Before my math classes even started I had to substitute our drama teacher's class the second day in a row. I started class of with a dot talk that went pretty well. They finished their work early so I got to do a number talk for 18 * 5. We got some awesome ideas shared that I photographed below:

Abraham divided 18 by 2, to get 9, then multiplied 9 by 5 twice to get 45 and 45 to get 90. |

Ethel shared the standard algorithm, as she called it the "classic way of solving it, visually carrying the 4 and adding it to the 5. Above that you can see Nina's awesome halving and doubling strategy. She took half of 18 to get 9, and doubled 5 to get 10, to make it 9 times 10. |

Jennifer split up 18 into 10 and 8, multiplied each by 5, then added 50 and 40 together to get 90. |

Gavin overcompensated. He knew 20 times 5 was 100, so he subtracted 2 times 5 from 100 to get 90. I demonstrated that students were using the distributive property mentally. |

Here are some of the visual ways students saw the dots in the dot talk. |

Alyssa saw 18 times 5 as 18 added repeatedly 5 times. She said she did 18 plus 18 to get 36. Then another 2 18's is another 36. 36 and 36 is 72 she said, and added 18 to get 90. I related that she was basically breaking up the 18 times 5 into 18 times (2 + 2 + 1). |

We reviewed the commutative property of multiplication to simply multiplying power numbers. We once again reviewed what Carlene stated yesterday about if a number doesn't have an exponent, then it has a 1 as its exponent.

Then students worked on practicing moving the decimal when multiplying by powers of 10. They also worked on the FAL pre assessment, though after it for 5 minutes independently, then 4 minutes in group to verify, and finally we reviewed the answers. Tomorrow we will discuss the rank of smallest to largest, then the multiplying of two numbers as a decimal by a scale factor.

What we reviewed as a class before starting on the rest of the section. |

Reviewing factoring, and then simplifying a complicated expression using the quadratic expression. |

We reviewed what each of the 3 forms of a quadratic function look like and what clues they give you after they had time to remind themselves on their own. |

Tomorrow students will construct a poster after developing success criteria after I introduce learning goals. Then they will match equations to graphs, and fill in missing equations. I want them to justify their matches on their posters. Then they will do a gallery walk where we work on giving constructive peer feedback.

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