After School Math Club Lessons

Monday, Dec. 5, 2016

Lesson Objectives:

• Sorting and classifying shapes based on geometric properties.
•  Investigating relationships among similar shapes.
• Exploring the fundamental strength of different shapes and investigating why structural engineers continue to use the triangle as the structural shape of choice. 1. Begin with Marshmallow Design Challenge.
2. Investigate shapes found in our structures.
3. Sorting and classifying geometric properties of the shapes we’ve created.
4. Exploring why structural engineers continue to use the triangle as the structural shape of choice.

Monday, Nov. 28, 2016

Theoretical Probability and Experimental Probability for the Game of Skunk Experimental Probability: Refers to the probability of an event occurring when an experiment was conducted

Theoretical Probability: Refers to the number of ways that the event can occur, divided by the total number of outcomes.

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PREVIOUS LESSONS

Tuesday, June 4, 2013

Lesson 10.1 -Theoretical Probability and Experimental Probability Experimental probability: The experimental probability may be written as a fraction, decimal,or percent. Experimental probability is also called relative frequency.

Game of Skunk  Theoretical Probability of rolling doubles in skunk =

Experimental Probability =

Homework Question #1:

1)   Monday, May 27, 2013

Lesson 9.7 – Linear Growing Patterns Test Review 2

• Page 448  and 449 in math text book. Second question Tuesday, May 21, 2013

Lesson 9.7 – Linear Growing Patterns Test Review

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.   Friday, May 17, 2013

Lesson 9.6 – 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  