Math+8+First+Quarter

//**SWBAT stands for "Students Will Be Able To"//

August 20 & 21, 2012

 * //**Bell Ringer**//: Find the seat with your name on it. Begin working on the handout you received at the door.
 * //**Objective**//: SWBAT meet the teacher, be introduced to the class, become familiar with the class rules, procedures, and expectations, and meet peers in the class.
 * //**Lesson**//: Review syllabus, practice certain procedures, and I Have, Who Has math game.
 * //**Assignment**//: Have all class required materials by next class.
 * //**Exit Slip**//: Turn in the Multiplication Review Handout completed in class.

August 22 & 23, 2012

 * //**Bell Ringer**//: On a piece of paper answer, what symbols represent each of the following: less than, not equal to, multiplication, greater than, variable, and parentheses? What operation can parentheses be used to represent? Also, begin copying the definitions from the word wall on a separate piece of paper.
 * //**Materials**//: Math notebook, *Day 1 Class Handout
 * //**Objective**//: SWBAT identify the different real numbers and convert numbers from fraction to decimal and vice versa.
 * //**CCSSM**//: NS.1
 * //**Lesson**//: Introduction to the real number system (venn diagram). Number conversions between fractions and decimals.

August 24 & 27, 2012

 * //**Bell Ringer**//: Convert the following fractions to decimals: a) -7/8 and b) 13/9. Have Day 1 Class Handout on desk for beginning of class.
 * //**Materials**//: Math notebook, Day 1 Class Handout, *Day 1 Assignment
 * //**Objective**//: SWBAT identify the different real numbers and convert numbers from fraction to decimal and vice versa.
 * //**CCSSM**//: NS.1
 * //**Lesson**//: Number conversions between fractions and decimals.
 * //**Homework**//: Day 1 Assignment Handout, if not finished in class.

August 28 & 29, 2012

 * //**Bell Ringer**//: Convert the following decimals to fractions and simplify if possible:
 * 1) 0.23
 * 2) -5.4
 * 3) -8.55
 * 4) 0.125
 * 5) 76.0
 * //**Materials**//: Math notebook, *1.2 Handout, *Multiplication Table
 * //**Assignment Discussion**//: Questions?
 * //**Objective**//: SWBAT convert between fractions and decimals, approximate them and irrationals on a number line.
 * //**CCSSM**//: NS.1, NS.2
 * //**Lesson**//: Continue practicing conversions between fraction and decimal forms. Identify rational and irrational numbers in their different forms. Use rationals to approximate irrationals on a number line.
 * //**Homework**//: Finish 1.2 Handout if not completed in class.

August 30 & 31, 2012

 * **//Bell Ringer//**: On an index card, draw a number line and label the approximate locations for the following numbers on the number line:
 * 1) pi
 * 2) one fourth
 * 3) square root of 4
 * 4) square root of 2
 * //**Materials**//: Math notebook, Multiplication chart, Real Number System venn diagram, *Quiz 1.3
 * //**Homework Discussion**//: Questions?
 * **QUIZ 1.3 - Real Number System**
 * //**CCSSM**//: NS.1, NS.2

September 4 & 5, 2012

 * //**Bell Ringer**//: (Write prompt and response.) Compute the following:
 * 1) (-9) + (-12)
 * 2) (-14) - 23
 * 3) 47 + (-38)
 * 4) (-22) - (-33)
 * 5) 63 + (-67)
 * 6) 75 - (-25)
 * //**Materials**//: Math notebook, *1.4 Handout, *Clickers
 * //**Objective**//: SWBAT simplify basic expressions with positive integer exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Explore the formulas for multiply and dividing positive exponential expressions.
 * //**Homework**//: Finish 1.4 Handout, if not completed during class.

September 6 & 7, 2012

 * //**Bell Ringer**//: On paper in your bell ringer section, rewrite the following expressions as simplified exponential expressions.
 * 1) (2^4)(2^9)
 * 2) (6^7) / (6^4)
 * 3) (n^3)(n^9) / (n^1)(n^2)
 * //**Materials**//: Math notebook, 1.4 Positive Integer Exponents, Clickers, *1.5 Negative Integer Exponents
 * //**Homework** **Discussion**//: Questions? Turn in 1.4 before the end of class.
 * //**Objective**//: SWBAT simplify basic expressions with negative integer exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Explore the formulas for multiply and dividing negative exponential expressions.
 * //**Homework**//: Finish 1.5 if not completed in class.

September 10 & 11, 2012

 * //**Bell Ringer**//: Rewrite each of the following as a simplified exponential expression with positive exponents. SYW.
 * 1) (x^-7)(x^-12)(x^20)
 * 2) ( (y^-2)(y^7) ) / ( (y^-11)(y^6) )
 * //**Materials**//: Math notebook, 1.5 Negative Integer Exponents, Calculators, *1.6 Integer Exponents Mixed Bases
 * //**Homework** **Discussion**//: Questions? Turn in 1.5 before the end of class.
 * //**Objective**//: SWBAT simplify exponential expressions with different bases which are being multiplied and divided.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Simplifying exponential expressions with different bases. Reviewing multiplying and dividing exponential expressions.
 * //**Homework**//: Finish 1.6 if not completed in class.

September 12 & 13, 2012

 * //**Bell Ringer**//: Post any homework or content questions on the parking lot. Get an index card and write the four exponent rules on it. Refer to your notes if needed.
 * //**Materials**//: Math notebook, Calculators, 1.6 Integer Exponents Mixed Bases, *Quiz 1.7
 * //**Homework** **Discussion**//: Questions? Turn in 1.6 before the end of class.
 * //**Objective**//: SWBAT review simplifying exponential expressions with integer exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Review simplifying exponential expressions with integer exponents.
 * **Quiz 1.7 - Integer Exponents**

September 14 & 17, 2012

 * //**Bell Ringer**//: Write me a letter about how you feel class has been going, what would make it better, what is one thing you like about class, and if there is any material you need additional help with before the test next week.
 * //**Materials**//: Math notebook, Calculators, *1.8 Perfect Squares and Cubes
 * //**Objective**//: SWBAT evaluate small perfect squares and perfect cubes.
 * //**CCSSM**//: EE.2
 * //**Lesson**//: Use block models to establish connection between area with square roots and volume with cube roots. Relate and recognize small perfect squares and perfect cubes.

September 18 & 19, 2012

 * //**Bell Ringer**//: Post questions about any of the things we have covered on the parking lot. Pick up a sleeve, dry erase marker, and clothe and begin working on the clicker quiz. Do NOT work together. Show your work on the side and mark your answers. Wait for instructions before trying to submit on the clickers.
 * //**Materials**//: Math notebook, Clickers, *1.9 Test Review: Real Number System and Integer Exponents
 * //**Homework** **Discussion**//: Questions? Turn in 1.8 before the end of class.
 * //**Objective**//: SWBAT review classifying numbers, converting fractions to decimals, converting decimals to fractions, approximating irrational numbers, simplifying exponential expressions with positive exponents and evaluating small perfect squares and perfect cubes.
 * //**CCSSM**//: NS.1, NS.2, EE.1, EE.2
 * //**Lesson**//: Review

September 20 & 21, 2012

 * //**Bell Ringer**//: Post any final questions on the parking lot. Have desk clear of everything but pencil and notebook.
 * //**Materials**//: Math notebook, *1.10 Test: Real Number System and Integer Exponents
 * //**CCSSM**//: NS.1, NS.2, EE.1, EE.2
 * **TEST**

September 24 & 25, 2012

 * //**Bell Ringer**//: Pick up Minute 3 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.11 Euclid Map Planning
 * //**Objective**//: SWBAT plot and locate coordinate pairs and make shapes on a coordinate grid.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: On a coordinate grid, locating points, finding distances, and creating shapes.
 * //**Homework**//: Finish 1.11 if not completed in class.

September 26 & 27, 2012

 * //**Bell Ringer**//: Pick up Minute 4 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.12 Area of Composite Figures
 * //**Homework Discussion**//: Post questions on the parking lot to begin discussion. Turn in 1.11 by the end of class.
 * //**Objective**//: SWBAT find the area of irregular shapes on dot paper.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Finding areas of irregular shapes.
 * //**Homework**//: Finish 1.12 if not completed in class.

September 28 & October 1, 2012

 * //**Bell Ringer**//: Pick up Minute 5 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.13 More Traveling Around Euclid
 * //**Homework** **Discussion**//: Post questions on parking lot to begin discussion. Turn in 1.12 by the end of class.
 * //**Objective**//: SWBAT locate points, find distances, create shapes, and find areas of composite figures on a coordinate plane.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Continue practicing finding driving distances, creating shapes, and finding areas of composite figures.
 * //**Homework**//: Finish 1.13 if not completed in class.

October 2 & 3, 2012

 * //**Bell Ringer**//: Post any final questions on the parking lot.
 * //**Materials**//: Math notebook, *1.14 Quiz, *1.15 Squares and Square Roots
 * //**Objective**//: SWBAT use square roots to find lengths of diagonal lines.
 * //**CCSSM**//: G.6, G.7, G.8
 * **1.14 QUIZ**
 * //**Lesson**//: Draw squares and find the length of the sides of the square. Use square roots to find lengths of diagonal lines.
 * //**Homework**//: Finish 1.15 if not completed in class.

October 4 & 5, 2012

 * //**Bell Ringer**//: Answer the following on paper. Be as clear and specific as possible.
 * 1) In the city of Euclid, how does the driving distance from one place to another compare to the flying distance?
 * 2) Suppose you know the coordinates of two landmarks in Euclid. How can you find the distance between the landmarks?
 * 3) Describe some strategies you can use to find areas of figures drawn on dot paper. Give examples if it helps you explain your thinking.
 * //**Materials**//: Math notebook, 1.15 Squares and Square Roots, *1.16 Using Squares to Find Lengths
 * //**Homework Discussion**//: Post any questions over 1.15.
 * //**Objective**//: SWBAT use square roots to find lengths of diagonal lines.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Use square roots to find lengths of diagonal lines.
 * //**Homework**//: Finish 1.16 if not completed in class.

October 8 & 9, 2012

 * //**Bell Ringer**//: Answer the following on paper. Be as clear and specific as possible.
 * 1) Describe how you would find the length of a line segment connecting two dots on dot paper. Be sure to consider horizontal, vertical, and tilted segments.
 * 2) Explain what it means to find the square root of a number.
 * //**Materials**//: Math notebook, *Quiz 1.17, *1.18 Roots and Lengths
 * **1.17 QUIZ**
 * //**Objective**//: SWBAT explain the terms square and square root, and use the area of squares to find the length of diagonal lines drawn on dot paper.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Extend ideas of squares and square roots. Practice justifying solutions.
 * //**Homework**//: Finish 1.18 if not completed in class.

October 10 & 11, 2012

 * //**Bell Ringer**//: Post questions over any topic you are still struggling with. Pull out 1.11 through 1.18 for use during class.
 * //**Materials**//: Math notebook, *1.19 Test Review Overview
 * //**Objective**//: SWBAT determine the area of a composite figure, calculate the length of lines on dot paper, draw a square on a diagonal line, and calculate squares and square roots.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Review
 * //**Homework**//: Study for test!!

October 12 & 15, 2012

 * //**Bell Ringer**//: Post final questions on the parking lot. Turn in any missing work. Have 1.19 in daily work in binder ready to turn in. Clear desk of everything but math binder and pencil.
 * //**Materials**//: Math notebook, *1.20 Test
 * //**CCSSM**//: G.6, G.7, G.8
 * **TEST**

October 16 & 17, 2012

 * //**Bell Ringer**//: Pick up Minute 7 from the back podium and begin working. Also pick up your math binder from the table.
 * //**Materials**//: Math notebook, *Target Test
 * //**Lesson**//: Catch-up/Make-up Day and Target Test
 * **Target Test**