8th Grade Algebra (Period 1) Assignments

Algebra Homework and Classwork for the Week of 6/16/14

Algebra Homework and Classwork for the Week of 6/9/14

Algebra Homework and Classwork for the Week of 6/2/14

Algebra Homework and Classwork for the Week of 5/26/14

Algebra Homework and Classwork for the Week of 5/19/14

Algebra Homework and Classwork for the Week of 4/28/14

Algebra Homework and Classwork for the Week of 4/14/14

ALGEBRA Homework and Classwork for the Week of 3/17/14

Monday: Classwork – 7.1.1 How Can I Represent the Data?

                 Tool-kit: central angles vs. percents ¼ of the circle is 25%, and 90⁰ and 100% of

                                     the  circle is 360⁰, 33% of the circle is about what degrees?

                 Launch – Introduce Lesson Objective 7-2 and 7-3 Work with Research Partner

                                  via

                               Reciprocal Teaching “One of you is the instructor and teaches the other

                               as if they don’t know anything about circle graphs.” You might start off

                               like this . . .       

              Explore –  7-4 to 7-6

              Closure – I need your help to turn this circle/pie graph into a bar graph “What are the benefits of a circle graph?” and “What information can you get from a circle graph?  What information can you not get?”  Remind students of the connection of the circle graph with a bar graph.  You may want to draw a bar graph that represents portions of the world’s landmass and demonstrate how a circle graph is very similar. 7-4

              Practice – Packet page 4

Tuesday: Classwork – 7.1.2 Scatter Plots (Research Teams of 4)

                  Tool-kit: scatterplot and line of best fit

      Launch – IXL N13 Scatter Plots 8^th Grade

Purpose: Students continue to model with mathematics today as they create scatterplots and draw lines of best fit.  They will also begin to construct viable arguments (about association) and critique the reasoning of others.

                  Explore –  7-13 to 7-15;16

                  Closure –  9 Bring the class together briefly and have teams volunteer some of the reasoning for matching relationships with plots in problem 7-16.  Then revisit the intuition students shared from problem 7-13 and ask students to look at the data they graphed in problem 7-15 to see if they still agree with their original intuition.  Help students recognize that while they may (or may not) have been able to note the relationship between car mileage and its price, the scatterplot enabled them to predict the price of other cars.  This would be very difficult to do with the table alone. Reciprocal Teaching using the words scatterplot and line of best fit.

                  Practice – Packet page 5

Wednesday: 7.1.3 Identifying and Describing Association (Research Teams of 4)

                  Toolkit – Math Notes Box Describing Association Part 1               

                  Launch – As students share possible kinds of data that are related, ask them how they could use that relationship to make a prediction.  For example, students may speculate that the amount of homework that a student completes and their grades are related.  You could ask, “Then could you predict a grade if you knew that a person completes all of their homework?  What if they only complete a little of their homework?” 

Purpose: Students continue to model with mathematics today as they create scatterplots and draw lines of best fit.  They will also begin to construct viable arguments (about association) and critique the reasoning of others.

                  Explore – 7-23 to 7-27 Big Graph Paper and Markers

                  Closure – 7-28

                  Practice – Packet next page and 7-28 Learning Log

Thursday: Classwork – 7.1.4 y = mx + b Revisited (Research Teams of 4)

                   Toolkit – y = mx+b review

Purpose:  This lesson reviews what students know about y = mx + b. They will use the appropriate tools strategically to fill the Line Factory orders. As you circulate, be sure students are attending to precision as they describe and write equations for their lines. 

                   Launch – Students silently read 7-35 and talk to the text

                                    highlighting what it is asking them to do, give tips on what you think 

                                    you are being asked to do, I chart out!!!

                  Explore – 7-35 Assign 1 per Team Mini Posters and presentations!

                  Closure – Exit Slip on P. Theorem

                  Practice –  Packet  next page

Friday: Classwork – Quiz Questions Friday with Research Partner and Finish Mini Posters

                   Toolkit – N/A

                   Launch – Finish Quiz Questions Friday Assignment

Purpose: Look for and make use of the structure of the Pythagorean Theorem

                  Explore – Complete 7-35 Line Factory Mini Posters

                  Closure – N/A

                  Practice –  Packet next page and One Pager

ALGEBRA Homework and Classwork for the Week of 2/17/14

MONDAY:  HOLIDAY (Packet #1 Due Tuesday)

Tuesday, February 18 – Thursday, February 20 i-ready Testing

FRIDAY: 8^TH Grade Ice Skating Field Trip

HOMEWORK FOR THE WEEK: Packet #2

ALGEBRA Homework and Classwork for the Week of 2/10/14

Monday: Classwork – 9.1.3 Exterior Angles in Triangle

              Tool-kit: review ray, conjecture, vertex, naming angles with 3 letters and

                              Triangle Sum Theorem

              Launch – 9-27                

              Explore – 7-46 stop and discuss and 7-47 stop and discuss

              Closure – 7.2.1A RP

              Practice – Packet 9-8, 9-9, 9-21, 9-22

Tuesday: Classwork – 9.14 AA Similarity

                  Tool-kit: Exterior Angle Theorem for Triangles 772TE

      Launch – 9-39 with a rectangle on graph paper, 9-40, 9-41

Purpose: Make sense of problems involving similar triangles and persevere in solving them.

                  Explore –  9-42 and 9-43 proofs                               

                  Closure –  9-44 and What is the m < 4 (exterior <)  if <1 is 22 and < 2 is 33 (remote interior <’s)

                  Practice – Packet 9-23, 9-25, 9-26, 9-33

Wednesday: Classwork- 9.2.1 Triangle Inequality Theorem

                  Toolkit – AA ~ for Triangles                

                  Launch – Cut RP A and B

                  Explore –  9-51&52  with RP C records data, which do and don’t form triangles?

                  Closure – review RP C and 9-54

                  Practice – Packet 9-34, 35, 36, 38

Thursday: Classwork – 9.2.1 Side Lengths and Triangles & 9.2.2 Pythagorean Theorem

                   Toolkit – Triangle Inequality Review 790 TE

                   Launch – Do these lengths form a right triangle? Pass out Graph Paper

Purpose: Look for and make use of the structure of the Pythagorean Theorem

                  Explore – IXL O1 THROUGH O4 or graph paper explore 9-68 to 9-72

                  Closure – Exit Slip on P. Theorem

                  Practice –  Packet  page 409 #1 and 2 only

Friday: HOLIDAY

Algebra Homework and Classwork for the Week of 01/13/14

Monday: NOYCE PROBLEM & 5.2.1 Introduction to Systems of Equations

Purpose: In problem 5-23, teams will work together constructing arguments and critiquing the reasoning of others to answer the given questions.  They will reasoning abstractly and quantitatively while examining graphs and understanding the meaning of the point of intersection.

Launch: NOYCE problem step by step instructions 30 minutes and then Tool-Kit and 5-24 Reciprocal Teaching (in pairs A teaches B) and 5-25 WCD a

Tool-Kit: systems of equations and point of intersection

Explore: 5-25 b-d assign one per team to explain to the class and 5-26

Closure: Pack up, sit down, ladies and then gentlemen/ EXIT SLIP

Practice – (5-23 RP 5.2.1  Xerox)

Tuesday: Pass Back Ch 4 Tests and 5.1.1 How can I change it to y=mx+b form?

Purpose: Students look for and express regularity in repeated reasoning as they rewrite linear equations in y = mx + b form.  Through the process of rewriting the equations, students are reasoning abstractly.

Tool-Kit: Linear Equations

Launch: 5-1 Reciprocal Teaching (Pairs B teaches A this time) and 5-2 WCD once with just mat and next with mat and record in your notebook

Explore: 5-3 a-c solve and record using your mat and notebook RED LIGHT GREEN LIGHT then 5-4 WCD e-h

Closure: Ladies and Gentlemen pack up then Exit Slip

Practice –Test Corrections

Wednesday: 5.1.2 Fraction Busters

Purpose: Students will use the repeated reasoning of multiplying an equation with fractional (or decimal) coefficients by the LCD to eliminate the fractions and solve the equation.  They will make sense of this process and use it to persevere in solving more difficult equations.

Tool-Kit: Equivalent Equations and Fraction Busters

Launch: HOT POTATO

At the end you could have the students each sign off that they understand and agree with everything that was written down.

• Every team has one sheet of paper and each student has a different colored pencil.
• A problem is given to the team.
• The first person writes the first step of the solution process, explaining aloud, and passes the paper on to the next person.
• The second person makes any corrections and adds the next step, explaining aloud, and passes the paper on.
• Process continues until the problem is competed

• 5-10 Show how to Hot Potato 5-10.  

1. a.      Multiplying by 100 removes the decimal numbers.  4x + 100 = 220.
2. b.     30

Explore: 5-11 HP, 5-12, and 5-13 Pairs Check (1 writer, 1 explainer solve 2 then check across the table with the other pairs when they are through) 5-17

Closure: Ladies and Gentlemen pack up then Exit Slip

Practice –5-5 to 5-9 new book xerox

Thursday: 5.2.2 When are they the same?

Purpose Students will continue to use appropriate tools strategically to make sense of word problems as they model with mathematics.  While you circulate, encourage reasoning and attention to precision as students attempt to communicate their understandings.

Tool-Kit: systems of equations video on ASPIRE FLIPCHART MATH DUDE

Launch: Team Consult Solve Two Ways 5-32

Explore: 5-32 to 5-34 WCD and Silent Debate Topic “It is easier to write rules using a table.”

SILENT DEBATE

• Student pairs:  One is assigned the “pro” position, and the other “con.”
• Each pair has one pencil and one sheet of paper.
• A topic is given, and the student with the “pro” position goes first.
• The “pro” student makes a supportive statement in writing.
• The “con” student reads the statement and then writes a comment against the topic.
• The process repeats three or four times.

Or What connections they made as they solved today’s problems?

Closure: Pack up, sit down, ladies and then gentlemen/ EXIT SLIP

Practice – Create your own story where you have to use systems of equations to solve or 5-18 to 5-22 xerox copy

Friday: 5.2.3 When are they the same?

Purpose: In this lesson, students will continue to make sense of problems and persevere in solving them.  They will use the appropriate tool (Equation Mat) strategically to solve systems of equations by the Equal Values Method.

Tool-Kit: EVM

Launch: 5-41 Think-Ink-Pair Share and 5-42 WCD

• Teacher poses a question/problem.
• Without pencils, students think for one or two minutes.
• Students may then use pencil to begin working…without talking to their partner.
• Students then share their thinking and results with their partner.
• Pairs then may share with their team or the class.

Explore: 5-43; 5-44 to 5-46

Closure: Ladies and Gentlemen pack up then Exit Slip

Practice –NO HOMEWORK

NOTE: USE COMPUTER TILES AND NEW BOOK ON THE COMPUTER

Algebra Homework and Classwork for the Week of 12/16/13

Monday: Ch 4 Test and Announce the winners!!!

Purpose: Make Sense of Problems and Persevere in Solving them

Tool-Kit: N/A

Launch: May use notes

Closure: Pack up, sit down, ladies and then gentlemen

Practice – Christmas Break Packet

(Will send down to student(s) in ISS)

Tuesday: Preview Ch 5 and Break Packet Give Winners Prizes

Purpose: Make Sense of Problems and Persevere in Solving them and choose and use appropriate tools strategically

Tool-Kit: functions n and f(n) is the same as x and y !!! one input matched with exactly one output

Launch: How can you approach this packet with an attitude of success?

Explore: Packets in Teams

Closure: Pass out grade slips

Practice –Christmas Break Packet will count partially as a classwork grade and homework grade

Wednesday: REACH  ELA Test and Period 1 Only

Launch: Math Awards and IXL

IXL Topics (S2 Find the slope of a graph S6 graph to rule in y=mx+b form then U1 to U15)

(Advanced students S11 to S14 or choose a geometry topic or systems of equations topic in U1 to U15)

Practice –  Christmas Break Packet

Thursday: REACH Math Test and Period 2 Only

Launch: Math Awards and IXL

IXL Topics (S2 Find the slope of a graph S6 graph to rule in y=mx+b form then U1 to U15)

(Advanced students S11 to S14 or choose a geometry topic or systems of equations topic in U1 to U15)

Practice –  Christmas Break Packet

Friday: REACH Science Test and Period 3 Only

Practice –  Christmas Break Packet

Algebra Homework and Classwork for the Week of 12/2/13

Monday:  Review 4.1.2 and 4.1.3 Figure 100, Growth and Starting Point, Which Line Grows Faster and

4.1.4 y = mx + b

                 Purpose: Make use of structure or a linear equation to write a rule from a graph

                 Launch: 4-30 to 4-32

                 Explore: Finish 4.1.2 and 4.1.3 and 4-33 to 4-36

                 Closure: 4-36 and Exit Slip Summary about y = mx + b

                Practice – Unfinished Classwork

Tuesday: 4.1.5 What are the Connections?

                    Purpose: Make sense of problems and persevere in solving them

               Launch: Teams pick 4 problems to solve and do a four on the door layout for each

               Explore: Teams Walk or Present Work 4-42

               Closure: Presentations Grading Your Own Work

               Practice – Mini Poster

Wednesday: 4.16 How can I use growth? Graphing a line without a table

                      Purpose: Attend to precision

                        Launch: 4-54 to 4-56

                        Explore: 4-54 to 4-56

                       Closure: 4-57 and 4-58

                      Practice – Mini Poster and 4-99 to 4-103

Thursday: Classwork – 4.1.7 What are the Connections?

                Purpose: Look for and express regularity and repeated reasoning

                Launch: 4-64

                Explore: 4-65 and 4-66

                Closure: Exit Slip

                Practice –  CL 4-107 to CL 4-117

Friday: Classwork – CH 4 CLOSURE

                     Purpose: Critique the reasoning of others

               Launch: Pass the problem challenge game

               Explore: Use closure problems

               Closure: Exit Slip or Q and A

               Practice – CL 4-107 to CL 4-117

Algebra Homework and Classwork for the Week of 11/18/13

Monday:  Review TPkt and Finish Posters for 4.1.1 Finding Connections Between Representations 4-1

                 Purpose: Reason abstractly and quantitatively, model with math

                 Launch: Thanksgiving Packet IVF

                 Explore: 4-1 Plan and Process / Team Consultation/Create

                 Closure: Find as many connections as possible between a table, graph, rule, pattern

                Practice – 4-13 to 4-17

Tuesday: 4.1.1 Finding Connections Between Representations Presentations

                      Purpose: Reason abstractly and quantitatively, model with math

               Launch: Gallery Walk Directions  or Team Presentations

               Explore: Teams Walk or Present

               Closure: 4-12LL old books or 4-16 LL new books

               Practice – 4-21 to 4-23

Wednesday: 4.1.2 Seeing Growth in Different Representations

                      Purpose: Attend to precision

                        Launch: Name the representations we’ve worked with so far! Table Graph Pattern

                                    Rule Diagram Discussion and then pass out RP 4.1.2 and color pencils

                        Explore: 4-12 to 4-14; 4-15 and 4-16

                      Practice – 4-24 and 4-25

Thursday: Classwork – NOYCE Pattern Problem !!!

                Purpose: Look for and express regularity and repeated reasoning

                Launch: Solo Think Time/Pair Share/ WCD

                Explore: How do you unpack numbers so you can see patterns?

                Practice –  4-32 to 4-36

Friday: Classwork – Noyce Pattern Problem Day 2 and Revisit Solving and Checking Solutions 3-70 to 3-73 & Determining the Number of Solutions 3-79 to 3-83

                     Purpose: Reason abstractly and quantitatively

               Launch: WCD Draw a Venn Diagram and Compare and

               Contrast the Differences between a linear graph and quadratic graph or pattern or rule or table

               Explore: Compare and Contrast linear patterns with quadratics using a Venn Diagram

                               and summarize the things that are the same and the things that are different

                               Compare and contrast positive and negative slopes and slopes of zero vs.

                               undefined slopes etc.

               Closure: Exit Slip/ Introduce 4-37 in the Old Connections book

               Practice – 4-37

Revisit Solving and Checking Solutions 3-70 to 3-73 & Determining the Number of Solutions 3-79 to 3-83 Launch: 3-70 Equation Mat WCD and 3-72 on the mats in pairs

Explore: Replay the Guess My Number Game RP 322 and Pairs 3-81 Solve&Check