**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.

- Begin with Marshmallow Design Challenge.
- Investigate shapes found in our structures.
- Sorting and classifying geometric properties of the shapes we’ve created.
- 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:**

**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.

** **

**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**

- 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.**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**

- 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 **