Lessons – Part 2

Week of Oct. 6 to Oct. 10: Measurement

By the end of the week Grade 8 students will:

• Develop and apply a formula for calculating the surface area and circumference of a circle.
• Develop and apply a formula for calculating the surface area and volume of a cylinder.

Wednesday, Oct. 8, 2014

Measurement of Circles: Surface Area of a Cylinder

VERY IMPORTANT FORMULA: Problem Solving: Develop a solution on chart paper, with pictures, numbers and words that will help determine the surface area of the below container. Also, please remember to do the following:

• Use the two-part sentence starter: To determine … I will …
• Finish your solution with a “Therefore statement” Week of Sept. 29 to Oct. 3: Measurement

By the end of the week Grade 6 students will:

• Estimate, measure, and record quantities, using the metric measurement system.
• Determine the relationships among units and measurable attributes, including the area of a parallelogram, the area of a triangle, and the volume of a triangular prism.

Day 2:

Problem Solving Question of the Day

Problem Solving Success Criteria:

• Listen closely and record the problem solving question after watching video twice.
• Create a scale version of the rectangular prism out of Linking Cubes.
• Show your work so that it is easily understood by anyone familiar or unfamiliar with calculating surface area.
• Include a “To Determine” and “Therefore” statement.
• Practice and then clearly present your solution.

Day 1: Questions for the day:  Friday, September 26, 2014 Problem Solving Wednesday, September 24, 2014

Comparing, Ordering and Rounding Decimals – Review

• Complete questions 8, 9 a) & b), 10-13 Tuesday, September 23, 2014

Numeration: Comparing, Ordering and Rounding Decimals – Part 2 Monday, September 22, 2014

Numeration: Comparing and Ordering Decimals

• Complete questions 4 to 8. Numeration

During this unit, student will be able to:

• Communicate solutions to multi-step math problems.
• Read, write, estimate, and compare decimal thousandths. ************* Patterns in Mathematics

During this unit, student will be able to:

• use models and tables to represent patterns.
• identify, extend, and create patterns.
• analyze,represent,and describe patterns.
• use patterns to solve problems.

Monday, Sept. 8, 2014 Friday, Sept. 5, 2014   Wednesday, April 30, 2014

Lesson 2.1: Finding a Percent of a Number

Monday, April 28, 2014

Lesson 2.1: Intro to Percentages

Wednesday, April 23, 2014

Lesson 1.6: Dividing Fractions Reminder Tuesday, April 22, 2014

Lesson 1.5: Multiplying Fractions Review Thursday, April 17, 2014

Lesson 1.4: Multiplying Fractions Remember, multiplying is the same as saying “sets of” a number.

Review

Wednesday, April 16, 2014

Lesson 1.3: Comparing Fractions Review Tuesday, April 15, 2014

Lesson 1.2: Comparing Fractions Video Lesson:

Time to Practice

Monday, April 14, 2014

Lesson 1.1: Equivalent Fractions

Time to Practice

Tuesday, January 21, 2014

Lesson 2.1: Calculating the Volume and Surface Area of a Rectangular Prism

Geometry and Measurement: Skills You’ll Need: Surface Area: The surface area of a rectangular prism is the sum of the areas of all its faces. Since opposite faces are congruent, this formula can be used to find the surface area: SA= 2 x area of base + 2 x area of side face+ 2 x area of front face. How to Calculate the Surface Area of a Rectangular Prism

***************************** Volume: The volume of a rectangular prism is the space occupied by the prism. One formula for the volume is: V = area of base x height. How to Find the Volume of a Rectangular Prism

Problem Solving Question of the Day

Thursday, January 9, 2014

Lesson 1.2: Organizing information from a survey

Frequency Table: a table in which the number of responses or items in each category is recorded in the form of a number instead of tally marks. A frequency table is useful as a summary table after all the data have been collected and counted. (please create the below diagram in your notebook). ************** Concrete Graphs: Graphs made with real objects or people. It is important that the objects used in a concrete graph are the same size and shape. Also, concrete graphs need to have a title and labels. Student Task: Construct a concrete graph using the data displayed in the below tally chart. Monday, January 6, 2014

Data Management Lesson 1.1: Collect information by conducting a survey

Survey: A set of questions designed to obtain information directly from people. To take a survey means to ask a group of people a set of questions. Tally chart: A chart that uses tally marks to count data. Monday, December 16, 2013

Multiplication & Division: Lesson 1.5 Tuesday, December 10, 2013

Multiplication & Division: Lesson 1.4 Monday, December 9, 2013

Multiplication & Division: Lesson 1.3 Thursday, December 5, 2013

Multiplication & Division: Lesson 1.2

Please print out the lesson before working with Mr. Wass during today’s math rotation. Wednesday, November 27, 2013

Multiplication & Division: Lesson 1.1

Please print out the lesson before working with Mr. Wass during today’s math rotation. Monday, November 18, 2013

Word Problem of the Day

Apples are crabby. Berries are blue. Cherries are sweet and so are you! How many cherries do you see? Please don’t count them separately. Pair the cherries bunch by bunch. Add them quick before they’re lunch. Steps to a full solution

1.  Recreate an example of the image below on chart paper.
2. Write the sentence starter: To determine how many cherries there are I will use the addition strategy …
3. Solve the question using numbers.
4. Conclude with the sentence starter: Therefore there are … cherries in the picture. Monday, November 11, 2013

Strategies for Addition Facts: Doubles and Near Doubles Facts

Doubles: A double is a number sentence in which you are adding the same number to itself.  Near Doubles: The “near doubles” strategy is used when the two numbers in a number sentence are close to being the same (1 or 2 apart).

Doubles Word Problem

Alex and Zack each found 7 seashells at the beach. How many did they find all together? Near Doubling Word Problem

********************

Thursday, October 31, 2013

Lesson 1.4: Using Scales in a Concrete Graph

Scale: Using a scale in a graph allows a single symbol to represent a number of items, this is referred to as “many-to-one correspondence.” Tuesday, October 29, 2013

Lesson 1.3: Creating Frequency Tables

• Create a frequency table out of the two below tally charts.

1) 2) Monday, October 28, 2013

Lesson 1.2: Organizing information from a survey

Frequency Table: a table in which the number of responses or items in each category is recorded in the form of a number instead of tally marks. A frequency table is useful as a summary table after all the data have been collected and counted. (please create the below diagram in your notebook). ************** Concrete Graphs: Graphs made with real objects or people. It is important that the objects used in a concrete graph are the same size and shape. Also, concrete graphs need to have a title and labels.

Student Task: Construct a concrete graph using the data displayed in the below tally chart. Tuesday, October 22, 2013

Data Management Lesson 1.1: Collect information by conducting a survey

Survey: A set of questions designed to obtain information directly from people. To take a survey means to ask a group of people a set of questions.

Tally chart: A chart that uses tally marks to count data.  Thursday, October 10, 2013

Word Problem of the Day

Apples are crabby. Berries are blue. Cherries are sweet and so are you! How many cherries do you see? Please don’t count them seperately. Pair the cherries bunch by bunch. Add them quick before they’re lunch. Wednesday, October 9, 2013

Strategies for Addition Facts: Doubles and Near Doubles Facts

Lesson Objective:

• To use knowledge of doubles to add numbers (near doubles) mentally, quickly and correctly.

Doubles: A double is a number sentence in which you are adding the same number to itself.  Near Doubles: The “near doubles” strategy is used when the two numbers in a number sentence are close to being the same (1 or 2 apart).

Doubles Word Problem

Alex and Zack each found 7 seashells at the beach. How many did they find all together? Near Doubling Word Problem

******************** Lesson 1.1: Identifying Factors, Primes and Composites

Factor: A whole number that divides another whole number without a remainder. Example: 8 ÷ 2= 4.

2 isa factor of 8 because 2 divides 8 without a remainder. The other factors of 8 are 1, 4, and 8. Prime Number:  A number that has only two different factors: 1 and itself. 2 is a prime number because it has only two factors: 1 and 2. Composite Number: A number that has more than two different factors. 4 is a composite number becausei thas more than 2 factors: 1, 2, and 4.

Intro to Prime Numbers

Determining if a Number is Prime or Composite

Finding Factors of a Number

After watching the above video, practice what you have learned by exploring the three below math games: