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U6 Fraction Relationships
T1
Vocabulary
A fraction is a part of a whole. Within a fraction, the pieces are the same size.
Basic multiplication can be thought of as repeated addition: 3 x 5 = 5 + 5 + 5 (it can also be read "3 groups of 5")
When working with fractions, it might be better to think of multiplication as a scaling operation (scaling up or scaling down)
T1
Launch
BTC p154 Unusual Baker Cakes, adapted from NCTM 2012 - Only need to do 1-6 today.
T1
Vertical Collaboration
An unusual baker cuts their cakes in different ways every day. What fraction of the cake is each piece?
T1
Consolidation
1) Fractions have equal sized pieces
2) It's okay to take a picture and break it into smaller, equal-size pieces (dotted lines)
3) equivalent fractions represent the same amount or value, even though they look different: 1/2 = 2/4
T1
My Responsibilities
1. CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Thursday is a Retake Day
For summative assessment scores in PowerSchool that are less than 3
1. Go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities)
2. Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
3. If you get stuck, review your thinking, try different approaches, ask for help, and/or search.
4. Bring your Level 3 CYUQs to a retake day and trade me for a retake
T1
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T1
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T1
1. A male Exotic Toad is about 1/3 the size of a female Exotic Toad. If the average female Exotic Toad is 4 inches long, what is the size of the average male Exotic Toad?
2. Find 3/7 x 2 using the standard algorithm
T2
Consolidation
What is something we can do to all of these problems, right away, without thinking?
T2
My Responsibilities
1. CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T1
Glue & Review
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T2
1. Find 75% of 160.
2. After surveying 60 students, 30% like orange juice. How many students like orange juice?
T2
Extend
Percent trick: 10%, 5%, 1% (using 30% of 80)
T3
Practice
(Volume 1 Ch4-6) p309: 5*, 7*, 9, 11; p311: 21*, 23*, 25, 27*; p312: 29, 31, 33, 35
* means to draw a picture, make a model
Check answers to make sure you are understanding
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Retake Day
A
Retake or Prepare (35min)
Trade your CYUqs for a retake.
If unprepared, open PowerSchool and review your progress. If you have a goal that is less than 3, go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities). Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
If your goals are all 3's or better, you are welcome to work on something for another class, read, draw. Please no talking.
A
Pass Back Papers
T2
Glue & Review
T3
Rate yourself
Right now, where do you think you are on this topic: solve word problems involving division of fractions and whole numbers using different strategies and visuals
T3
My Responsibilities
1. Check your understanding questions:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T3
Discuss (2 min)
After completing the CYUqs, which were important for everyone to do?
T3
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T3
Divide using a model. Check your answer using Keep. Change. Flip.
A. 5 ÷ 2/3
B. 3/4 ÷ 3
T4
Vertical Collaboration
Make the scale factor explicit
T4
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
T3
Glue & Review
T4
Discuss (2 min)
After completing the Check-your-understanding questions, which were important for everyone to do?
Pick one problem that you did and show your work to you neighbor.
T5
Reminder
The point of VC is to work and learn in a team -- with each other.
solo -> team
T5
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
A
Class Info
Unit 6 Test is this Friday 12/12
T5
Discuss (2 min)
After completing the Check-your-understanding questions, which were important for everyone to do?
Pick one problem that you did and show your work to you neighbor.
T5
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T5
First, model the division. Then, check your answer with the standard algorithm.
My gas tank has 7/8 of a tank of gas in it. I use 1/4 of a tank of gas to drive to my daughter's sports events -- and I will need to go multiple times. How many trips can it make?
T6
Vocabulary
Improper fraction (e.g. 7/4)
An improper fraction is a fraction where the top number (numerator) is bigger than or the same as the bottom number (denominator), meaning it represents one whole or more than one whole
Mixed number (e.g. 5 3/4)
A mixed number is a way to write a number that's bigger than one by combining a whole number and a proper fraction
T6
Direct Instruction
In order to divide or multiply a mixed number, you must change it into an improper fraction (so the entire number stays together)
To change a mixed number into an improper fraction, multiply the whole number by the denominator, then add the numerator to that result to get your new numerator, keeping the original denominator the same.
T6
Direct Instruction
If your quotient (the answer to a division problem) is an improper fraction, convert it into a mixed number.
To change an improper fraction to a mixed number, divide the numerator by the denominator: the whole number result becomes the whole part, the remainder becomes the new numerator, and the denominator stays the same.
T6
Review
If you want to review changing mixed numbers into improper fractions (and vice versa), grab a worksheet and feel free to work on it on your own.
T6
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
T5
Glue & Review
T5
Direct Instruction
A major source of confusion when using a model to show division of fractions is….
T6
Reflect
The History of Division (according to Mr. Olsen)
A
Reminder
The Unit 6 Fraction Relationships Test is tomorrow
The real-life division or fractions knowledge application is due tomorrow
A
Summarize
Click the link below to open the unit's graphic organizer:
Complete each box by adding notes, examples, and annotations (notes that explain what is happening in your examples). Refer to your notes, CYUqs, entry tickets, vertical collaboration, Google Search, etc. Work together. Help each other.
You may use the notes you make on this graphic organizer during the test (nothing else).
A
Test
Unit 6
A
Test Directions
Take out your Chromebook and some things to write with. If needed, you may use your graphic organizer. No multiplication charts, watches, calculators, or pencil pouches.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Unit 6 Answer Sheet
When finished, put your test (with your name on it) and graphic organizer in the basket in the back. You may read (Sora), draw, write, work on an assignment, or rest. Do not talk.
A
Knowledge Application
You will be given a blank coordinate plane and a list of ordered pairs.
Correctly plot the ordered pairs. Do not write the ordered pair (for this activity). Connect the dots as you go.
As you go, cross of the ordered pair on your list of ordered pairs. (Don't completely cover it up, just in case you need to go back.)
For each shape, do not connect the beginning and end points -- unless they happen to connect.
When you get to a new shape, do not connect the prior shape's end point with the new shapes first point.
Some shapes will connect (i.e. start on a random point you've already plotted). That's okay.
A
Were you absent yesterday?
Please raise your hand to let me know!
A
Class Info
We will have a retake day this Wednesday 12/17. If you want to retake, be sure you do the CYUqs to a Level 3 or better and be ready to trade me on Wednesday.
A
Review
When you look at PowerSchool, Qs 1-3 are U6T2, Qs 4 and 5 are U6T3, Qs 9-11 are U6T5, Qs 12-14 are U6T6
For all goals except for U6T2, there were 3 questions: mild, medium, and spicy. If you correctly answered 3 questions, score is a 4; if 2 were correct, score is a 3; if 1 was correct, score is a 2; if none were correct, score is a 1
For U6T2, if you answered both questions correctly, you were a 3.
Refer to the Proficiency Levels to know what your work says about where you are right now in terms of your understanding on the key learning target(s):
A
Test Corrections
The most important part of the test happens right now: reviewing your work and learning from mistakes.
1. Open Pear Assessment. On your paper test, make a smiley face by the questions you correctly answered. Make a check mark by the ones you missed.
2. On the test itself, fix your mistakes!
3. If you need to erase and start over on a problem, do that!
4. And when needed, use the randomly chosen exemplars to see what your classmates did to answer the question correctly.
A
Review
When graphing an ordered pair (X, Y)
1. Start with X and move left or right (depending on the sign) on the x-axis
2. From the X value, move up or down (depending on the sign) on the y-axis
A
Continue
Continue working on your graphing project.
If you need help, get help. If someone needs help, give help.
If you were absent yesterday, please let the teacher know and ask for a set of materials.
A
Retake Day
A
Retake Directions
Retaking? You need at your desk: the CYUqs you want to trade, pencils and/or pens, and something to do when finished (book to read, paper to draw or write on, etc.)
NOT retaking? You need your graphing project or something to quiet to work on (NO Chromebooks).
If you have a smart watch or phone, turn it off and put it in your backpack. Place your backpack in the front of the room.
Once everyone is setup, I will call you up row by row to trade me for a retake.
This is a quiet testing environment. No talking or communicating in any way.
A
Review
When graphing an ordered pair (X, Y)
1. Start with X and move left or right (depending on the sign) on the x-axis
2. From the X value, move up or down (depending on the sign) on the y-axis
A
Continue
Continue working on your graphing project.
If you need help, get help. If someone needs help, give help.
If you were absent yesterday, please let the teacher know and ask for a set of materials.
Why, How, and What
In order to make sense of the world (DI1); students will make sense of problems and persevere in solving them (SMP1), attend to precision (SMP6), and look for and express regularity in repeated reasoning (SMP8) while exploring changing quantities (CC2).
Description
Understand fractions divided by fractions, thinking about them in different ways (e.g., how many 1/3 are inside 2/3?), considering the relationship between the numerator and denominator, using different strategies and visuals. Relate fractions to ratios and percentages. (p33)
Standards
- 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
- 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
- 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
- Source:
- 2013 CACC Math Content Standards
T1
Vocabulary
A fraction is a part of a whole. Within a fraction, the pieces are the same size.
Basic multiplication can be thought of as repeated addition: 3 x 5 = 5 + 5 + 5 (it can also be read "3 groups of 5")
When working with fractions, it might be better to think of multiplication as a scaling operation (scaling up or scaling down)
T1
Launch
BTC p154 Unusual Baker Cakes, adapted from NCTM 2012 - Only need to do 1-6 today.
T1
Vertical Collaboration
An unusual baker cuts their cakes in different ways every day. What fraction of the cake is each piece?
T1
Consolidation
1) Fractions have equal sized pieces
2) It's okay to take a picture and break it into smaller, equal-size pieces (dotted lines)
3) equivalent fractions represent the same amount or value, even though they look different: 1/2 = 2/4
T1
My Responsibilities
1. CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Thursday is a Retake Day
For summative assessment scores in PowerSchool that are less than 3
1. Go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities)
2. Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
3. If you get stuck, review your thinking, try different approaches, ask for help, and/or search.
4. Bring your Level 3 CYUQs to a retake day and trade me for a retake
T1
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T1
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T1
1. A male Exotic Toad is about 1/3 the size of a female Exotic Toad. If the average female Exotic Toad is 4 inches long, what is the size of the average male Exotic Toad?
2. Find 3/7 x 2 using the standard algorithm
T2
Consolidation
What is something we can do to all of these problems, right away, without thinking?
T2
My Responsibilities
1. CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T1
Glue & Review
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T2
1. Find 75% of 160.
2. After surveying 60 students, 30% like orange juice. How many students like orange juice?
T2
Extend
Percent trick: 10%, 5%, 1% (using 30% of 80)
T3
Practice
(Volume 1 Ch4-6) p309: 5*, 7*, 9, 11; p311: 21*, 23*, 25, 27*; p312: 29, 31, 33, 35
* means to draw a picture, make a model
Check answers to make sure you are understanding
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Retake Day
A
Retake or Prepare (35min)
Trade your CYUqs for a retake.
If unprepared, open PowerSchool and review your progress. If you have a goal that is less than 3, go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities). Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
If your goals are all 3's or better, you are welcome to work on something for another class, read, draw. Please no talking.
A
Pass Back Papers
T2
Glue & Review
T3
Rate yourself
Right now, where do you think you are on this topic: solve word problems involving division of fractions and whole numbers using different strategies and visuals
T3
My Responsibilities
1. Check your understanding questions:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T3
Discuss (2 min)
After completing the CYUqs, which were important for everyone to do?
T3
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T3
Divide using a model. Check your answer using Keep. Change. Flip.
A. 5 ÷ 2/3
B. 3/4 ÷ 3
T4
Vertical Collaboration
Make the scale factor explicit
T4
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
T3
Glue & Review
T4
Discuss (2 min)
After completing the Check-your-understanding questions, which were important for everyone to do?
Pick one problem that you did and show your work to you neighbor.
T5
Reminder
The point of VC is to work and learn in a team -- with each other.
solo -> team
T5
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
A
Class Info
Unit 6 Test is this Friday 12/12
T5
Discuss (2 min)
After completing the Check-your-understanding questions, which were important for everyone to do?
Pick one problem that you did and show your work to you neighbor.
T5
Entry Ticket (5 min)
On the blank side, write: First name, last name, U6T5
First, model the division. Then, check your answer with the standard algorithm.
My gas tank has 7/8 of a tank of gas in it. I use 1/4 of a tank of gas to drive to my daughter's sports events -- and I will need to go multiple times. How many trips can it make?
T6
Vocabulary
Improper fraction (e.g. 7/4)
An improper fraction is a fraction where the top number (numerator) is bigger than or the same as the bottom number (denominator), meaning it represents one whole or more than one whole
Mixed number (e.g. 5 3/4)
A mixed number is a way to write a number that's bigger than one by combining a whole number and a proper fraction
T6
Direct Instruction
In order to divide or multiply a mixed number, you must change it into an improper fraction (so the entire number stays together)
To change a mixed number into an improper fraction, multiply the whole number by the denominator, then add the numerator to that result to get your new numerator, keeping the original denominator the same.
T6
Direct Instruction
If your quotient (the answer to a division problem) is an improper fraction, convert it into a mixed number.
To change an improper fraction to a mixed number, divide the numerator by the denominator: the whole number result becomes the whole part, the remainder becomes the new numerator, and the denominator stays the same.
T6
Review
If you want to review changing mixed numbers into improper fractions (and vice versa), grab a worksheet and feel free to work on it on your own.
T6
My Responsibilities
1. Check-your-understanding questions:
Do your own, you choose where to start, check your work with the students around you. If you need help, get help. If someone needs help, give help.
2. Make sure that you have notes in your math notebook (things to remember)
3. If you get stuck, choose to persevere: review your thinking, try another approach, ask for help, search
T5
Glue & Review
T5
Direct Instruction
A major source of confusion when using a model to show division of fractions is….
T6
Reflect
The History of Division (according to Mr. Olsen)
A
Reminder
The Unit 6 Fraction Relationships Test is tomorrow
The real-life division or fractions knowledge application is due tomorrow
A
Summarize
Click the link below to open the unit's graphic organizer:
Complete each box by adding notes, examples, and annotations (notes that explain what is happening in your examples). Refer to your notes, CYUqs, entry tickets, vertical collaboration, Google Search, etc. Work together. Help each other.
You may use the notes you make on this graphic organizer during the test (nothing else).
A
Test
Unit 6
A
Test Directions
Take out your Chromebook and some things to write with. If needed, you may use your graphic organizer. No multiplication charts, watches, calculators, or pencil pouches.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Unit 6 Answer Sheet
When finished, put your test (with your name on it) and graphic organizer in the basket in the back. You may read (Sora), draw, write, work on an assignment, or rest. Do not talk.
A
Knowledge Application
You will be given a blank coordinate plane and a list of ordered pairs.
Correctly plot the ordered pairs. Do not write the ordered pair (for this activity). Connect the dots as you go.
As you go, cross of the ordered pair on your list of ordered pairs. (Don't completely cover it up, just in case you need to go back.)
For each shape, do not connect the beginning and end points -- unless they happen to connect.
When you get to a new shape, do not connect the prior shape's end point with the new shapes first point.
Some shapes will connect (i.e. start on a random point you've already plotted). That's okay.
A
Were you absent yesterday?
Please raise your hand to let me know!
A
Class Info
We will have a retake day this Wednesday 12/17. If you want to retake, be sure you do the CYUqs to a Level 3 or better and be ready to trade me on Wednesday.
A
Review
When you look at PowerSchool, Qs 1-3 are U6T2, Qs 4 and 5 are U6T3, Qs 9-11 are U6T5, Qs 12-14 are U6T6
For all goals except for U6T2, there were 3 questions: mild, medium, and spicy. If you correctly answered 3 questions, score is a 4; if 2 were correct, score is a 3; if 1 was correct, score is a 2; if none were correct, score is a 1
For U6T2, if you answered both questions correctly, you were a 3.
Refer to the Proficiency Levels to know what your work says about where you are right now in terms of your understanding on the key learning target(s):
A
Test Corrections
The most important part of the test happens right now: reviewing your work and learning from mistakes.
1. Open Pear Assessment. On your paper test, make a smiley face by the questions you correctly answered. Make a check mark by the ones you missed.
2. On the test itself, fix your mistakes!
3. If you need to erase and start over on a problem, do that!
4. And when needed, use the randomly chosen exemplars to see what your classmates did to answer the question correctly.
A
Review
When graphing an ordered pair (X, Y)
1. Start with X and move left or right (depending on the sign) on the x-axis
2. From the X value, move up or down (depending on the sign) on the y-axis
A
Continue
Continue working on your graphing project.
If you need help, get help. If someone needs help, give help.
If you were absent yesterday, please let the teacher know and ask for a set of materials.
A
Retake Day
A
Retake Directions
Retaking? You need at your desk: the CYUqs you want to trade, pencils and/or pens, and something to do when finished (book to read, paper to draw or write on, etc.)
NOT retaking? You need your graphing project or something to quiet to work on (NO Chromebooks).
If you have a smart watch or phone, turn it off and put it in your backpack. Place your backpack in the front of the room.
Once everyone is setup, I will call you up row by row to trade me for a retake.
This is a quiet testing environment. No talking or communicating in any way.
A
Review
When graphing an ordered pair (X, Y)
1. Start with X and move left or right (depending on the sign) on the x-axis
2. From the X value, move up or down (depending on the sign) on the y-axis
A
Continue
Continue working on your graphing project.
If you need help, get help. If someone needs help, give help.
If you were absent yesterday, please let the teacher know and ask for a set of materials.