Math+8+AB+First+Quarter

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

August 20, 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 Day 1A.
 * //**Exit Slip**//: Turn in the Multiplication Review Handout completed in class.

August 21, 2012

 * //**Bell Ringer**//: On the index card you were handed at the door, write each of the following:
 * Name
 * Goal grade in math this year
 * Favorite subject in school
 * Favorite thing to do outside of school
 * What do you want to be when you grow up?
 * What is one thing that would make learning math better for you?
 * //**Objective**//: SWBAT identify the place value of numbers, round decimal numbers to specific place values, and compare and order numbers.
 * //**Lesson**//: Decimals Handout - place value, rounding decimals, and comparing and ordering decimals.
 * //**Exit Slip**//: Decimals Exit Slip

August 22, 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 on a separate piece of paper, begin copying the definitions from the word wall.
 * //**Materials**//: Math notebook
 * //**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. Day 1 Class Handout.

August 23, 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
 * //**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. Day 1 Class Handout.
 * //**Exit Slip**//: Identifying Rational Numbers
 * //**Homework**//: Day 1 Assignment Handout, if not finished in class.

August 24, 2012

 * //**Bell Ringer**//: Please write me a letter telling me about yourself, your first week of school, and anything else you would like to tell me. (Please make sure it is school appropriate.)
 * //**Materials**//: Math notebook
 * //**Objective**//: SWBAT convert between fractions and decimals and approximate them 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.

August 27, 2012

 * //**Bell Ringer**//: Convert the following decimals to fractions and simplify if possible:
 * 1) 0.324
 * 2) 2.46
 * 3) -9.6
 * //**Materials**//: Math notebook, Day 1 Assignment, *I Have Who Has card games
 * //**Objective**//: SWBAT convert numbers between decimal and fraction form, classify and approximate numbers on a number line.
 * //**CCSSM**//: NS.1, NS.2
 * //**Lesson**//: Practice conversions, classifying numbers, approximating decimals, and locating numbers on a number line.
 * //**Homework**//: Finish Day 1 Assignment, if not completed in class.

August 28, 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.

August 29, 2012

 * //**Bell Ringer**//: Get an index card, write a proper heading on it, and answer the following about what we have covered in class:
 * What concepts/ideas are you still having trouble with?
 * What would help you learn better?
 * What concept/idea do you feel comfortable doing?
 * //**Materials**//: Math notebook, 1.2 Handout, Multiplication Table
 * //**Objective**//: SWBAT approximate irrational numbers on a number line.
 * //**CCSSM**//: NS.1, NS.2
 * //**Lesson**//: Continue using rational numbers to approximate irrational numbers on a number line.
 * //**Homework**//: Finish 1.2 Handout, if not completed in class.

August 30, 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
 * **//Objective//**: SWBAT review number conversions, classifying numbers, and approximating irrationals.
 * //**CCSSM**//: NS.1, NS.2
 * //**Lesson**//: Review for quiz.

August 31, 2012

 * //**Bell Ringer**//: Write any final questions for before the quiz on the marker board. Review your notes, then clear your desk of everything except pencil and multiplication chart and venn diagram when you are ready to begin the quiz.
 * //**Materials**//: Math notebook, Multiplication chart, Real Number System venn diagram, *Quiz 1.3
 * //**CCSSM**//: NS.1, NS.2
 * **QUIZ 1.3 - Real Number System**

September 4, 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, *Clickers
 * //**Objective**//: SWBAT add and subtract integers.
 * //**CCSSM**//: EE.1 (prerequisite for this standard)
 * //**Lesson**//: Review how to add and subtract integers.

September 5, 2012

 * //**Bell Ringer**//: Simplify each of the following:
 * 1) (-4) + (-9)
 * 2) (-10) + 20
 * 3) 35 + (-15)
 * 4) 40 - 60
 * 5) (-33) - (-44)
 * //**Materials**//: Math notebook, clickers, *1.4 Positive Integer Exponents
 * //**Objective**//: SWBAT simplify basic expressions with positive integer exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Explore the formulas for multiply and dividing positive exponential expressions.

September 6, 2012

 * //**Bell** **Ringer**//: Rewrite each expression as a simplified exponential expression with positive exponents.
 * 1) (2^4)(2^9)
 * 2) (6^7) / (6^4)
 * 3) (n^3)(n^9) / (n^1)(n^2)
 * //**Materials**//: Math notebook, clickers, *1.5 Negative Integer Exponents
 * //**Homework** **Discussion**//: Questions? Turn in assignment 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.

September 7, 2012

 * //**Bell Ringer**//: Rewrite each expression as simplified exponential expressions with positive exponents.
 * 1) (y^6)(y^3)(y^4)
 * 2) ((z^3)(z^7)) / ((z^5)(z^15))
 * //**Materials**//: Math notebook, 1.5 Negative Integer Exponents
 * //**Objective**//: SWBAT rewrite expressions as simplified exponential expressions with positive exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Practice simplifying exponential expressions and writing the result with a positive exponent.

September 10, 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.

September 11, 2012

 * //**Bell Ringer**//: Write out the four rules we have learned for simplifying exponential expressions. Also write out the rules for adding, subtracting, and multiplying integers. Refer to your notes for help.
 * //**Materials**//: Math notebook, Calculators, 1.6 Integer Exponents Mixed Bases
 * //**Objective**//: SWBAT simplify exponential expressions with different bases which are being multiplied and divided.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Continue simplifying exponential expressions with same and mixed bases.

September 12, 2012

 * //**Bell Ringer**//: Rewrite the following as simplified exponential expressions with positive exponents. SYW.
 * 1) (N^4)(M^-2)(N^-3)(M^9)
 * 2) (K^-10) / ((K^6)(K^-3))
 * //**Materials**//: Math notebook, Calculators, 1.6 Integer Exponents Mixed Bases, *1.6.2 Integer Exponents Review
 * //**Objective**//: SWBAT review simplifying exponential expressions with integer exponents.
 * //**CCSSM**//: EE.1
 * //**Lesson**//: Review simplifying exponential expressions with integer exponents.

September 13, 2012

 * //**Bell Ringer**//: Get an index card and write the four rules for exponents on it. Refer to your notes for help.
 * //**Materials**//: Math notebook, Calculators, *Quiz 1.7
 * //**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, 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 17, 2012

 * //**Bell Ringer**//: Write the definitions for exponent and root. Give an example of a perfect square and perfect cube.
 * //**Materials**//: Math notebook, 1.8 Perfect Squares and Cubes, *1.8.2 More Squares and Cubes
 * //**Objective**//: SWBAT evaluate squares and cubes using the radical sign and appropriate units.
 * //**CCSSM**//: EE.2
 * //**Lesson**//: Continuing finding square roots and cube roots of rational numbers.

September 18, 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, Calculators, Clickers, *1.9 Test Review: Real Number System and Integer Exponents
 * //**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 19, 2012

 * //**Bell Ringer**//: Pick up a paper from the back podium and complete. Put with the bell ringers in your notebook.
 * //**Materials**//: Math notebook, 1.9 Test Review: Real Number System and Integer Exponents
 * //**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, 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 21, 2012

 * //**Bell Ringer**//: Pick up Math Minute 2 on the back podium and begin working on it.
 * //**Materials**//: Math notebook, *1.10 Test: Real Number System and Integer Exponents
 * //**CCSSM**//: NS.1, NS.2, EE.1, EE.2
 * **Finish Test**
 * //**Lesson**// (if time allows): Use pattern blocks to model fraction math operations.

September 24, 2012

 * //**Bell Ringer**//: Pick up Minute 3 from the back podium and begin working.
 * //**Materials**//: Math notebook, Ruler, *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.

September 25, 2012

 * //**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.

September 26, 2012

 * //**Bell Ringer**//: Pick up Minute 4 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.12 Area of Composite Figures
 * //**Objective**//: SWBAT find the area of irregular shapes on dot paper.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Finding areas of irregular shapes.

September 27, 2012

 * //**Bell Ringer**//: On grid paper, plot the following points and answer the questions below.
 * Plot A(2, 3), B(4, 8), C(6, 2), and D(9, 6).
 * What is the shortest driving directions when traveling from point A to B?
 * What is the shortest driving directions when traveling from point C to D?
 * What is the shortest driving directions when traveling from point D to A?
 * What is the shortest driving directions when traveling from point C to B?
 * What pattern/rule can you see to find the shortest driving distance given two ordered pairs?
 * //**Materials**//: Math notebook, 1.12 Area of Composite Figures
 * //**Objective**//: SWBAT find the area of irregular shapes on dot paper.
 * //**CCSSM**//: G.6, G.7, G.8
 * //**Lesson**//: Finding areas of irregular shapes.

September 28, 2012

 * //**Bell Ringer**//: Pick up Minute 5 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.13 More Traveling Around Euclid
 * //**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.

October 1, 2012

 * //**Materials**//: Math notebook, 1.13 More Traveling Around Euclid
 * //**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.

October 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, 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
 * //**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 1.15 if not completed during class.

October 5, 2012

 * //**Bell Ringer**//: For each pair of coordinates, find the shortest driving route and distance. SYW.
 * 1) (-4, 2) to (6, -3)
 * 2) (-5, 6) to (9, -7)
 * 3) (9, 6) to (4, 3)
 * //**Materials**//: Math notebook, *1.16 Using Squares to Find Lengths
 * //**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.

October 8, 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.

October 9, 2012

 * //**Bell Ringer**//: Pick up Minute 6 from the back podium and begin working.
 * //**Materials**//: Math notebook, *1.18 Roots and Lengths
 * //**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.

October 10, 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

October 11, 2012

 * //**Bell Ringer**//: Write at least a half page letter to me describing how class has been going for you, how comfortable do you feel with the material we have been covering, and what do you still need practice on. When you have finished that, begin working on the test overview quietly.
 * //**Materials**//: Math notebook
 * //**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, 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, 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**

October 17, 2012

 * //**Bell Ringer**//: Finish Minute 7 from yesterday and be prepared to discuss answers.
 * //**Materials**//: Math notebook, *Target Test
 * //**Lesson**//: Finish Target Test (if necessary), submit missing work, and integer operations review (if time allows).