**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.
- Get the answer right!

**Day 1:**

Questions for the day:

**Friday, September 26, 2014**

**Addition and Subtraction**

**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.

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**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**

- Answer the 14 below multiplication questions in your math notebook.

**Thursday, April 17, 2014**

**Lesson 1.4: Multiplying Fractions**

**Review**

**Wednesday, April 16, 2014**

**Lesson 1.3: Comparing Fractions Review**

– Please write out and answer the following 20 questions in your math notebook.

**Tuesday, April 15, 2014**

**Lesson 1.2: Comparing Fractions**

**Video Lesson:**

**Monday, April 14, 2014**

**Lesson 1.1: Equivalent Fractions**

**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**

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**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).*

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**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: C**onstruct 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**

Click this link to access today’s math lesson

**Tuesday, December 10, 2013**

**Multiplication & Division: Lesson 1.4**

Click this link to access today’s math lesson

**Monday, December 9, 2013**

**Multiplication & Division: Lesson 1.3**

Click this link to access today’s math lesson

**Thursday, December 5, 2013**

**Multiplication & Division: Lesson 1.2**

Click this link to access today’s math lesson

Please print out the lesson before working with Mr. Wass during today’s math rotation.

**Wednesday, November 27, 2013**

**Multiplication & Division: Lesson 1.1**

Click this link to access today’s math lesson

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**

- Recreate an example of the image below on chart paper.
- Write the sentence starter:
**To determine how many cherries there are I will use the addition strategy …** - Solve the question using numbers.
- 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?*

Click here to watch video about Doubles and Near Doubles

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**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).*

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**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: C**onstruct 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?*

Click here to watch video about Doubles and Near Doubles

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** **

** ****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: