Today's estimation was awesome. It was a video Act 1 (Day 27). Mr. Stadel scoops candy corn into a jar. The video shows 3 scoops and then stops, with the jar filled up about 1/5 or 1/6. Students multiplied 3 by the denominator of the fraction. That was sound reasoning. The video reveal was quite entertaining. He puts the jar on, then takes it off, and puts 1 more scoop in, and puts the jar back on.

I handed back assessments in Common Core 8. A lot of students struggled with identifying proportional relationships, Skill 4. To retake this skill, here is the procedure:

1. Correct and analyze all mistakes made on the assessments.

2. Show evidence of completing homework.

3. Complete this practice worksheet. You can download and print it or get it from me at school.

4. Schedule an appointment for a retake. I'd like to review your mistakes, see how you did on the worksheet, and then you can retake the skill.

In class students started the last section of Chapter 2. They encountered no solutions in 7th grade. Only a few students remembered. After they saw that a balanced set of y tiles were removed, all that was left was -2 and 2. I asked is that a true statement? No. Is there a solution? No. So, we say no solution. I showed them the simple example: x = x+ 1. Make up a value for x. Will the equation ever be true for any number? No. So it's no solution.

On Friday students will be assessed on solving equations when they must distribute a negative sign outside parentheses. We've talked about it a lot, and it will be a true test if they understand the negative region and distributing the negative sign. With the short week next week and the fact that I will be absent Thursday and Friday there will be no assessment.

In accelerated students finished analyzing the simulated plant experiments. We reviewed whether it was positive, negative, or no association. They also were introduced to linear, non-linear, and if there were clusters or not. They also reviewed identifying an outlier, a piece of data that doesn't match the rest. A lot of students had heard of it already.

They also took an important step in drawing a line of best fit and interpreting the y-intercept.

They started on the next section but didn't get too far. There was a nice discussion on why the TIME is dependent on the distance traveled in the problem in class. Plus, the person wanted to track their data and predict how long it would take to bicycle a certain length of a bike ride. Students will finish this problem tomorrow.

On Friday the new skill will be writing a linear equation given a slope and a coordinate. Also, when only given two pairs of coordinates.

Also, identifying functions of graphs will be tested for the last time. This time, instead of graphing a parabola or a cubic, it will be a bit easier because it will be an absolute value function.

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