If you need to finish your Renaissance Star Math, please raise your hand to let me know.

After completing the Check-your-understanding Questions, which were important for everyone to do?

Uniform Distribution vs Symmetric Distribution

Use the sentence starters and vocabulary words to describe the distributions.

Thursday

Today you will receive the 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, our vertical collaboration tasks, etc. Work together. Help each other.

You may use the notes you make on this graphic organizer during the test (nothing else).

What’s the Story in Our School?

Use the worksheet to guide you as you create a statistical question, collect data, display it three different ways, and summarize your findings.

Knowledge Application Project reminder: only one question

A yes or no question is not a statistical question (because it doesn't anticipate enough variability). Also, you can't put yes and no on a number line (so it won't work for the three data displays we learned)

A question like, "What color is your hair?" is a statistical question but you can't put hair color on a number line (and all three of our data displays use a number line).

If you want to use a dot plot to get the data for making your box and whisker plot, remember that each x (or dot) is a data point. Be sure to write them all down!

Use the lines that are provided to create the spacing on your number lines (don't make lines between the given lines)

When making your histogram, be sure your buckets hold more than one number (Your dot plot already goes by 1's)

Finish your Unit 1 Graphic Organizer (Due tomorrow) and your "What's the story at our school?" Knowledge Application Project (Due Friday)

Both activities are designed to help you prepare for tomorrow's test.

If you need help, get help. If someone else needs help, give help.

Tonight: spend at least 15 minutes reading over your graphic organizer. If something on it confuses you, look back at your notes, my notes, Google it, or ask a friend. Then make changes and update your graphic organizer. Be sure to bring it tomorrow for the test.

Take out something to write with. If you would like, you may use your graphic organizer. No phones, smart watches, or other electronic devices.

When you get the test, be sure to read and follow the directions.

Do your best. Show your thinking. I will use your work to determine where you are in terms of your understanding on the key learning target(s).

When finished, put your test (with your name on it) and graphic organizer in the basket in the front. You may read (Sora), draw, write, work on an assignment, or rest. Do not talk.

Please put your test corrections in the basket in the back. No need to turn in your test with them.

After attendance, we have an assembly. Please leave your backpacks in the classroom. When we return, you will get your backpack and go to 2nd Period.

Today is a quiet, individual work day. The goal is for you to review a topics from Unit 1.

Take out your Chromebook, math notebook, and something to write with.

Click the link below to go to go to Delta Math. The first step will be to create an account. Sign up with Google. Use your school Google Account. After you create it, you will need to close Delta Math and open it again, this time signing in with your school Google Account.

Open and complete the Unit 1 Review. Start with any one of the four topics. When finished, choose another. If you don't finish in class, spend up to 20 minutes at home -- but stop after that :-)

When needed, use your notebook and pencil to work out your thinking.

How to make a number line with a minimum of -10 and a maximum of 10 -- and zero in the middle

* Pro tip: if you have a piece of lined paper, rotate it 90 degrees so that the lines are vertical

1. Draw a horizontal or vertical line (use a ruler or straightedge)

2. Add arrows: Place arrows on both ends of the line to show it continues infinitely in both directions.

3. Add tick marks (space them equally, ensure the distance between each tick mark is the same)

4. Write numbers along the line (whether you are numbering by 1s or 2s or 3s, always use the same intervals)

Note: zero does not always have to be on a number line. Whether or not to include 0 depends on the numbers you are working with.

Absolute value: a number's distance from zero on the number line (distance is always positive)

The "opposite" of a number is another number that is the same distance from zero on a number line but on the opposite side of zero

Let's look at some real-life situations, work together to figure out what number is represented, place the number on a number line, and apply our new vocabulary.

(Glue this into your notebook when finished)

Instead of asking, "How far is a number from zero?", mathematicians use two vertical bars, like this: |-3|

|-3| is the same thing as asking, "What is the absolute value of -3?" Or, "How far is -3 from zero?"

What is the opposite of -25?

What is the opposite of 14?

|36|

|-8|

|5| + |-8|

|-12| + |-4|

|15| - |-6|

|-2| - |-9|

1. In your notebook, make meaningful notes to your forgetful self.

2. In your notebook, do the CYUQs to a Level 3 or better and check answer before moving to next problem. When possible, draw a number line to show how you came up with your answer.

p361: 24, 25, 26, 30, 31, 32, 33, 34, 35; p359: 1, 2, 3, 7, 8, 9 (Volume 1, Ch5, L2)

3. When you don't understand, look at textbook examples (review the pages prior to the CYUQs) or search

After completing the Check-your-understanding Questions, which were important for everyone to do?

On the blank side, write: First name, last name, U2T1

A. |5|

B. |-12|

* If you have time, sketch a number line to prove your answers are correct.

-3 can be read two ways: "the opposite of 3" or "negative 3"

The opposite of the opposite of a number is the number itself, e.g., –(–3) = 3,

* If we go to Starbucks and you borrow $5. What kind of number is that? Now imagine the next day I say to you, "I took away your debt." What does that mean?

|0| = 0

0 is its own opposite

On a number line showing a drive from San Francisco to Los Angeles, a landmark in San Jose would be a dot at approximately 50 miles, while a landmark near Bakersfield might be a dot at 250 miles.

We could use these two dots on the number line to answer the question, "What is the distance between Gilroy and Bakersfield on this number line?"

Draw a line with arrows. If I want to put 50 and 250 on it, do I need negative numbers? Do I need 0? What do I need? Next, change the numbers to 4 and 9. Ask, what numbers do I need? Show starting with 4, numbering by 1s up to 9. Then ask the distance and have students share both ways.

To foreshadow, write: d =

There are two houses, one on 15 and one on 8. Graph the numbers on a number line. Then find the distance between the two whole numbers.

There are two houses, one on 36 and one on 45. Graph the numbers on a number line. Then find the distance between the two integers.

There are two houses, one on 3 and one on -5. Graph the numbers on a number line. Then find the distance between the two integers.

Graph 7 and -2 on a number line. Then find the distance between the two integers.

Graph -1 and -4 on a number line. Then find the distance between the two integers.

Graph -15 and -24 on a number line. Then find the distance between the two integers.

Graph -92 and -103 on a number line. Then find the distance between the two integers.

There are two ways to find the distance between two numbers (a and b)

One way:

Make a number line and count the number of spaces between the two points (a and b)

* Pro tip: only make a number line for the numbers you are graphing. When you can, go by 1's (makes it easier to count)

Another way:

1. Subtract one number from the other (find the difference). You can subtract a from b, or b from a; the order doesn't matter.

2. Find the absolute value of the difference

U2T1 Entry Ticket

Do the following two problems in your notebook:

1. Graph 15 and 8 on a number line. Then find the distance (d) between the two whole numbers.

2. Graph 3 and -5 on a number line. Then find the distance (d) between the two whole numbers.

To find distance:

We can count spaces (always works)

Subtract and find the absolute value of the difference of the two numbers (always works)

Adding the absolute value of the two numbers works SOMETIMES but not always... so be careful if you want to use this

There are two ways to find the distance between two numbers (a and b)

One way:

Make a number line and count the number of spaces between the two points (a and b)

* Pro tip: only make a number line for the numbers you are graphing. When you can, go by 1's (makes it easier to count)

Another way:

1. Subtract one number from the other (find the difference). You can subtract a from b, or b from a; the order doesn't matter.

2. Find the absolute value of the difference

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → Do in your notebook. You chose where you want to start. Check answers as you’re working. If you make a mistake, fix it. If you need help, get help. If someone else needs help, give help.

A. Graph 13 and 6 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

B. Graph 36 and 24 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

C. Graph 7 and -2 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

D. Graph -8 and 5 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

E. Graph -7 and -1 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

F. Graph -5 and -13 on a number line. Count to find the distance (d) between the two numbers. Then subtract to show that your answer is correct.

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search

U2T2 Entry Ticket

Let's make some number lines with rational numbers on them

What is the value of each point if?

For each number line, start with what is given (one of the points). Use that to figure out the interval. Fill in as many tick marks as you need, then write A=, B=, C=, D=

Check answers as you're working:

To retake a summative assessment score in PowerSchool that is 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

Today is Thankful Tuesday!    

Tomorrow is Wear GREEN Wednesday!

When you're working on the whiteboards in random groups, you want to be in the right column of our rubric.

Starting today, I will be evaluating you using this rubric and entering a grade in PowerSchool

After completing yesterday's extend activity, which questions were challenging? Which ones were easy?

* Please fold this in half and glue it into your notebook. It's okay that some questions will be glued.

In life we say words like "Less than" or "More than" and at some point, some smart math person said, "Let's save some time and replace those words with symbols." And in addition to being able to use these symbols to compare things, now people use them when doing math, writing code, and more.

3.6 oz > weight of a letter (to mail)

spending < income

15 > 2

And we can use what we learned about number lines to prove it!

Dismiss them having them say to each other, "The bigger number is always on the right."

Inequalities are symbols that are use to compare numbers.

Less than uses the symbol <

Greater than uses the symbol >

* When comparing numbers, use a number line to show your thinking and prove your answer

* The number on the right (on a number line) is ALWAYS the bigger number

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → Do in your notebook. You chose where you want to start. Check answers as you’re working. If you make a mistake, fix it. If you need help, get help. If someone else needs help, give help.

For each problem, sketch a horizontal or vertical number line to prove your answer: p369: 15, 16, 17, 18, 19, 23; p367: 1, 2, 3, 4, 5 (Volume 1, Ch5-3)

Check answers while you are working:

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search

Today is Wear GREEN Wednesday!    

Tomorrow is Upstander Thursday.

After completing the Check-your-understanding Questions, which were important for everyone to do?

* When comparing rational numbers, remember to use a number line to prove your answer.

* The number on the right (on a number line) is ALWAYS the bigger number

Three ways to compare fractions with different size pieces (denominators):

1. Double number line -- a double number line has two number lines, one above the other, with the same starting and ending numbers but different intervals (spacing)

2. Area models (using rectangles) -- one directly above the other

3. Common denominators

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → Do in your notebook. You chose where you want to start. Check answers as you’re working. If you make a mistake, fix it. If you need help, get help. If someone else needs help, give help. * Pro tip - DO NOT rotate your paper today

Click the link below to see the questions:

Answers:

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search

Bring a book to your Advisory Class tomorrow. Friday is silent reading.

Trade your CYUqs for a retake.

If unprepared, open PowerSchool and review your progress. If you have a goal that is less than 3, do the CYUqs (at a level 3) and prepare for retaking. When ready, trade me. Repeat this process until your goals are all 3's or better.

If your goals are all 3's or better OR you are done retaking, practice and review the math we are currently working on by signing into Delta Math > click Login > Sign in with Google > with your school Google Account > Fractions on the Number Line

Lockdown Drill information:

QUIET…QUIET…QUIET… no use of cellphone and social media... NO VISUAL access to and NO SOUNDS from the classroom

The class should sit on the ground.

Do NOT open the door for ANY reason

Use the blank side. On top, write your first name, last, and U2T4

After completing the Check-your-understanding Questions, which were important for everyone to do?

To identify the location of a point (x, y) on the coordinate plane, start at the origin (0,0).

1. Move left OR right on the x-axis and stop above or below the point. Write down the x-value.

2. Move up OR down (parallel to the y-axis) and stop at the point. Write down the y-value.

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.

p399: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; p401: 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30 (Volume 1, Ch5-6)

p407 1, 2, 3, 4, 5, 6, 7, 8 (Volume 1, Ch5-7)

Check answers as you’re working. If you make a mistake, fix it.

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search

U2T4 Entry Ticket

After completing the Check-your-understanding Questions, which were important for everyone to do?

At the top, write: First name, last name, U2T5

Graph and label the following:

A (3, -2)

B. (-1, -4)

C. (-3, 5)

D. (4, 2)

Find the distance between the two points:

A. (-2, 5) and (3, 5)

B. (4, -3) and (4, 6)

C. (-3, -4) and (-3, -1)

D. (4, -1) and (-8, -1)

IF two points share an x value,

you can find the distance between the points with either method:

1. Graph and count

2. Subtract the y-values (find the difference) and then find the absolute value of the difference

* Works for shared y-values too (just be sure to subtract the x-values)

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → When needed, show your thinking in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.

Sign into Delta Math > click Login > Sign in with Google > with your school Google Account > U2T6 CYUQs

* If you come to a question that references a triangle, ignore the triangle part and focus on the two ordered pairs (points) that belong to the line (segment). See image:

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search

U2T5 Entry Ticket

After completing the Check-your-understanding Questions, which were important for everyone to do?

Find the distance between the two points:

A. (-20, 3) and (-20, -6)

B. (-9, 16) and (31, 16)

Find the distance between two points:

1. El Dorado Hills is 768 feet above sea level. Folsom is 220 feet above sea level. What is the distance (in elevation) between the two cities?

2. A building sits 25' above sea level. If a submarine is 30' below sea level. How much higher is the building than the submarine?

Unit 2 Test is Monday 9/29

Entry Tickets vs. Tests

Entry tickets (Formative Assessments) are given after studying a learning target. They provide feedback and help you know if your learning strategies are working. They are an opportunity to know where you are before you take a test. Entry tickets get replaced by tests. They do not stay in the gradebook.

Test results (Summative Assessments) replace your entry ticket scores.

* One of the most valuable things you can do before Friday's test is to look at PowerSchool's Unit 2 Formative Assessment scores. For those Unit 2 Scores < 3, spend extra time reviewing the notes, CYUQs, etc.

Distance: an amount of space between two things

Direction: a course along which someone or something moves

Today you will receive the 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).

Test moved from tomorrow to Monday

Somewhere on the graphic organizer, be sure to add the inequality symbols and words:

< less than

> greater than

Also, add a double number line example. I think it will be helpful!

Today, you will design your own amusement park.

Most of your work will be done on a coordinate grid.

Click to see an example project:

Take out your Chromebook and something to write with.

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

If you would like, you may use your graphic organizer. No phones, smart watches, or other electronic devices.

I will provide a piece of scratch paper. Please write your name on it. You will get it back tomorrow. DO NOT REWRITE EVERY PROBLEM. Just use the scratch paper when you need it.

Click Start Assessment to begin the U2 Test.

When finished, put your scratch paper (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.

Please raise your hand to let me know!

Today we will finish the Unit 2 Summative Assessment. Please take out something to write with (preferably pencil). Take everything else off or your desk.

This is the day to finish your AWESOME theme park projects! I've updated steps 4 and 5, so let's review the revised directions now.

Your projects look AMAZING!

Please raise your hand to let me know!

After reviewing your tests, I see that EVERYONE has been working hard and doing their best. The time you are spending thinking and working together is paying off. I am proud of YOU.

The most important part of the test happens right now: reviewing your work and learning from mistakes.

1. Find someone whose correctly answered a question you missed. Discuss. Ask questions. Think. Don't copy.

2. On your corrections worksheet, neatly rewrite the problem, show your thinking, and circle the correct answer.

3. Before moving to the next problem, write down your mistake and what you will do to not make that mistake again.

The essential standards for Unit 2 are Targets 3 and 5.

Data for T3 came from questions 8 and 9 on the Pear Assessment (computer test) and the 4 question pencil and paper test.

Data for T5 came from questions 13 and 14 on the Pear Assessment (computer test) and the 4 question pencil and paper test.

Check PowerSchool to see the proficiency level your work demonstrated.

Rectangle: (-2, 2) (5, 2) (5, -2) (-2, -2)

When graphing shapes, "Is there something I could do right away without thinking too much?" "Can I do that for all of them?" "What do I do next?" "Could I have done something else next?"

Draw an x and y-axis. Label both axis. Number by ones between -6 and 6 on both axis.

Acute Triangle: (-4, -2) (-4, 4) (4, 3)

Right Triangle: (4, 4) (4, -4) (-2, 4)

Square: (2, 5) (2, -2) (-5, -2) (-5, 5)

Polygon: a straight-sided plane figure with at least three sides and angles

When graphing on a coordinate plane:

1. If not already labeled, be sure to label the x and y-axis on the coordinate plane

2. Remember that ordered pairs are (x, y)

3. When graphing a point, start with the x-axis (left or right), then go up or down on the y-axis.

1. In your notebook, make meaningful notes for your forgetful selves

2. CYUqs → Click the link below to open. Do in your work on the 12 Coordinate Planes Handout. You chose where you want to start. If you need help, get help. If someone else needs help, give help.

Check answers as you’re working. If you make a mistake, fix it.

3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search