**Friday, May 17, 2013**

**Lesson 9.5 – Review Linear Growing Patterns**

**Term**: each number in a sequence; for example, in the sequence 1, 3, 5, 7, …, the 3rd term is 5.

**In class work and homework**

- Question 5 on page 433 will be ticket out the door during homeroom
- Two questions today: Question 5 on page 433 and Question 6 on page 434.

**Thursday, May 16, 2013**

**Lesson 9.5 – Multiplier and Constants in Linear Growing Patterns**

**Remember:**there are two different components of a pattern rule/algebraic expressions in linear growing patterns: the multiplier and the constant.

The multiplier and constant are represented using tiles of two different colours in the below linear growing pattern.

**Key Questions**

- How many tiles would you need for position 4 in the pattern?
- How many tiles would you need for position 100 in the pattern?
- Which part of the rule is represented by the red tiles? Which part is represented by the yellow tiles?

**In class work **

- You will be answering one of the two below problems with your Her Story Project collaborators.

**Roles:**

**Material organizer and Time Keeper:**Gathers materials and encourages the group to stay on task.**Recorder:**Writes down group members’ ideas for problem solving, decides how other group members can help complete task.**Presenter:**Presents the group’s finished work to the class.

** **

**Wednesday, May 15, 2013**

**Lesson 9.4 – Different Ways of Representing Patterns**

**In class work and homework**

- Page 432 in math textbook
- You will be answering one of the two below problems with your Her Story Project collaborators.

**Roles:**

**Material organizer and Time Keeper:**Gathers materials and encourages the group to stay on task.**Recorder:**Writes down group members’ ideas for problem solving, decides how other group members can help complete task.Presents the group’s finished work to the class.**Presenter:**

**Monday, May 13, 2013**

**Lesson 9.3 – Describing Geometric patterns**

**With learning partner: Draw the below diagram on chart paper**

**In class work and homework (page 427)**

**Friday, May 10, 2013**

**Lesson 9.3 – Different Ways to Represent Patterns**

- Create a
**Graphical Representation**,**Pictorial Representation**and**Pattern Rule Representation**of one of the below number patterns (except**d**).

**Homework**

Create a **Graphical Representation**, **Pictorial Representation** and **Pattern Rule Representation **for question** 1 d).**

**Thursday, May 9, 2013**

**Lesson 9.2 – Pattern rules and Pattern Descriptions**

Click here for lesson (look for lesson on Growing Linear Patters)

**Wednesday, May 8, 2013**

**Lesson 9.1 – Distributive Properties and Expanded Form**

*(We will be answering questions 1, 2 and 5 on page 422 of your Math Makes Sense Textbook)*

- How many triangles do you see?
- Illustrate the below diagram and write an equation that will determine the area for the largest triangle in the diagram.

**In class work and homework**

- Page 422, questions 1, 2 and 5.

**Monday, May 6, 2013**

**Do You Remember: Patterning and Algebra **

**Monday, April 29, 2013**

**Order of Operations Review**

*(YOU WILL NEED TO ANSWER ALL OF THESE TYPES OF QUESTIONS FOR YOUR TEST ON WEDNESDAY).*

1) ANSWER THIS QUESTION ON CHART PAPER.

2)

3) ONLY ANSWER QUESTIONS** C, D AND E.**

**Friday, April 26, 2013**

**Learning Partner Problem Solving**

*(You will be completing these problem solving questions with your CURRENT Novel Study partner)*

- Solve the equation in a minimum of FOUR steps.
**Hint:**Solve on operation in the numerator and one operation in the denominator during each step.

2. Write out your first attempts at the questions in pencil, and then write your good copy in marker.

### 10-8{5+3[6+9(7-9) + 6] + 4} =

**In class work and homework: Questions 1 (yep, that’s it)**

1)

**Thursday, April 25, 2013**

**Lesson 8.11: Review of Order of Operations with Multiple Brackets**

**Individually,**you will solve**one**bracket within a bracket equation on chart paper. You will be solving each each equation in seven steps. After you get the equation correct, you will be writing the solution in your math notebook. Once you are complete, you will work on today’s integer in class work and homework. Once your homework is complete, you may work play CHESS!

**Practice Question:**

** 10 + 4{2-2[2+3(1-9)+9] + 10} =**

**In class work and homework: Questions 1 (yep, that’s it)**

1)

** **

**Wednesday, April 24, 2013**

**Lesson 8.10: Order of Operations with Multiple Brackets **

*( Classroom competition: Hey, do you want to get out of having to do question 7? If a student in your half of the room can find a lower score than Mr. Wass (-40), then your half of the class will only homework will be questions 5 and 6. Competition ends at 12 noon today.)*

**Order of Operations Rule: **Do circle brackets first ( ), then do the square brackets [ ], then the ‘weird’ ones { }.

**Example (follow along with Mr. Wass):**

### 10-8{5+3[6+9(7-9) + 6] + 4} =

**In class work and homework: Questions 5, 6 and 7.**

**Tuesday, April 23, 2013**

**Lesson 8.9: Integers with Order of Operations Problem Solving**

*(Write down the below order of operations rule and example)*

**Example:**

**In class work**

- With an elbow partner complete
**9 a) and b) on chart paper.**Answer 9 c) to f) in your math notebook. You will also complete question**19.**

** **

**Monday, April 22, 2013**

**Order of Operations Problem Solving**

**Problem Solving: ** With a learning partner, you will develop a **solution** on chart paper to the below question using pictures, numbers and words.

– Include a “to determine:” statement and therefore statement

**In class work and homework**

*(Write down this important order of operations rule in your math notebook)*

**Friday, April 19, 2013**

**Lesson 8.8: Order of Operations with Integers**

(*Please copy down order of operations rules)*

- You will sometimes see the term
**PEDMAS**. In this case the**P**stands for**parentheses**. A parentheses is the same a brackets.

**Write out the below question. We will be answering it as a class.**

1)

**In class work and homework:**

- Text book pages: 391 to 392. Questions 1, 2, 3 and 4

**Wednesday, April 17, 2013**

**Lesson 8.7: Review for Integers Quiz**

Complete all of the below questions.

- In a science experiment, Myles recorded the temperature of a liquid that was placed in a freezer, the temperature was 4 degrees Celsius at 1 p.m.. The temperature fell 5 degrees Celsius every hour what was the temperature at 10 p.m?

- Include a “to determine statement”, a number line and “therefore” statement.

Text book page: **374**

Text book page: **375**

Text book page: **376**

**Tuesday, April 16, 2013**

**Lesson 8.6: Calculating the Mean of Integers**

(*Please write the following temperatures in to your math notebook)*

**Mean: **The mean is the average of a set of numbers. To calculate add up all the numbers, then divide by how many numbers there are.

**In class work and homework**

– Complete all the below questions.

– Include a “to determine:” statement and therefore statement for question 14a and 14b.

** **

**Monday, April 15, 2013**

**Lesson 8.5: Dividing Integers**

**Remember, when dividing integers**

- Positive ÷ Positive = Positive
- Positive ÷ Negative =Negative
- Negative ÷ Positive = Negative
- Negative ÷ Negative = Positive

**In class work and homework**

19)

**Success Criteria: ** On chart paper you will:

- Write out the question for one of
**a, b, or c.** - Write an integer equation that involves multiplication for
**a, b, or c.** - Create a number line (vertical or horizontal) that illustrates the solution to your equation.

**Friday, April 12, 2013**

**Homework**

**1) Write out and multiply the following questions.**

a. (-5) x (-3) x (-2) =

b. (-4) x (3) x (-2) (-1) =

c. (-6) x (2) x (-2) x (-1) =

d. (-9) x (-8) x (-13) x (0) =

** **

**Wednesday, April 10, 2013**

**Lesson 8.4: Multiplying More than Two Integers**

**Write and answer the three multiplication questions below**

**Multiplying More than Two Integers**

**Write and answer the three multiplication questions below:**

**In class work and homework**

*Complete questions 11, 12 and 13. You***may**use a calculator.

13) **When multiplying more than two integers**: If there is an odd number of negative numbers, you will get a negative answer. If there is an even number of negative numbers, you will get a positive answer.

**Tuesday, April 9, 2013**

**Lesson 8.3: Exploring Integer Multiplication**

**Focus of Lesson: **Explore models of, and patterns for, integer multiplication.

### Multiplying and Dividing Integers PowerPoint Presentation

So, why does a negative times a negative equal a positive?

**In class work and homework**

**Monday, April 8, 2013**

**Integer Problem Solving**

**Problem Solving: ** With a learning partner, you will develop a **solution** on chart paper to the below question using pictures, numbers and words.

**In class work and homework**

**Friday, April 5, 2013**

**Adding and Subtracting Integer Problem Solving**

**Task: **With an elbow partner, you will create a similar temperature chart to Trevor’s, however, your chart will display Toronto’s short-term forecast.

- The title of your weather chart will be:
**Toronto’ Short-term forecast: Friday April 5th.**

**In class work and homework**

**Answers to Questions**

**Reminders:**

- The positive sign (+) is not usually included with positive integers.
- Brackets are only needed when the sign of a number follows an operation symbol and might be confused with the operation symbol.

For example, (+3) + (-6) – (+4) can be written as 3 – (-6)+ 4.

**Thursday, April 4, 2013**

**Lesson 8.2: Adding and Subtracting Integers**

**Rules to help you add and subtract integers using a number line.**

- To add a positive integer to any integer, move the same number of spaces to the right on the number line.
- To subtract a positive integer, move to the left
- To add a negative integer, move to the left.
- To subtract a negative integer, move to the right.

**In class work and homework**

**Wednesday, April 3, 2013**

**Lesson 8.2: Representing Integer Equations**

In this diagram, Red = (-) and Blue = (+)

**Task:**With an elbow partner, choose any two single-digit integer equation (one will be addition, the other subtraction) and illustrate each equations as a counter model, number sentence and a number line model. Observe the example below.

**Remember:**The two numbers in either equation can’t be same number.

**In class work and homework**

**Wednesday, April 3, 2013**

**Lesson 8.1: Do You Remember Integers?**

Watch above video until 4 minutes and 24 seconds

**In class work and homework**

Complete all the below questions

**Tuesday, March 26, 2013**

**Lesson 7.8 Pythagorean Theorem Problem Solving**

**Problem Solving: ** With a learning partner, you will develop a **solution** on chart paper to the below question using pictures, numbers and words.

** ****Also, remember to:**

- Write down the question at the top of your page
- Use the two-part sentence starter: To determine … I will …
- Finish your solution with a “Therefore statement”

**In class work and homework**

**Friday, March 22, 2013**

**Lesson 7.7: Using the Pythagorean Theorem to determine height**

**Problem Solving Question: **Erik is flying a kite. Erica is directly under the kite. Erik and Erica are 60 m apart, and the string is 100 m long. How high is the kite above Erica?

**In class work and homework**

1) Determine the height of this right angle triangle.

2) Determine the height of this right angle triangle.

3) Determine the height of this right angle triangle.

**Thursday, March 21, 2013**

**Lesson 7.6: Applying the Pythagorean Theorem **

**Problem Solving Question: **A roofer has a ladder that is 12.0 m long. The roofer needs to tar a flat roof that is 10.0 m above the ground. Safety standards suggest that the top of the ladder must extend at least 1 m above the top of the wall. Also, the foot of the ladder must be at least 1 m from the base of the wall for every 3 m of ladder. What calculation will show whether the roofer can safely use the ladder to climb onto the roof?

**In class work an homework**

**Wednesday, March 20, 2013**

**Lesson 7.5: Exploring Right ****Triangles**

**Learning Focus: **Relate the lengths of the sides of right triangles and use the Pythagorean Theorem to solve problems.

* New Definition *–

**Hypotenuse:**the longest side of a right triangle; the side that is opposite the right angle.

**Pythagorean Theorem: ***The sum of the areas of the squares on the legs of a right triangle is equal to the area of the square on the hypotenuse. *An equation for the Pythagorean theorem is:

**In class work and homework: **Illustrate and answer the following 5 questions:

**Tuesday, March 19, 2013**

**Lesson 7.4: Exploring Quadrilaterals**

**Lesson Focus: **Determine some angle properties of quadrilaterals.

**New Definition- Midpoint: **the point on a line segment that divides the line segment into two equal parts.

**Remember:**The angle sum in a quadrilateral is always 360°, since a quadrilateral is made up of two triangles with angle sums of 180°.

**Monday, March 18, 2013**

**Determine the Missing Angle Problem Solving
**

**Question: **If <d is 30 degrees, determine the measure of <m

With a **learning partner **you will:

- Write down the
**entire**question at the top of your page, including the diagram. - You will determine the measures of each triangle and state the angle rule that demonstrates how you know the measure of the angle.

**For example:**<D = 70 degrees because it is opposite angles with <G.

**Homework and in class work:**

**Wednesday, March 6, 2013**

**Angles in a Triangle Problem Solving #2**

With a **learning partner **you will:

- Write down the
**entire**question at the top of your page, including the diagram. - You will determine the measures of each triangle and state the angle rule that demonstrates how you know the measure of the angle.

**For example:**<D = 70 degrees because it is opposite angles with <G.

**Test Review Questions**

- In
**question 2**, Lines AB and CD are parallel.

**Tuesday, March 5, 2013**

**Angles in a Triangle Problem Solving**

**Similar Figures: **figures with the same shape, but not necessarily the same size.

With a **learning partner **you will:

- Write down the
**entire**question at the top of your page, including the diagram. - You will determine the measures of each triangle and state the angle rule that demonstrates how you know the measure of the angle.

**For example:**<D = 70 degrees because it is opposite angles with <G.

**Monday, March 4, 2013**

**Lesson 7.3: Angles in a triangle**

**Focus of Lesson: **Determine the sum of the angles in a triangle.

**Remember: **Interior angles of a triangle add up to 180 degrees.

**In class and homework questions: **Complete 3, 4, 5 and 6.

**Alternate Angles: **Angles that are between two lines and are on opposite sides of the transversal that intersects the two lines.

**Friday, March 1st, 2013**

**Angle Problem Solving**

**Review of corresponding angles**

With a **learning partner **you will:

With a learning partner you will develop a solution on chart paper, with pictures, numbers and words that will help determine the **solution** to question **13 and 15.** Also, remember to:

- Write down the
**entire**question at the top of your page.

**Thursday, February 28th, 2013**

**Lesson 7.2 Intersecting Lines, parallel liens and, Transversals**

**The focus of our lesson today will be**:Identify and apply the relationships between the measures of angles formed by intersecting lines.

This image is a map of which Canadian city?

**Answer: **Toronto, of course!

Click on this link to download PDF. Write down all highlighted definitions in your text book. Also, read prompts **A to G.**

**Homework and In Class Work: **Complete questions 4 to 8 and 11.

**Review of corresponding angles**

**Tuesday, February 26th, 2013**

**Lesson 7.1 Angle Properties of Intersecting Lines**

(Remember to bring your protractor to math class)

(Remember to review ways of classifying triangles)

**The focus of our lesson today will be**: Identifying and calculating complementary, supplementary, and opposite angles.

**Learning about complementary and supplementary angles**

**Learning about opposite angles**

Read page **272 and 273** from your **Math Makes Sense Textbook **to further your understanding of these new math concepts.

**Homework: **Create and complete the two below tables.

**After completing chart, click here for answers**

**Monday, February 25th, 2013**

**Intro to Angles and Triangles**

**In class work and homework: **Question 2 on the back of Lost Hiker handout.