# Daily Math Work: Term 2

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

1.  How many tiles would you need for position 4 in the pattern?
2. How many tiles would you need for position 100 in the pattern?
3. 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:

1. Material organizer and Time Keeper: Gathers materials and encourages the group to stay on task.
2. Recorder: Writes down group members’ ideas for problem solving, decides how other group members can help complete task.
3. 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:

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

(Click on Linear Growing Patterns, then Simple Linear Growing Patterns, then CREATING GRAPHICAL REPRESENTATIONS)

• Create a Graphical RepresentationPictorial Representation and Pattern Rule Representation of one of the below number patterns (except d).  Homework

Create a Graphical RepresentationPictorial Representation and Pattern Rule Representation for question 1 d).

Thursday, May 9, 2013

Lesson 9.2 –  Pattern rules and Pattern Descriptions 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)

1. 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.

1. 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 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

1. 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 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

1. To add a positive integer to any integer, move the same number of spaces to the right on the number line.
2. To subtract a positive integer, move to the left
3. To add a negative integer, move to the left.
4. 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 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 Hmmmmm, this looks like Mr. Wass took a picture with his cell phone of a piece of paper. Hmmmmmmm, I wonder why he did that?

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? 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

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.

Monday, February 25th, 2013

Intro to Angles and Triangles  In class work and homework: Question 2 on the back of Lost Hiker handout.