handheld was able to show the differences between solid and dotted lines.

Tonight's Homework: Home Book page 7 ( 33 - 44 )

Another Test Bites the Dust!

2012-01-20T11:41:00.000-08:00

Students took time in class to take the test over concept 8. Those who finished early were able to work on tonight's homework.

Tonight's Homework: Home Book 2: Read pages 3-5, and do problems 2-32, even.

Graphing Linear Inequalities: A Preview

2012-01-19T12:38:00.000-08:00

Students graphed several inequalities. The rules for graphing them are similar to those used to graph equations, with one difference: The inequality sign requires attention to whether a dashed (dotted) or solid line is used, and the graph will need to be shaded either above or below the line

Tonight's Homework: Complete both sides of the worksheet on graphing inequalities. This will be due on Monday.

One More Time: Parallel and Perpendicular Lines

2012-01-18T11:32:00.000-08:00

Performance on concept test 7 was either really good or rather poor. Students reflected on how they prepared for the test, and hopefully realized that not studying the material can influence the way they perform on the test. Students were reminded that the next test will be given on Friday, January 20th. It will cover linear equations: determining slope from two points, writing equations for parallel and perpendicular lines to a given line, and writing equations in standard form. We reviewed these processes again today.

Tonight's Homework: CME, page 371 (5 - 9). Although the directions state to write equations for parallel lines only, I would like you to do each problem twice--once following the book's directions, and a second time, finding the equation of the line perpendicular to that line going through the point listed.

Concept Test 7 is Now History!

2012-01-17T11:53:00.000-08:00

We finally were able to take the test over concept 7 this morning.

Tonight's Homework: CME, page 338 (12 - 14)

MLK Assembly Shortens Class

2012-01-13T17:57:00.000-08:00

We continued our work on writing equations for lines that are parallel or perpendicular to a given line.

Tonight's Homework: CME, page 338 (12 - 14) and be sure to study for the test over linear equations (concept 7). It will be given in class on Tuesday.

Rare Work Day!

2012-01-12T10:58:00.000-08:00

Because 17 students missed class today because of the Shelly Moon assembly, we turned today into a work day for those who were present. Most students were able to get a good start on their homework.

Tonight's Homework: Pink Cookie Application worksheet and CME, pages 317 (7), 333 (7) and 342 (8). The test over concept 7 will now be given in class on Tuesday, Jan. 17th. Concept test 8 will be given later in the week.

Collinearity and Writing New Equations for Parallel or Perpendicular Lines

2012-01-11T14:41:00.000-08:00

Students learned about collinearity today. Points that are collinear have the same slope. In addition, we learned how to find equations for lines that are parallel or perpendicular to a given line. The steps include:
•determine the slope of the new line (m or the negative reciprocal of m)
•write a new equation in slope-intercept form using the new slope
•use a point on the original line to replace the x and y values in the new equation so you can solve for b
•put the new b value in the new equation

Note: Because so many students will be missing class tomorrow (to present or listen to personal narratives), concept 7 test will now be given on Tuesday, January 17th (not tomorrow, as previously announced).

Tonight's Homework: CME, page 316 (1), 330 (1) and 341 (3)

More on Standard Form of an Equation

2012-01-10T11:35:00.000-08:00

Writing the standard form of an equation allows you to easily determine the x and y intercepts of the equation. Simply substitute 0 in for x and solve the equation for y. This will give you the y-intercept. By substituting 0 in for y, you can find the x-intercept. Plotting these two points will allow you to draw the line that the equation describes. Using the picture, you can then determine the slope, if asked to do so.

Tonight's Homework: Complete both sides of the yellow Linear Equations worksheet.

Standard Form of a Linear Equation

2012-01-09T11:33:00.000-08:00

After correcting homework, we took a look at a second way to write linear equations. Having the equations in slope-intercept form is extremely useful when trying to graph an equation. When asked to find the x and y intercepts of a given equation, this form is not as useful. Writing the equation in standard form is another way to express linear equations, and this would be extremely helpful for finding the intercepts. The standard form of an equation is Ax + By = C. In this equation, A, B and C need to be integers (not fractions) and A must be positive.

Tonight's Homework: Complete the blue worksheet on Standard Form of the equation.

Review over Linear Equations

2012-01-06T11:10:00.000-08:00

Students took notes about what to expect on the upcoming concept tests over linear equations. It looks like we'll be taking the concept 7 test on January 12th, and the concept 8 test will be given on either January 17th or 18th.

Tonight's Homework: Complete the practice worksheet for the concept 7 test and the purple worksheet with graphs about lines.

Let's Party!

2012-01-05T11:20:00.000-08:00

Yes, it's true, we had a party in math class today. Well, maybe not a true party, but students ate red vines and drank either lemonade or water in order to collect data that related to linear functions. After collecting the data, students graphed their information on a grid and tried to come up with an answer to the question: "How big is your bite/sip?" This proved a bit more difficult, since the data was not as predictable as it had been in previous activities. Nonetheless, students did a great job of figuring out the rates of change and the rules.

Tonight's Homework: Complete the Let's Party! and yellow analysis worksheets.

Welcome Back!

2012-01-04T13:07:00.000-08:00

Welcome back! Here's hoping your break was a relaxing one, and that you didn't forget too much math over your time off.

We looked at the Zap It 2 worksheet to remember things like rate of change, y-intercept, and slope-intercept form of an equation. Students received their weekly grade slips, and were encouraged to complete any missing work listed on the slips.

Tonight's Homework: Get your grade slip signed (graded assignment this week). If there are missing assignments listed on your grade slip, be sure to get them done.

Happy Holidays!

2011-12-16T08:43:00.000-08:00

Students took the sixth concept test today. They also turned in the pink problem solving and white tile/block worksheets. Lastly, each student received a binder of new books that will be used periodically during lessons taught in 2012.

Tonight's Homework--Complete the Zap It 2 worksheets by January 4th. I'd suggest waiting until January 3rd to pull them out and do them then so you can review the math just before returning to school. Most of all, enjoy the break, and have an enjoyable holiday with family and friends.

Work Day on Function Problems Prepares Students for CT 6

2011-12-15T11:43:00.000-08:00

Students turned in their green home books today. Today was a work day for students, where they could get extra help on determining the domain and range values, how to write a rule or equation from a data table, and figure out whether the information collected described a set of discrete or continuous data.

Tonight's Homework--Finish the triangle and coins in the bedroom problems you started in class today. Study for tomorrow's test if you haven't already started. Be sure to bring in your home book if you haven't done so. New books are being issued to all students on Friday.

More Examples of Discrete Functions

2011-12-14T13:42:00.000-08:00

The review for our upcoming test over functions began today. Students were given a short list of things to review prior to Friday's concept test. The list includes: writing and evaluating equations in function form, using discrete vs. continuous data points on a graph, determining rate of change, and making a graph from a word problem.

We took a look at a variety of situations that use discrete data points and determined the domain and range values for each instance. Though this took a bit of time, students began to get the hang of it by the end of the period

Tonight's Homework--Complete only the cube problem on the white worksheet. Do all problems on both sides of the green Linear Functions Word Problems worksheet.

Rate of Change = Slope of a Line

2011-12-13T11:42:00.000-08:00

We spent a little time debriefing the stacking cup lab, and specifically on how the rate of change really was the slope of the function. We also looked at a formula that can be used to determine the slope of a segment or line between any two points. Students were reminded to label the slope with units when answering word problems.

Tonight's Homework--Finish both sides of the blue and purple worksheets you started in class today. Be sure to bring in your home book sometime this week, as it is due to me by Friday, December 16th.

Domain and Range Values for Functions and How to Write Them

2011-12-12T11:42:00.000-08:00

We talked about function notation again today, and really tried to focus in on the values that could be in the domain and range of the data set. Many real-world problems focus on only positive values for the domain and range, and leave us with a graph in just quadrant 1. Sometimes, the problems will allow for negative values (temperature, for example), and this will allow us to make a two-quadrant graph (either Q1 and 2 or Q1 and 4) of the data.

Tonight's Homework--Home Book 168 (1-36, FCO, 55-60, 72-74) and the green Function Notation worksheet.

Red Solo® Cups?

2011-12-09T16:41:00.000-08:00

We spent the class period looking at patterns that were generated when we stacked cups on top of each other. Each group of students collected data on three different types of cups (styrofoam, Solo®, Dixie®, plastic, etc.) and made predictions based on the patterns they observed. Students were asked to make well-labeled data tables and graphs to display the data. Students were asked to determine whether the data they collected would be discrete or continuous, and come up with a rule (function, equation) to describe the height of the stack based on the number of cups.

Tonight's Homework--Finish the graph, formula work and analysis for the stacking cups activity you completed in class today.

Stacking Books

2011-12-07T11:39:00.000-08:00

Students worked in groups today as they stacked books and measured the resulting heights of the stacks. The objective was to determine a rule to predict the height of n books. Students collected data on two different types of books, and recorded the information in a well-labeled data table.

Tonight's Homework--Make a graph of the data you collected in class today. Be sure to label it completely. In addition, complete both sides of the Nickels and Dimes worksheet

More on Slope and Rate of Change

2011-12-06T11:54:00.000-08:00

We used lines on the coordinate grid to help us understand the slope formula:
m = (y2-y1)/(x2-x1)
This can also be thought of as "the rise over the run" or rise divided by the run.

Tonight's Homework--Home Book, page 183 ( 1 - 11, all)

Zapped In Math!

2011-12-05T12:38:00.000-08:00

Today was a work day to allow students to ask questions about function notation, rate of change, slope or anything else that they were feeling shaky about in algebra.

Tonight's Homework--Home Book, page 158-160 ( 24-36 even, 37-39, and 41-51 odd ) and the Zap It 1 worksheet (all parts).

Looking at Functions and Function Form of an Equation

2011-12-01T11:36:00.000-08:00

Students cleaned out the math section of their notebooks, and then practiced writing equations in function form today. Basically, the difference is that you replace the "y" in the equation with "f(x)" notation. That's it!

Tonight's Homework--Home Book, page 157 ( 1 - 18, all) and the Zap It 1 worksheets.

Looking at Equations of Lines

2011-11-30T12:46:00.000-08:00

We looked at the equation of a line and identified key parts of the equation. One part of the equation, when written in slope-intercept form, identifies the slope. Another portion of the equation identifies the y-coordinate of the y-intercept of the line, if it exists. Note: the y-intercept is written as an ordered pair, not just a number.

Tonight's Homework--Home Book, page 177 ( 1 - 47, FCO)

Even More Equation Exploration

2011-11-29T17:06:00.000-08:00

Students continued their investigation of linear equations today. Using the handheld computers, students were asked to graph five different equations of the form y = x + b, where b could be any integer. All lines were transferred onto a graph, complete with a key.

Tonight's Homework: Write a paragraph that analyzes similarities and differences between the five lines you graphed. In addition, write another paragraph that analyzes similarities and differences you noted about the 11 lines you graphed yesterday.

Graphing Lines on the Handheld Computer

2011-11-28T12:06:00.000-08:00

Students learned how to use the PowerOne Graphing program on the handheld computers today. This program will assist students in graphing a variety of functions, allowing the focus to be on how an equation will change the resulting line. Today, students were asked to graph 11 lines, falling into these categories:
a) y = x
b) five lines with integer coefficients for x (+ or - whole numbers)
c) five lines with fractional coefficients for x (coefficients that fall into the range of -1 < | m | < 1 )Tonight's Homework: Complete the three tables of values that were started in class.

Happy Thanksgiving!

2011-11-23T11:01:00.000-08:00

Students took the test over word problems in class today (concept test 4). Those who finished early were encouraged to start on the extra credit assignment.

Tonight's Homework: None. Have a terrific Thanksgiving and relaxing long weekend. For all who are traveling, do so safely!

Geometry Work Sample Completed in Class

2011-11-22T13:03:00.000-08:00

Students completed a single problem geometry-based work sample today in class.

Tonight's Homework: Be sure to study for tomorrow's test over solving word problems. Of particular importance is to be sure to set up problems algebraically, and after solving them, check your solution(s).

Preparing for This Week

2011-11-21T14:44:00.000-08:00

After completing a review sheet over decimals and fractions, we reviewed for this week's concept test and work sample. Students will complete the work sample in class on Tuesday and will take the test over word problems on Wednesday.

Tonight's Homework: Finish the four problems we set up in class today, and bring a calculator to class on Tuesday. You might need it while working on the work sample problem tomorrow.

Winding Down From a Busy Week

2011-11-18T16:57:00.000-08:00

Students worked in groups to ensure that they all understood how to set up each of the problems from last night's homework. Students looked for variables being defined, a variable equation, units attached to the final answer, and determined if the original question was fully answered. Once the students were convinced that everyone was up to speed, we reviewed specific problems that were problematic for groups of students.

We reviewed what would be happening next week. Students will be taking concept test 4 (over word problems) and completing a work sample. These are the last two major grades that will be entered into this term's gradebook.

Tonight's Homework: None.

Story Problem Extravaganza

2011-11-17T13:41:00.000-08:00

As we prepare for next week's concept test, students were given a packet of 14 different types of story problems that review the major categories of problems we've studied (consecutive numbers, money and weight comparisons, growth, and two step problems). These problems represent ways that algebra can be used to solve everyday types of problems we come across.

Tonight's Homework: Complete each of the fourteen problems in your half sheet packet. Be sure to define variables, write an equation and label your answer clearly.

Solving Equations with Fractions

2011-11-16T14:49:00.000-08:00

Today we discussed how to solve word problems that include fractions as part of the set up. It is important to get the fraction placed correctly. When solving the equation, be sure to think carefully about what you are doing in each step. If you choose to clear the fraction, be sure to distribute all the way through the equation.

We also talked about two-step problems, which require you to find one answer and then insert into a second equation to determine the final answer to the question. These problems aren't necessarily harder to do, but they do require a bit more perseverance in getting to the ultimate answer. Be sure to state the equation for each part accurately so you don't end up making the problem harder than it really is.

Tonight's Homework: Complete all problems on both sides of the green and yellow handouts (fractions and two-step problems). Be sure to include all of the steps we talked about in class today.

Test over the Coordinate Grid Completed

2011-11-15T15:06:00.000-08:00

Students took Concept Test 5, over the coordinate grid and graphing, today in class. Most were able to complete this test with plenty of time to double check their work.

Tonight's Homework: Home Book, page 140 (1-9)

Reviewing Multi-Step Problem Set-Ups

2011-11-14T17:09:00.000-08:00

Today, we reviewed how to set up a couple of the problems on the purple sheet from Thursday's homework. We then started looking at how to solve problems that involve more than one step (like finding area when all you know is information about the perimeter of a figure). The key to getting these problems solved is in setting things up in a logical and sequential manner.

Tonight's Homework: None, unless you need to redo some of the problems on the purple worksheet.

Translating Words into Mathematical Equations

2011-11-08T12:27:00.000-08:00

We continued our work on translating word problems into symbols that will allow us to use algebra to solve the problems.

Tonight's Homework: Complete both sides of both green worksheets. Including check steps is extra credit.

Note: The test over coordinate graphing will take place on Tuesday, November 15th. Please plan accordingly.

Translating Words into Mathematical Symbols

2011-11-07T09:50:00.000-08:00

We focussed on how to use variables to translate word problems into mathematical expressions, equations and inequalities. Using problems about numbers, money, and weight, we took time to identify variables (with meaningful names), set up expressions, translate words into equations and then solve the problems.

We also reviewed the importance of putting page numbers on homework assignments. Beginning today, students who do not include this information will be docked 1 point on their assignment (down to 80% maximum credit).

Tonight's Homework: Home Book, page 136 (1 - 9).

Note: The test over coordinate graphing will take place on Tuesday, November 15th. Please plan accordingly.

Problem Solving Guidelines

2011-11-04T10:05:00.000-07:00

We reviewed the proper terminology to use when talking about terms on the Cartesian plane. Then we reviewed how to properly solve word problems. There are 5 components to solving a problem, and all are equally important to master. When solving a problem, you should:
•clearly state what the problem wants you to find,
•identify key information that you need to use when solving the problem,
•use an appropriate problem solving technique to solve the problem,
•check your answer for reasonableness by verification (this usually means doing the problem a different way), and
•coming up with a solution that is clearly identified as your answer to the problem.

Tonight's Homework: Complete the problem about the figure on the Cartesian plane that you were given in class today. Remember to verify!

Plotting Patterns on the Cartesian Plane

2011-11-03T11:13:00.000-07:00

Today's class was shortened because of the whole-school trip to the Hult Center. We continued our study of the coordinate plane.

Tonight's Homework: Finish the "Plot and Swat" worksheet. Do CME 204( 17 - 21 ).

Looking at Patterns Found on Coordinate Grids

2011-11-02T17:29:00.000-07:00

Students received feedback from yesterday's concept test event. Student performance was overall quite good, with 52 of 60 students passing the test on the first attempt. Good job, students! Your dedication to learning new material and showing me quality work is very impressive. Nicely done.

Students used the coordinate grid and the 4 quadrants as the background for determining patterns that exist. Most found the vocabulary to be review (quadrant, axis, intercept). We will continue with our investigation tomorrow.

Tonight's Homework: Read pages 188 and 189 in your CME book. Then do CME pgs. 190 - 193 (1 - 11 ).

Concept Test 2 Given in Class Today

2011-11-01T11:10:00.000-07:00

The test over inequalities, absolute value and proportions was given in class today.

Tonight's Homework: Complete the "Only in October" graphing activity you received on Monday. Coloring the resulting picture is extra credit.

Happy Halloween!

2011-10-31T07:10:00.000-07:00

During a shortened class period, students answered a variety of sample test problems in class to give them an idea of how ready they are for the test that will be taken in class on November 1st. They were also shown some links to material on the Brightstorm.com web site that might be useful for reviewing for the test.
Tonight's Homework: Other than being ready for tomorrow's test, none. Be safe tonight, and have fun!

Finally, It's Friday!

2011-10-28T13:13:00.000-07:00

Students answered a variety of sample test problems in class to give them an idea of how ready they are for the test that will be taken in class on November 1st. Most did an excellent job. No papers were turned in today, so students can use them to study for the test over the weekend.
Tonight's Homework: Complete the yellow absolute value worksheet (both sides).

Practicing with Absolute Value, Inequalities, and Graphing

2011-10-27T13:42:00.000-07:00

Students reviewed how to use cross-products to solve equations, and then reviewed the key points of how to solve equations that include inequalities or absolute value. We will be taking the unit test over this material on Tuesday, November 1st. Students were encouraged to get ready for it now, and use resource, lunch, or after school time to get last minute questions answered.
Tonight's Homework: Do both sides of the pink absolute value worksheet and the salmon inequality worksheet. These should both be excellent review sheets to help you prepare for next Tuesday's test.

Practicing with Absolute Value and Proportions

2011-10-26T14:42:00.000-07:00

We practiced more equation solving and started using check steps to ensure the answers we came up with are correct.
Tonight's Homework: Home Book pages 68 (66 - 73) and 81 (13 - 20 and 27 - 30).

Equations with Absolute Value

2011-10-25T12:18:00.000-07:00

As a warm-up, we looked at equations that involve using proportions. Students were introduced to the idea of using cross products to help them solve equations involving proportions. This was an extension of what we've been doing, and fits in nicely with the absolute value equations that we looked at later in the class.

We explored more complex equations involving absolute value problems. Students were very quick to solve the simpler equations, and understood that most of these types of equations dictate two solutions. We practiced using the order of operations in the reverse order to isolate the absolute value term on one side of the equation. We discussed situations when there would be no solutions to a problem. (Remember, you can't get a solution to a problem like | a + 5 | = -7, because the absolute value of a number won't be negative.

Tonight's Homework: CME, pages 208-209 (10 - 14) and Home Book, page 88 (35 - 38).

Absolute Value and Ice Cream

2011-10-24T09:52:00.000-07:00

Students enjoyed an ice cream party, thanks to Eva being selected during the recent M & M drawing. Afterwards, we continued our investigation on how absolute value works. In particular, we learned about how to answer questions where the absolute value of an expression ends up being equal to a negative number (like in |m-4| = -2). Since the distance from zero is never negative, the answer to problems like these would be "no solution".

Tonight's Homework: CME pages 207 (1-4) and 209 (15 and 16).

Midterm Grading Day Shortens Classes

2011-10-21T18:13:00.000-07:00

Today's class was shortened because of the early release day, and many students ended up missing most of the class because of picture retakes. We spent the period going over homework problems, returning graded papers, and cleaning out our math sections of our binders.
Tonight's Homework: Do all problems on page 129 of the Home Book.

Concept Test 3 Given in Class Today

2011-10-18T16:04:00.001-07:00

Students took the test over decimal and fraction computation and equation solving in class today. This was the third concept test of at least 6 that will be given during the first trimester. Students who finished early were able to get started on an inequality worksheet, which is part of tonight's homework.

Tonight's Homework: Do both sides of the tan inequality worksheet. In the Home Book, do page 107-8 (89 - 97).

More on Inequalities

2011-10-17T14:23:00.000-07:00

We continued our study of inequalities and talked about how multiplying or dividing an inequality by a negative number requires an extra step: flipping the direction of the inequality sign. Students were reminded about what would be on tomorrow's test.
Tonight's Homework: Home Book pages 105-106 (1 - 35, FCO and 45 - 57, FCO). Remember to prepare for tomorrow's concept test over decimal and fraction computation, equation solving and showing check steps.

Concept Test 1 Given in Class Today

2011-10-13T14:32:00.000-07:00

Students took Concept Test 1 today in class. Those who finished early were encouraged to double check their work and consider doing the extra credit.

Tonight's Homework: Home Book: Read pages 97 - 99, and then do pages 98-99 (1-14, FCO and 15 - 31, odd).

Mr. Tromba Visits Our Class Today

2011-10-12T12:31:00.000-07:00

We began our study of inequalities today with a brief review. It didn't take long to determine that inequalities are brand new to the majority of the class, so we started at the basic number line and worked forward with how to read and write inequalities. Students quickly caught on, and we began to tackle more complex inequality statements. Mr. Tromba came to talk with students for the last ten minutes of class to gather data about their perceptions about the huge class they are in.

Tonight's Homework: Because of Mr. Tromba's visit today, our lesson was cut short and no homework was assigned. The test over combining like terms and orders of operations will be given in class on tomorrow. Be sure to study your notes and come prepared to do your best!

Dividing Mixed Numbers

2011-10-11T17:32:00.000-07:00

We looked at strategies for dividing fractions one more time. Students were given a list of topics to expect on their upcoming concept tests, and urged to begin preparing for the exams now.

Tonight's Homework: Begin studying for your tests that will be given on Thursday (on order of operations, combining like terms and equation solving) and next Tuesday (on decimal and fraction computation, solving equations with decimals and fractions, and check steps). There is no physical assignment for you to turn in on Wednesday.

Multiplying and Dividing Fractions--Revisiting Quickly

2011-10-10T17:34:00.000-07:00

Students were reminded of the steps involved in multiplying and dividing fractions. Students practiced how to compute by completing up to 32 problems of varying difficulty. Most remembered the steps and did quite well after a quick review. For those who need a more in-depth review, try visiting the Developmental Math section of the Khan Academy website (more than 15 quick examples listed for how to multiply and divide fractions and mixed numbers) or this link to the Brightstorm site: http://www.brightstorm.com/map/537/

Tonight's Homework: Read pages 91-93 in the home book, and then do problems 1-7, odd and 19 - 31, odd on pages 93 and 94. No check steps required tonight!

What's a Formal Check Step?

2011-10-06T14:40:00.000-07:00

Today we learned how to show a formal check step for problems related to equation solving. The benefits of doing a check step as part of the equation solving work include finding calculation errors and verifying that the solution you found actually works. Of course, when taking a test, knowing that the answer is correct because the check step works is an added benefit.

The primary steps to showing a check step include:
a. State the original problem
b. Show the substitution of the solution into the problem
c. Use the order of operations to solve the problem
d. Work through the problem until both sides of the equation are equal

We practiced using check steps on a variety of problems, ranging from rather simple (one and two step problems with integers) to fairly complex (including either fractions or decimals).

Tonight's Homework: Home Book page 86 ( 12 - 36, FCO ) FCO stands for First Column Only. Show a check step for each problem.

MPAC Shortens Classes Today

2011-10-05T14:33:00.000-07:00

Students reviewed how to clear fractions from an equation by multiplying all terms on both sides of the equal sign by a common multiple of the denominators. The same idea can be used to clear fractions from an existing equation.

The winners of the Group Jeopardy game were announced.

Tonight's Homework: None, due to class being shortened. Enjoy the night off!

Odds and Ends for the Week

2011-10-03T15:14:00.000-07:00

Because so many students will be missing a part of class on Tuesday, we took time to go over how things will work for each of the field trip groups. Group 1 will miss the first 10 to 15 minutes of algebra. Group 2 will miss algebra completely. Group 3 will leave algebra about 20 minutes early. Regardless of how much class is attended, all students are responsible for completing the homework.

We took some time to revisit order of operations and the distributive property. These two skills are critical skills to master, and doing so will make future topics in algebra much easier to comprehend.

Tonight's Homework: CME p.6 (11) and Home book, p. 47 ( 41 - 57, odd)

Getting your grade slip signed is optional.

This is Jeopardy--Algebra-Style

2011-09-30T17:27:00.000-07:00

Students participated in a Jeopardy-like activity, where they worked in teams to determine answers to questions grouped in the following categories: Combining Like Terms, Coefficients, Integer Operations, Distributive Property, Powers, and Integer Rules. Once the game sheets were submitted, teams were able to submit their wagers for the final jeopardy question, which deals with Orders of Operations. The results of the game will be announced on Monday during class.

Tonight's Homework: Complete all problems on both sides of the yellow and white worksheets you received in class (dealing with combining like terms and orders of operations).

Problem Solving Tactics--Look at Things From a Different Point of View!

2011-09-29T11:06:00.000-07:00

Today we looked at a variety of problems that on the surface appear to be challenging, but only because they force us to use several parts of our brain. We started several of the problems, and students were asked to finish them at home tonight.

Tonight's Homework: Home Book, page 41 ( 79 - 84) and page 46 (1-12)

Combining Like Terms and the Distributive Property

2011-09-28T12:01:00.000-07:00

We reviewed integer operations today, and focused on how to take integers to a particular power. Then we continued our work on combining like terms and using the distributive property.

Tonight's Homework: Home book page 39 (15 - 42)

Problems That Cause Us To Think Differently

2011-09-27T11:54:00.000-07:00

Vocabulary and Test Results

2011-09-26T15:20:00.000-07:00

Students received feedback on the Concept 16 test. Overall, the class did very well on the test, with the median score being 89%. Congratulations to all of you, as everyone passed the first test. One down, 15 to go!

We reviewed the definitions of the following words:
term,expression, variable, like terms, and coefficient

Students used the definitions of these words to combine like terms. Using the distributive property, students practiced simplifying expressions through both multiplying and then combining like terms.

Tonight's Homework: Finish the yellow worksheet. Getting your grade slip signed and returned to me on Tuesday is extra credit.

Let the Concept Testing Begin!

2011-09-23T15:41:00.000-07:00

Students took the concept 16 test in class today. This is the first of 16 tests students will need to pass in order to pass the class and be eligible for high school credit.

Tonight's Homework: Complete problems 1-15 on the yellow worksheet you picked up in class today.

Wrapping Up Statistics For Now

2011-09-22T17:44:00.000-07:00

Our formal study of statistics is coming to a close, although we will revisit aspects of the unit throughout the rest of the school year. We reviewed for tomorrow's test, and I answered specific questions for students to help them have a better feel for what to expect. Students will be allowed to use rulers and colored pencils. Calculators will not be allowed on the test.

Tonight's Homework: Study for the test over concept 16 (statistics). No formal assignment needs to be completed tonight.

Getting Ready for Concept Test 16

2011-09-21T12:47:00.000-07:00

We reviewed expectations for the upcoming concept test, which will be given in class on Friday, Sept. 23rd. In particular, students will need to be able to create the following data displays:
•Stem and Leaf Plot (complete with title, ordered data and key)
•Box and Whisker Plot (complete with title, quartile scores, and number line)
•Histogram (complete with title, equal intervals for bars, and labeled axes)
•Frequency table

Students will also be asked to compute mean, median, mode and range values for given sets of data. Calculators will not be allowed. Students will also need to determine whether a set of data shows a positive, negative, or no correlation.

Tonight's Homework: Complete both sides of the yellow practice test. From the hard cover book (CME), do p. 249 (2, 5, 8)

Correlation of Variables

2011-09-20T12:47:00.000-07:00

When comparing sets of data on a coordinate grid, you can often see one of three general patterns emerging. In one case, you might notice that when the values for one variable rises, so do the values for the second variable. These situations are labeled as ones with positive correlation. Conversely, if one set of values tends to decrease as the other set's values increase, then we say the correlation is negative. Sometimes, there doesn't seem to be any pattern emerge between the two sets of data. In this case, we say the data has no correlation. Several examples of each of these were shared.

A quick review about correlation can be found at this website: http://brightstorm.com/math/algebra/introduction-to-statistics/scatterplots-and-correlations/

We also used measures of central tendency (mean, median, mode) to solve problems. Visit this website for a review on calculating the mean:
http://brightstorm.com/math/algebra/introduction-to-statistics/mean/

Tonight's Homework: Do all problems on the tan and buff colored worksheets.

First Grade Slips of the Year Distributed Today

2011-09-19T12:40:00.000-07:00

Class started out with a frank discussion about grade slips and how they don't necessarily reflect true performance at this particular moment. Students who have not completed one or more assignments will note their grades are heavily penalized, only because there are so few grades recorded in the grade book. This means each little assignment really counts for a lot right now. As the term progresses, this will level out. Nonetheless, students are encouraged to stay current with their work, and prepare for each class thoroughly.

We talked about the different measures of central tendency, and how they should be used to best portray a set of data. We learned how to use algebra to solve problems related to finding a score to create a desired mean score (see example 2 on page 4 of the home book).

Tonight's Homework: Get your grade slip signed and return it to me on Tuesday. Make a histogram of the birth date data we amassed in class. In the Home Book, do page 6 (5 - 8 ). Be sure to show your work.

Shoring Up Our Statistical Plots

2011-09-16T16:09:00.000-07:00

After looking at the work that was turned in yesterday, students needed a quick review on the details associated with making proper box and whisker plots. Each plot should include a number line (complete with arrows on each end of the line), as well as equally sized intervals identified on the number line. A ruler or straight edge should be used to draw both the number line, box and whiskers. Students will demonstrate understanding of these expectations on tonight's homework.

A good portion of the period was dedicated to having students finish the Skittles® data activity.

Tonight's Homework: Finish both sides of both worksheets related to the Skittles® activity we began in class yesterday. Find the Home Book (paperback that you took home last week) and do problems 1 and 2 on both pages 10 and 12.

Thanks for a super week. Have a terrific weekend!

More About Box and Whisker Plots

2011-09-15T11:05:00.000-07:00

Students did an activity in class today to help them practice making box and whisker plots. Students collected data, then shared the data. More will be done with the data tomorrow in class.

Tonight's Homework: Read pages 235 - 239 in the CME book. Then do problems 8 - 11 from this section. These problems are due on Friday.

Note: You can start crunching numbers from your data table if you have extra time. This will reduce the amount of work you'll have to do over the weekend.

Box and Whisker Plots

2011-09-14T16:39:00.000-07:00

Students learned how to make a box and whisker plot today. First, vocabulary was shared about what the different parts were called. Then we created several different plots, using a variety of data. Titles, dots, ruled lines, and a number line are all parts of the plot. We discussed what quartiles were, and analyzed a couple of pre-made plots.

Tonight's Homework: Make box and whisker plots for the data found in the problems found on these pages: CME Book page 227 (4 a & b all ) and page 233 (5 and 7). You do not need to complete the problems as stated in the book.

Stem and Leaf Plot Review

2011-09-13T18:42:00.000-07:00

Students learned vocabulary related to stem and leaf plots. All stem and leaf plots contain the following parts: title, stem, leaves (arranged in numerical order and separated by commas), and a legend. Data arranged in this way can help you determine certain measures of central tendency (like the range, median, and mode) very quickly.

Tonight's Homework: In the CME book, read pages 223-226. Then do problems 3-11, starting on page 227.

Fall Benchmark Testing Conducted in Class Today

2011-09-12T10:48:00.000-07:00

Students completed the fall benchmarking test for the district during class today. While testing, students who completed the Equation Solving assessment last Thursday received feedback on how they did, while those who did not complete the assessment were asked to come in and finish it by the end of the school day on Wednesday, September 14th.

In addition, all students received two handouts to take home and share with parents. Both sheets need to be signed and returned to class on Tuesday, September 13th. Students will keep each of these in their notebooks, so they can reference the information contained on the sheets when needed.

Tonight's Homework: Get the two handouts (Course Description and Missed Algebra) signed by a parent and return them to class tomorrow.

In addition, if you did not score well on any of the three skill assessments taken last week, please plan to come in and review your work with me during resource, lunch or after school this week.

Textbooks Issued Today

2011-09-09T13:55:00.000-07:00

Students checked out two different textbooks today. One looks like a traditional textbook, while the other looks like a workbook. The workbook may be kept at home in a safe place for the time being, while the hard cover book should be brought to class on a daily basis. This will change in a couple of months, but until then, the book should travel between home and school.

Tonight's Homework: None! Have a terrific weekend.

Welcome to the 2011-2012 School Year!

2011-09-08T22:48:00.000-07:00

The purpose of this blog is to serve as a back-up system for students to access homework related information when they miss a class unexpectedly (due to medical appointments, illness, office visits, etc.) and were unable to record homework in their planners. As a general rule, homework is written on the whiteboard or the overhead by the middle of class and ample time is allowed for students to copy this information onto their planners. Occasionally, homework assignments may be modified before the end of a class period, and if this happens after a student leaves for the day, checking this blog would be useful.

Both parents and students should benefit from the information posted on this blog.

Please note that this blog is not designed to replace the use of student planners, as there may be times when the homework assignment will not be posted in a timely manner (i.e. I am sick, I have afternoon and evening meetings, etc.). Students should always refer to their planners first, and use this as a method to double check. (I also encourage students to call a classmate to get information, or to call me. It's okay, and if I'm not available when called, leave a message so I know you tried!)

Most importantly, please know that I will not accept any blog-related excuses for not being able to complete and submit homework (the computer/internet was down/I forgot the address/the blog wasn't updated/etc.). Be sure to use other resources (your planner, a friend, me) should your computer connections fail you, and you don't wait until late in the evening to seek help!

Let's have a terrific year, and have a little fun with math!

Factoring Trinomials

2011-05-23T17:18:00.000-07:00

Students learned how to solve trinomial equations by factoring today, so they won't have to use the quadratic equation to find x-intercepts. Students drew pictures of the trinomials to find factors, and were introduced to the FOIL method of multiplying trinomials.

Tonight's Homework: Home Book, page 182, problems 4-15. The new instructions are: Factor, if possible.

Another Concept Test is History

2011-05-20T13:10:00.000-07:00

Students spent the class period taking Concept Test 13. Only two more to take! Big books were also turned in today.

Tonight's Homework: None, unless you are behind.

Using the Vertical Motion Model to Solve Problems

2011-05-17T11:04:00.000-07:00

We set up problems that require the use of the quadratic formula and then solved them today. Some students looked at the series of triangular numbers (Investigation 3 in FFPC), We also began preparing for Friday's concept test.

Tonight's Homework: Complete both sides of the purple worksheet. Be sure to show work and label answers. The test for concept 13 will be given in class this week. Be sure to prepare for it now.

Note to track athletes: Be sure to come in to take the EasyCBM test sometime this week, since you will be missing it on Thursday. Your concept test will be given in class on Friday.

Applying the Quadratic Formula to Situations in Life

2011-05-16T10:41:00.000-07:00

Today, we looked at how we can use math to determine if certain situations will be able to happen, and if so, how long it will take for them to happen. Specifically, we talked about the path of a firework rocket, slam dunking a basketball, and diving off a 12 foot diving board into a pool (poor Pam!). Students were asked to use the quadratic formula or the discriminant to determine answers to the questions posed in class.

Tonight's Homework: None for period 2 and finish the 4 questions we started in class for period 6. The test for concept 13 will be given in class this week. Be sure to prepare for it now.

Note to track athletes: Be sure to come in to take the EasyCBM test sometime this week, since you will be missing it on Thursday. Your concept test will be given in class on Friday.

Talent Show Shortens Classes

2011-05-13T14:24:00.000-07:00

Today's classes were only 15 minutes long, due to the talent show teaser assemblies that were shown on the half day of school. Students corrected selected problems from Investigation 1 of the Frogs, Fleas and Painted Cubes book, and then turned in the work.

Tonight's Homework: Complete the practice test for concept 13. This three page review is due on Monday, May 16th.

Work Day for Students Who Attended Class

2011-05-12T12:51:00.000-07:00

Today, sixth period was quite sparsely populated (only 25 students rather than the usual 49), due to the sub-district track meet. Those who attended class were given time to complete the reflection on page 18 of the Frogs, Fleas and Painted Cube textbook. All work related to the first investigation, including the reflection are due by Monday, May 16th.

Tonight's Homework: Complete the reflection questions on page 18 of the Frogs, Fleas and Painted Cube book.

The Discriminant

2011-05-06T15:48:00.000-07:00

Students learned about the discriminant and how this part of the quadratic formula can help with graphing parabolas. Specifically, you can use the discriminant to help you figure out how many times the parabola will cross the x-axis. If the discriminant is greater than 0, the parabola will cross the x-axis twice. If the discriminant is zero, the parabola will touch the x-axis just once. If the discriminant is less than 0, the parabola will never cross the x-axis.

Please refer to pages 180-181 in the Home Book for more information on this topic.

Tonight's Homework: Home Book page 182 (1-15, 18-24 even, and 43-44).

Determining the Line of Symmetry for Parabolic Functions

2011-05-05T12:13:00.000-07:00

Today, we spent some time pulling together a few different thoughts on how b impacts the graph of a quadratic equation. Students understood that the b term somehow moved the parabola sideways, but it wasn't as predictable a shift as were the a and c shifts. We derived the equation for the line of symmetry (x=-b/2a) and then discovered the vertex is always on the line of symmetry.

Please refer to pages 168 and 169 in the home book for more information on this.

Tonight's Homework: Home Book page 170 (1-16).

Exploring the Quadratic Equation's Reaction to the "b" Term, Day 2

2011-05-04T09:57:00.000-07:00

Students repeated yesterday's investigation with a new "a" value in their quadratic equation. Today, all students used equations where a=-2, and continued to look for patterns denoting how the b value of the equation shifted the parabola.

Tonight's Homework: Continue graphing examples to help you determine how b shifts the parabola on the coordinate grid. Summarize your findings in a well-constructed paragraph, using math vocabulary whenever possible.

Exploring the Quadratic Equation's Reaction to the "b" Term, Day 1

2011-05-03T16:02:00.000-07:00

Now that we know how the a and c terms change the location of the parabola on the coordinate grid, it is time to focus on what impact the b term. Students used equations where a>0 and were asked to change the "b" value. Students used the handheld computers to graph these equations and were asked to look for patterns related to how the b value of the equation shifted the parabola.

Tonight's Homework: Continue graphing examples to help you determine how b shifts the parabola on the coordinate grid. Summarize your findings in a well-constructed paragraph, using math vocabulary whenever possible.

Exploring the Quadratic Equation, Day 2

2011-05-02T13:53:00.000-07:00

Last week, we discovered that the coefficient of the x squared term dictates two specific things on the parabola it describes. First, it determines if the parabola has a maximum or a minimum value (opens up or opens down). Next, the coefficient also determines how wide or skinny the parabola will be.

Today, we looked at how the c value (constant) alters the placement of the parabola on the coordinate grid. Students used the palms to graph a minimum of 6 different equations (3 where c>0, and 3 where c< 0) to determine if there is a predictable pattern.

Students looked at their graded Concept 12 tests, and then returned them. Most did a great job this time!

Tonight's Homework: Problems 1-3 on page 159 of the home book.

Concept Test 12 Taken in Class Today

2011-04-29T21:58:00.000-07:00

Students completed concept 12 tests today. This leaves only 3 more tests for the school year!

Tonight's Homework: Be sure to bring your GGG book to school on Monday.

Introducing the Quadratic Function

2011-04-28T15:05:00.000-07:00

After reviewing last night's homework and last minute questions about the test, students used the handheld computers to graph a variety of functions of the form y = ax^2. Students recorded their findings on grid paper. Using the graphs, students were asked to answer the following questions:

--Describe the shape of the f(x) = ax^2 function.
--How does a positive "a" value change the graph of the function?
--How does a negative "a" value change the graph of the function?
--How do fractional values of "a" (0 < a < 1) change the graph of the function?
--Predict the shape of these functions: y = 1000 x^2 and y = 0.001x^2

Tonight's Homework: Study for the square root test (Concept 12). Answer the questions about the graphs of the quadratic function you started in class today.

Rationalizing the Denominator, Again

2011-04-27T12:16:00.000-07:00

Students were reminded of the process of how to rationalize the denominator when dividing radical expressions. We also reviewed the importance of simplifying the fraction, if the answer ends up being a fraction. Please refer to pages 76 and 77 of your home book for more on these two things.

Tonight's Homework: Period 2 students should complete the purple worksheet. Remember to prepare for Friday's test over radicals. Referring to pages 69 to 100 in the home book would benefit many of you as you get ready for the CT 12 test!

Dividing Radical Expressions

2011-04-26T18:19:00.001-07:00

Students reviewed a number of rational operations today in class. In second period, we emphasized what graphs of different radical equations would look like, using the handheld computers to expedite the study. In sixth period, we looked at how radical equations can help us solve a number of problems, from dropping things to calculating distances. Both classes reviewed how to divide when radicals are involved.

Tonight's Homework: Complete all problems on the green worksheet. Remember, start preparing now for Friday's test over radical expressions and equations. There's no resource on Friday, due to the Honor Roll Breakfast.