Math Word Wall
Please use the following paragraph for Lesson 3.1 "Collecting Data" to record the primary data.
Key math terms for this lesson are:
1) Primary Data:
Information which we find ourselves by using a questionnaire or an experiment is called
primary data. For example, using an online survey to find out how many students preferred "Gangnam Style" over "All Around the World" to dance to at the Halloween Dance.
2) Secondary Data:
Information that is collected by someone else, for example, visiting www.statisticbrain.com to find out that Manny Pacquiao has 54 total wins, 3 total losses and 2 draws in his boxing career.
3) Frequency:
The number of times that an event or item occurs, for example, the number 7 coming up 10 times in the last 20 lotto 649 draws.
http://www.maths.uq.edu.au/~mrb/java/CircleZap/
4) biased results: when the results of a survey of one group are not likely to apply to another group selected from the
same population.
5) sample: a part of a population that is used to make predictions about the whole population.
6) population: the total number of individuals or items.
7) census: the counting of an entire population.
8) database: an organized set of information, often stored on a computer
9) record: all the data about one item in the database; for example, one player (see orange row )
10) field: a category used as part of a database; for example, last name (see yellow column)
11) entry: a single piece of data in a database; for example, home runs for one player (see green cell)
12) sort: order information from greatest (or first) to least (or last); a database can be sorted by fields
13) spreadsheet: an orderly arr a n g e m e n t of numerical data using rows and columns; computerized spreadsheets can use
formulas to perform calculations with the data
14) cell: the intersection of a column and a row, where individual data entries are stored; for example, cell B2
shows the entry in row 2 and column B
15) formula: calculations made within a cell using data from other cells; formulas may vary depending on the
spreadsheet program used; for example, the formula for cell C8 is sum(C2:C7), which tells the program to add the numbers in
column C from row 2 to row 7
16) frequency table: a count of each item, organized by categories or intervals
17) stem-and-leaf plot: an organization of numerical data into categories based on place values; the digits representing greater values are the stems, and the other digits are the leaves
18) interval: the space between two values; for example, 0–9 represents the interval from 0 to 9, including 0 and 9
19) mean: the sum of a set of numbers divided by the number of numbers in the set
20) median: the middle value in a set of ordered data; when there is an even number of numbers, the median is the mean of the two middle numbers
21) mode: the number that occurs most often in a set of data; there can be more than one mode or there might be no mode
1) Primary Data:
Information which we find ourselves by using a questionnaire or an experiment is called
primary data. For example, using an online survey to find out how many students preferred "Gangnam Style" over "All Around the World" to dance to at the Halloween Dance.
2) Secondary Data:
Information that is collected by someone else, for example, visiting www.statisticbrain.com to find out that Manny Pacquiao has 54 total wins, 3 total losses and 2 draws in his boxing career.
3) Frequency:
The number of times that an event or item occurs, for example, the number 7 coming up 10 times in the last 20 lotto 649 draws.
http://www.maths.uq.edu.au/~mrb/java/CircleZap/
4) biased results: when the results of a survey of one group are not likely to apply to another group selected from the
same population.
5) sample: a part of a population that is used to make predictions about the whole population.
6) population: the total number of individuals or items.
7) census: the counting of an entire population.
8) database: an organized set of information, often stored on a computer
9) record: all the data about one item in the database; for example, one player (see orange row )
10) field: a category used as part of a database; for example, last name (see yellow column)
11) entry: a single piece of data in a database; for example, home runs for one player (see green cell)
12) sort: order information from greatest (or first) to least (or last); a database can be sorted by fields
13) spreadsheet: an orderly arr a n g e m e n t of numerical data using rows and columns; computerized spreadsheets can use
formulas to perform calculations with the data
14) cell: the intersection of a column and a row, where individual data entries are stored; for example, cell B2
shows the entry in row 2 and column B
15) formula: calculations made within a cell using data from other cells; formulas may vary depending on the
spreadsheet program used; for example, the formula for cell C8 is sum(C2:C7), which tells the program to add the numbers in
column C from row 2 to row 7
16) frequency table: a count of each item, organized by categories or intervals
17) stem-and-leaf plot: an organization of numerical data into categories based on place values; the digits representing greater values are the stems, and the other digits are the leaves
18) interval: the space between two values; for example, 0–9 represents the interval from 0 to 9, including 0 and 9
19) mean: the sum of a set of numbers divided by the number of numbers in the set
20) median: the middle value in a set of ordered data; when there is an even number of numbers, the median is the mean of the two middle numbers
21) mode: the number that occurs most often in a set of data; there can be more than one mode or there might be no mode
mean_m_and_m_lesson_3.6.pdf | |
File Size: | 122 kb |
File Type: |
chapter3.4spreadsheet.xls | |
File Size: | 25 kb |
File Type: | xls |
until_we_take_action_to_pass_new_laws.doc | |
File Size: | 22 kb |
File Type: | doc |
Lesson 3.2 Avoiding Bias in Data Collection
Take the poll and explain why there is bias. Why was the information cllected? How will it be used? What would be wise for survey planners to think about when collecting data like this?
http://www.youtube.com/watch?v=kuyt0u_tFi4
http://www.youtube.com/watch?v=kuyt0u_tFi4
lesson_3.2_avoiding_bias.pdf | |
File Size: | 98 kb |
File Type: |
Lessons 3.3 and Lesson 3.4 Using a Database and Using a Spreadsheet
Here you wil find PDF of both lessons from the student textbook and the pizza lunch spreadsheet sample.
lesson_3.3_using_a_database.pdf | |
File Size: | 229 kb |
File Type: |
lesson_3.4_using_a_spreadsheet.pdf | |
File Size: | 164 kb |
File Type: |
pizza_lunch_spreadsheet.pdf | |
File Size: | 42 kb |
File Type: |
nelson_lesson_3.5.pdf | |
File Size: | 65 kb |
File Type: |
Minds ON: Frequency Table and Stem and Leaf Plotter Activity
http://www.learner.org/courses/learningmath/data/session2/part_c/
http://www.shodor.org/interactivate/activities/StemAndLeafPlotter/
http://www.shodor.org/interactivate/activities/StemAndLeafPlotter/
Monday, November 5, 2012.
Lesson 3B Central Tendency
1) Use the website: http://www.timeanddate.com/weather/canada/toronto/ext to look at the P.O.P. for 14 days from whatever the current day happens to be to complete question E.
lesson_3b_central_tendency.pdf | |
File Size: | 38 kb |
File Type: |
KMWC Problem Solving template for use with any math problem.
kmwc_template.pdf | |
File Size: | 780 kb |
File Type: |
FreeMath homework tutor website through TVO Ontario Ministry of Education
https://homeworkhelp.ilc.org/
U: your Ontario Education number
p: lion####
p: lion####
Lesson 3.7 Communicating About Graphs
http://www.brainpop.com/math/dataanalysis/graphs/
http://www.shodor.org/interactivate/activities/BarGraph/
http://www.shodor.org/interactivate/activities/BarGraph/
nm7sb1081.pdf | |
File Size: | 99 kb |
File Type: |
graph_broken_line_0011.pdf | |
File Size: | 94 kb |
File Type: |
nm7sb113.pdf | |
File Size: | 79 kb |
File Type: |
Lesson 3C Analyzing Misleading Graphs
nelson_3c_analyzing_misleading_g.pdf | |
File Size: | 50 kb |
File Type: |
Lesson 4.1 Exploring Number Patterns
http://mathforum.org/workshops/usi/pascal/pascal_numberpatterns.html
NIM Game
http://www.archimedes-lab.org/game_nim/nim.html
NIM Game
http://www.archimedes-lab.org/game_nim/nim.html
nelson_4.1_exploring_number_patterns.pdf | |
File Size: | 32 kb |
File Type: |
Lesson 4.2 Applying Pattern Rules
sequence: a list of things that are in a logical order or follow a p a t t e rn; for example, the sequence 1, 3, 5, 7, 9, … shows the odd numbers in order.
lesson_4.2_applying_pattern_rules.pdf | |
File Size: | 108 kb |
File Type: |
Lesson 4.3 Using a Table of Values to Represent a Sequence
lesson_4.3_using_a_table_of_values.pdf | |
File Size: | 113 kb |
File Type: |
Chapter 4 Mid-Chapter Review
midchapter_review_4.pdf | |
File Size: | 47 kb |
File Type: |
Lesson 4.4 Solving Problems Using a Table of Values
Minds on Activity:
1) Matchstick Numbers:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/match_seq/4.htm
http://www.youtube.com/watch?v=_3BnyEr5fG4
2) How many blocks will be in the 5th term? Using the pattern rule?
1) Matchstick Numbers:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/match_seq/4.htm
http://www.youtube.com/watch?v=_3BnyEr5fG4
2) How many blocks will be in the 5th term? Using the pattern rule?
lesson_4.4_solve_prob_tv.pdf | |
File Size: | 104 kb |
File Type: |
Lesson 4.5 Scatterplots
http://www.shodor.org/interactivate/activities/ScatterPlot/
coordinates: an ordered pair, used
to describe a location on a grid labelled with an x-axis and a
y-axis; for example, the coordinates (2, 3)
describe this location:
lesson_4.5_scatterplots.pdf | |
File Size: | 140 kb |
File Type: |
cornelllined.pdf | |
File Size: | 7 kb |
File Type: |
Chapter 4 Task: Design a Beaded Necklace Textbook page 146
Here is the PDF of the task and a student exemplar.
areas-of-compound-shapes.jpg | |
File Size: | 52 kb |
File Type: | jpg |
gr7ch04l41.pdf | |
File Size: | 420 kb |
File Type: |
Lesson 5.1 Area of a Parallelogram
1) Minds On: How would you calculate the area of this irregular shape?
nm7sb152.pdf | |
File Size: | 139 kb |
File Type: |
Lesson 5.2 Area of a Triangle
PDF version of the text and a good site which models how the area of a parallelogram can be used to calculate the area of a triangle.
http://www.shodor.org/interactivate/activities/TriangleExplorer/
http://www.shodor.org/interactivate/activities/TriangleExplorer/
nm7sb1561.pdf | |
File Size: | 131 kb |
File Type: |
Lesson 5.3 Calculating the Area of a Triangle
Minds on: Examine how the height chnages depending on where the base is using the following applet:
http://www.mathwarehouse.com/geometry/triangles/area/
http://www.mathwarehouse.com/geometry/triangles/area/
lesson_5.3_calculating_the_area_of_a_triangle.pdf | |
File Size: | 41 kb |
File Type: |
Lesson 5.4 Area of a Trapezoid
1) Minds On:
How would you calculate the area of this trapezoid?
Khan Academy Video Clip on how to calculate the area of a trapezoid.
http://www.youtube.com/watch?v=qAs50nzzrP4
How would you calculate the area of this trapezoid?
Khan Academy Video Clip on how to calculate the area of a trapezoid.
http://www.youtube.com/watch?v=qAs50nzzrP4
lesson_5.4_calculating_the_area_of_a_trapezoid.pdf | |
File Size: | 119 kb |
File Type: |
Math Games:
http://schools.mangahigh.com/spbpanthers
Account summary for St. Paschal Baylon School
Account summary for St. Paschal Baylon School
- Your Unique School ID is 111690
mangahigh.doc | |
File Size: | 60 kb |
File Type: | doc |
midchapter_5.pdf | |
File Size: | 69 kb |
File Type: |
Lesson 5.5 Exploring the Area and Perimeter of a Trapezoid pages 170-171
OERB
U:tcdsbstuden P: oerbs
Minds On: Explain how the parallelograms, triangles and trapezoids and their areas are related to each
other. Use the following interactive object from OERB.
Grade 7 Mathematics, Measurement: Just When You Thought There Weren’t Any More Shapes...
TRAPEZOID Resource
ID : ELO1414830
U:tcdsbstuden P: oerbs
Minds On: Explain how the parallelograms, triangles and trapezoids and their areas are related to each
other. Use the following interactive object from OERB.
Grade 7 Mathematics, Measurement: Just When You Thought There Weren’t Any More Shapes...
TRAPEZOID Resource
ID : ELO1414830
lesson_5.5_exp_area_and_per_of_trapezoid.pdf | |
File Size: | 94 kb |
File Type: |
Lesson 5.6 Calculating the Area of Complex Shapes
Minds On: How would you calculate the areas of these complex shapes?
lesson_5.6_calculating_the_area_of_a_complex_shape.pdf | |
File Size: | 159 kb |
File Type: |
area_of_compound_shapes.ppt | |
File Size: | 190 kb |
File Type: | ppt |
Lesson 5A Solving Area Problems
lesson_5a_solving_area_problems.pdf | |
File Size: | 76 kb |
File Type: |
Lesson 5.7 Communicating About Measurement
Minds On: 1)
Ask students to generate a list of appropriate units (mm, mm2, cm, cm2, m, and m2, symbols ▲ and language, base(s), perpendicular heights, calculate, divide, multiply, intersect, vertex, triangle, parallelogram, trapezoid, opposite, 90 degree, angle to use in a description about the area, perimeter of a shape and perhaps the cost of painting the surface.
2) Use the http://www.shodor.org/interactivate/activities/ShapeExplorer/
How would you calculate the are and perimeter of the first shape on your screen?
Ask students to generate a list of appropriate units (mm, mm2, cm, cm2, m, and m2, symbols ▲ and language, base(s), perpendicular heights, calculate, divide, multiply, intersect, vertex, triangle, parallelogram, trapezoid, opposite, 90 degree, angle to use in a description about the area, perimeter of a shape and perhaps the cost of painting the surface.
2) Use the http://www.shodor.org/interactivate/activities/ShapeExplorer/
How would you calculate the are and perimeter of the first shape on your screen?
lesson_5.7_comm_about_measurement.pdf | |
File Size: | 106 kb |
File Type: |
The Gazebo Summative Task (Focuses on Measurement Strand)
ss_tips_res789.pdf | |
File Size: | 1866 kb |
File Type: |
Chapter 5 Task
Design an Adventure Park, student exemplar, Level 4 and rubric.
chapter_5_task_adventure.pdf | |
File Size: | 106 kb |
File Type: |
student_exemplar_ch_5.pdf | |
File Size: | 470 kb |
File Type: |
Lesson 6.1 Comparing Positive and Negative numbers
Minds On: CLIPS activity Comparing Temperatures
http://oame.on.ca/CLIPS/index.html
http://oame.on.ca/CLIPS/index.html
lesson_6.1_comp_pos_and_neg.pdf | |
File Size: | 88 kb |
File Type: |
What are Integers?
Lesson 6.2 An Integer Experiment
Minds On:
Log into http://schools.mangahigh.com/spbpanthers and complete the Pinata Fever and Add and subtract with negatives challenges. Good LUCK!!!!
Log into http://schools.mangahigh.com/spbpanthers and complete the Pinata Fever and Add and subtract with negatives challenges. Good LUCK!!!!
- Your Unique School ID is
111690
lesson_6.2_and_integer_experiment.pdf | |
File Size: | 74 kb |
File Type: |
Lesson 6.3 Adding Integers with the Zero Principle
lesson_6.3_zero_principle.pdf | |
File Size: | 92 kb |
File Type: |
1) opposite integers: two integers the same distance away from zero; for example, +4 and -4 are opposite integers.
Lesson 6.5 Integer Addition Strategies
2) zero principle: two opposite integers, when added, give a sum of zero; for example, (+1) + (-1) = 0.
Lesson 6.4 Integers that Are Far From Zero
Minds On: Complete the Gizmos activity for Adding Integers Using a number line
www.explorelearning.com
www.explorelearning.com
lesson_6.4_integers_far_from_zero.pdf | |
File Size: | 92 kb |
File Type: |
Lesson 6.5 Integer Addition Strategies
Minds On: Use the online calculator at http://www.online-calculator.com to do the following:
For example, to calculate the sum of (+23) + (-12) + (+16), enter the first number in the equation, 23, and click the "+" button. Enter the second number, 12, and then click the "+/-" button to change the sign to negative. Click the "+" button and enter the third number, 16. Click the "=" button to complete the calculation.
For example, to calculate the sum of (+23) + (-12) + (+16), enter the first number in the equation, 23, and click the "+" button. Enter the second number, 12, and then click the "+/-" button to change the sign to negative. Click the "+" button and enter the third number, 16. Click the "=" button to complete the calculation.
lesson_6.5_integer_addition_strategies.pdf | |
File Size: | 93 kb |
File Type: |
Mid-chapter 6 pages 204-205
midch_6.pdf | |
File Size: | 66 kb |
File Type: |
Lesson 6.6 Using Counters to Subtract Integers
lesson_6.6_counters_to_sub_integers.pdf | |
File Size: | 93 kb |
File Type: |
Lesson 6.8 Solving Problems By working Backwards
Minds On:
Complete the "Elevator task" using any method and show your work.
http://condor.admin.ccny.cuny.edu/~ha1485/new_page_3.htm
Complete the "Elevator task" using any method and show your work.
http://condor.admin.ccny.cuny.edu/~ha1485/new_page_3.htm
nm7sb2161.pdf | |
File Size: | 69 kb |
File Type: |
scan0058.pdf | |
File Size: | 1056 kb |
File Type: |
Chapter 6 Integers Chapter Review
chpt_6_review.pdf | |
File Size: | 49 kb |
File Type: |
where-did-the-money-go-needs-wants-budget.pdf | |
File Size: | 106 kb |
File Type: |
Financial Literacy:
What does the Credit Card Song teach you about the pillar of Spending?
Lesson 7.1 Comparing Positions on a Grid
Minds On: PLease complete eith the Cartesian Plane Game at http://www.math-play.com/Coordinate%20Plane%20Game/Coordinate%20Plane%20Game.html
or
The General Coordinates Game at http://www.shodor.org/interactivate/activities/GeneralCoordinates/
Cartesian Grid:
http://www.amathsdictionaryforkids.com/dictionary.html
lesson_7.1_comparing_pos_on_grid.pdf | |
File Size: | 101 kb |
File Type: |
Lesson 7.2 Translations
Minds On: Play the Dublox game to discover how to translate a 3-D shape to a target destination
http://www.brainpop.com/games/dublox/
lesson_7.2_translations.pdf | |
File Size: | 107 kb |
File Type: |
Lesson 7.3 Reflections
lesson_7.3_reflections.pdf | |
File Size: | 107 kb |
File Type: |
Lesson 7.4 Rotations
Key Term:
1)centre of rotation: a fixed point around which other points in a shape rotate in a clockwise (cw) or counterclockwise (ccw) direction; the centre of rotation may be inside or outside the shape.
lesson_7.4_rotations.pdf | |
File Size: | 94 kb |
File Type: |
Lesson 7A Sorting Triangles and Quadrilaterals
Key Terms:
1) right tri·an·gle Noun A triangle with a right angle (90 degrees.)
2) acute triangle: a triangle whose interior angles are all acute (less than 90 degrees).
3) Obtuse triangle, obtuse-angled triangle (a triangle that contains an obtuse interior angle (an angle between (but not including) 90 degrees and 180 degrees).
4) An equilateral triangle: a triangle with all three sides of equal length. All the angles will be 60°.
5) Isoceles triangle: A triangle with two equal sides. The angles opposite the equal sides are also equal.
6) Scalene triangle: A triangle with all sides of different lengths. No sides are equal and no angles are equal.
1) right tri·an·gle Noun A triangle with a right angle (90 degrees.)
2) acute triangle: a triangle whose interior angles are all acute (less than 90 degrees).
3) Obtuse triangle, obtuse-angled triangle (a triangle that contains an obtuse interior angle (an angle between (but not including) 90 degrees and 180 degrees).
4) An equilateral triangle: a triangle with all three sides of equal length. All the angles will be 60°.
5) Isoceles triangle: A triangle with two equal sides. The angles opposite the equal sides are also equal.
6) Scalene triangle: A triangle with all sides of different lengths. No sides are equal and no angles are equal.
7a_sorting_triangles_and_quad.pdf | |
File Size: | 64 kb |
File Type: |
Lesson 7.5 Congruence and Similarity
lesson_7.5_congruence_and_similarity.pdf | |
File Size: | 51 kb |
File Type: |
Mid-Chapter review for Chapter 7
graph_1cm_black.pdf | |
File Size: | 7 kb |
File Type: |
coordinate_grid_0_25cm.pdf | |
File Size: | 9 kb |
File Type: |
midchapter_7.pdf | |
File Size: | 49 kb |
File Type: |
Lesson 7B Relationships for Congruent Shapes
Minds On:
1) Ask students what parts of the shapes have to be the same if 2 shapes are
congruent?
Let's see what you know by reviewing the charactersitics of congruence.
1) Ask students what parts of the shapes have to be the same if 2 shapes are
congruent?
Let's see what you know by reviewing the charactersitics of congruence.
lesson_7b_rel_for_congruent_shapes.pdf | |
File Size: | 77 kb |
File Type: |
During: Let's Use Geometer's Sketchpad to work on prompts A to E in pairs.
Assign question # F for Homework using a 5cm by 8 cm rectangles and a 4cm by 4cm rhombuses. Label and measure all corresponding sides and all corresponding angles.
Art/Math Culminating Task for Friday, February 8th, 2013.
Learning Goal:
We are learning to apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate a variety of feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies. In addition, we are learning to use a variety of materials, tools, techniques,and technologies to determine solutions to increasingly complex design challenges, such as, the creation of an original Escher-style tessellation design.
Success criteria:
I will...
Create a cardboard template by using a rectangle as a base and removing some part(s) of the rectangle and adding them to another area of the rectangle to create an intended object and/or a unique design.
Create a design using that template repeatedly which demonstrates an ability to tessellate across a plane without any gaps.
Create a design that demonstrates an understanding of transformational geometry using rotations, reflections and/or translations.
Use dark colours to create depth and analogous colours to accentuate our design.
http://gwydir.demon.co.uk/jo/tess/sqtile.htm
tessellation.pps | |
File Size: | 611 kb |
File Type: | pps |
tessprojrubric.doc | |
File Size: | 27 kb |
File Type: | doc |
Lesson 7.6 Tessellations
Minds On:
How can the "L" shaped pentomino be repeate using the NLVM application so that the area is completely covered? How will we know that we have found an acceptable solution?
http://nlvm.usu.edu/en/nav/frames_asid_114_g_3_t_3.html?open=activities&from=category_g_3_t_3.html
How can the "L" shaped pentomino be repeate using the NLVM application so that the area is completely covered? How will we know that we have found an acceptable solution?
http://nlvm.usu.edu/en/nav/frames_asid_114_g_3_t_3.html?open=activities&from=category_g_3_t_3.html
http://www.shodor.org/interactivate/activities/Tessellate/
http://www.teacherled.com/resources/pentomino/pentominoload.html
Key terms:
1) Reflection Symmetry (sometimes called Line Symmetry or Mirror Symmetry) is easy to recognise, because one half is the reflection of the other half.
2) Rotational Symmetry: With Rotational Symmetry, the shape or image can be rotated and it still looks the same.
http://www.mathsisfun.com/geometry/symmetry-rotational.html
lesson_7.6_tessellations.pdf | |
File Size: | 75 kb |
File Type: |
Lesson 7.6 Communicating About Geometric Patterns
LG: Describe designs in terms of congruent, similar and transformed images.
Success Criteria:
I will use appropriate vocabulary to describe geometric drawings and patterns, listen carefully and follow instructions to create the design and ask
helpful questions to clarify the description.
Minds On: Show/Model the 6 sided snowflake Gizmo or the design made using NLVM Pattern Blocks app and ask students how they would describe the design to someone with whom they are speaking to on the telephone. What information would you include?
Success Criteria:
I will use appropriate vocabulary to describe geometric drawings and patterns, listen carefully and follow instructions to create the design and ask
helpful questions to clarify the description.
Minds On: Show/Model the 6 sided snowflake Gizmo or the design made using NLVM Pattern Blocks app and ask students how they would describe the design to someone with whom they are speaking to on the telephone. What information would you include?
lesson_7.7_comm._about_geo_patterns.pdf | |
File Size: | 79 kb |
File Type: |
Lesson 7.8 Investigating Pattern Blocks
Key Term:
1) Regular Polygon: a polygon with all sides equal and all angles equal.
Minds On: What do you know about regular polygons? Which of the shapes on page 254 are regular polygons? How do you know?
http://www.mathsteacher.com.au/year7/ch09_polygons/05_polygon/pol.htm
http://www.mathsisfun.com/geometry/polygons-interactive.html
http://www.mathsteacher.com.au/year7/ch09_polygons/05_polygon/pol.htm
http://www.mathsisfun.com/geometry/polygons-interactive.html
lesson_7.8_investigating_with_p_blocks.pdf | |
File Size: | 33 kb |
File Type: |
Lesson 7C Dilatations with Pattern Blocks
1) Minds On:
What is a dilatation and how can shapes be enlarged or reduced?
http://enipp.ed.qut.edu.au/MATTI/transform_dilation.html
http://www.mathwarehouse.com/transformations/dilations/dilations-in-math.php
What is a dilatation and how can shapes be enlarged or reduced?
http://enipp.ed.qut.edu.au/MATTI/transform_dilation.html
http://www.mathwarehouse.com/transformations/dilations/dilations-in-math.php
lesson_7c_dilatations_with_pb.pdf | |
File Size: | 82 kb |
File Type: |
Lesson 8.1 Exploring Pattern Representations
Minds On: Review, analyze, determine a pattern using NLVM Block Shape Patterns and the use of a scatterplot to plot the data from a table of values. Ask: What patterns do you see?
http://nlvm.usu.edu/en/nav/frames_asid_328_g_3_t_2.html?open=activities&from=category_g_3_t_2.html
http://nlvm.usu.edu/en/nav/frames_asid_328_g_3_t_2.html?open=activities&from=category_g_3_t_2.html
lesson_8.1_explore_pattern_rep.pdf | |
File Size: | 199 kb |
File Type: |
Lesspn 8.2 Using Variables to write a Pattern Rule
Complete the Rocket Rules activity to experience directly how a variable can be used to determine a pattern rule.
1) Learning Goal: Use Numbers and variables to represent mathematical
relationships
Success Criteria:
I will...
· Understand that a variable is a placeholder and a symbol that can be replaced by one number or a set of numbers.
· Understand that the evaluation of an expression containing a variable depends on what the variable is replaced with.
· Interpret a variable as a symbol that may be replaced by a given set of numbers.
http://oame.on.ca/clips/
Key Terms:
1) variable: a letter or symbol, such as a,
b, or x, that represents a number.
2) algebraic expression: a combination of one or more variables; it may include numbers and operation signs.
1) Learning Goal: Use Numbers and variables to represent mathematical
relationships
Success Criteria:
I will...
· Understand that a variable is a placeholder and a symbol that can be replaced by one number or a set of numbers.
· Understand that the evaluation of an expression containing a variable depends on what the variable is replaced with.
· Interpret a variable as a symbol that may be replaced by a given set of numbers.
http://oame.on.ca/clips/
Key Terms:
1) variable: a letter or symbol, such as a,
b, or x, that represents a number.
2) algebraic expression: a combination of one or more variables; it may include numbers and operation signs.
lesson_8.2_using_variables_to_write_pattern_r.pdf | |
File Size: | 185 kb |
File Type: |
Lesson 8.3 Creating and Evaluating Expressions
http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-millionaire.html
Minds On: “Would it be better to buy a PS4 ($500) by making monthly payments or by putting some money down and then making smaller payments per month?”
Minds On: “Would it be better to buy a PS4 ($500) by making monthly payments or by putting some money down and then making smaller payments per month?”
lesson_8.3_create_and_e_expressions.pdf | |
File Size: | 241 kb |
File Type: |
Mid-Chapter Review for Chapter 8
mid_chapter_review_chapter_8.pdf | |
File Size: | 75 kb |
File Type: |
Lesson 8.4 Solving Equations by Inspection
Minds On:
Complete the following equations and think about what strategies you used to find the value of each variable. How can you be sure that the variable's value that you determined is correct?
http://www.media.pearson.com.au/schools/cw/au_sch_mcseveny_nsm8_1/dnds/10_solve.html
http://mste.illinois.edu/java/michael/toothpick2/toothpick2.html
Key Terms:
1) equation: a mathematical statement in which the value on the left side of the equal sign is the same as the value on the right side of the equal sign.
2) solution to an equation: the value of a variable in an equation that makes the equation true.
Complete the following equations and think about what strategies you used to find the value of each variable. How can you be sure that the variable's value that you determined is correct?
http://www.media.pearson.com.au/schools/cw/au_sch_mcseveny_nsm8_1/dnds/10_solve.html
http://mste.illinois.edu/java/michael/toothpick2/toothpick2.html
Key Terms:
1) equation: a mathematical statement in which the value on the left side of the equal sign is the same as the value on the right side of the equal sign.
2) solution to an equation: the value of a variable in an equation that makes the equation true.
lesson_8.4_solving_equations_by_inspection.pdf | |
File Size: | 112 kb |
File Type: |
Lesson 8.5 Solving Equations by Systematic Trial
Minds ON: Guess a number between 1-20.
http://www.mathsonline.co.uk/freesite_tour/resource/algebra/xy.html
http://www.mathsonline.co.uk/freesite_tour/resource/algebra/xy.html
grade_7_modelling_linear_relationships.doc | |
File Size: | 40 kb |
File Type: | doc |
lesson_8.5_systematic_trial.pdf | |
File Size: | 143 kb |
File Type: |
Lesson 8.6 Communicating to Solve an Equation
Minds ON:
http://nlvm.usu.edu/en/nav/frames_asid_201_g_3_t_2.html?open=instructions&from=category_g_3_t_2.html
8.6_comm_solution_to_eq.pdf | |
File Size: | 144 kb |
File Type: |
Chpater 8 Review
PDF of Chapter 8 Review and the next paired problem-solving task (Mini-BANSHO) on Linear Equations
5.4.2: The Mathematics of Life and Breath
5.4.2: The Mathematics of Life and Breath
unit5_solvingequations1.pdf | |
File Size: | 287 kb |
File Type: |
ch_8_review.pdf | |
File Size: | 82 kb |
File Type: |
Lesson 9A Comparing Fractions and Decimals
Minds On: If 2 students ate ¾ and 4/8 of a chocolate bar, who ate more chocolate?
Use the Gizmo Comparing Fractions at www.explorelearning.com to model this and solve. Then, complete the 5 assessment questions.
Ashley 779 | dig238
Acidera, Jhaemar
Jhaemar A532 | sing893
Agpoon, Catherine
Catherine A872 | red259
Alejo , Lyka
Lyka A196 | pat195
Alperto, RL
RL A293 | toy171
Austria, Mar
Mar A344 | seed936
Ba-al, Leoval
LeovalB832 | big684
Baracao, Paul
Paul B685 | pop658
Buenafe, Jade
Jade B614 | bin924
Cacdac, Jonathan
Jonathan C233 | wind736
Capulong, Jed
Jed C689 | wind959
Castillejos, Yviel
YvielC892 | cup677
Castro , Angeli
Angeli C377 | air728
Castro , Mycko
Mycko C199 | cup672
Cruz, Nicole
Nicole C595 | ant143
Diaz, Jude
Jude D476 | seed669
Felipe , Ralph
Ralph F456 | ant614
Flores , Kennedy
Kennedy F347 | cat783
Herreria , Ivan
Ivan H444 | tap363
Iyonmana, Kelsey
KelseyI474 | not815
Letitchever, Victoria
Victoria L144 | shoe499
Mariano , Cynrid
Cynrid M987 | pen291
Migo, Salvador
SalvadorM327 | egg663
Murillo, Camila
CamilaM628 | rain153
Pileggi , Vittoria
vittoriap123 | red118
Quevedo, Adrian
Adrian Q633 | toy555
Regencia, Eden
EdenR884 | cow587
Repalda, Christian
Christian R435 | cup285
Reyes, Jelo
Jelo R394 | cat997
Rosalinas , Mark
Mark R446 | dig579
Svetov, Alex
Alex S719 | pat589
Viloria, Jairo
Jairo V714 | ear662
Use the Gizmo Comparing Fractions at www.explorelearning.com to model this and solve. Then, complete the 5 assessment questions.
Ashley 779 | dig238
Acidera, Jhaemar
Jhaemar A532 | sing893
Agpoon, Catherine
Catherine A872 | red259
Alejo , Lyka
Lyka A196 | pat195
Alperto, RL
RL A293 | toy171
Austria, Mar
Mar A344 | seed936
Ba-al, Leoval
LeovalB832 | big684
Baracao, Paul
Paul B685 | pop658
Buenafe, Jade
Jade B614 | bin924
Cacdac, Jonathan
Jonathan C233 | wind736
Capulong, Jed
Jed C689 | wind959
Castillejos, Yviel
YvielC892 | cup677
Castro , Angeli
Angeli C377 | air728
Castro , Mycko
Mycko C199 | cup672
Cruz, Nicole
Nicole C595 | ant143
Diaz, Jude
Jude D476 | seed669
Felipe , Ralph
Ralph F456 | ant614
Flores , Kennedy
Kennedy F347 | cat783
Herreria , Ivan
Ivan H444 | tap363
Iyonmana, Kelsey
KelseyI474 | not815
Letitchever, Victoria
Victoria L144 | shoe499
Mariano , Cynrid
Cynrid M987 | pen291
Migo, Salvador
SalvadorM327 | egg663
Murillo, Camila
CamilaM628 | rain153
Pileggi , Vittoria
vittoriap123 | red118
Quevedo, Adrian
Adrian Q633 | toy555
Regencia, Eden
EdenR884 | cow587
Repalda, Christian
Christian R435 | cup285
Reyes, Jelo
Jelo R394 | cat997
Rosalinas , Mark
Mark R446 | dig579
Svetov, Alex
Alex S719 | pat589
Viloria, Jairo
Jairo V714 | ear662
lesson_9a_comparing_fractions_and_decimals.pdf | |
File Size: | 58 kb |
File Type: |
http://www.taw.org.uk/demo/mathematics/shapes/fractionStrip.htm
Lesson 9.1 Adding Fractions With Pattern Blocks
Minds On:
Using http://nlvm.usu.edu/en/nav/frames_asid_274_g_3_t_1.html?open=activities&from=category_g_3_t_1.html
What fraction is 1 piece in each modelled example by Mr. Kwon? How do you know?
Using http://nlvm.usu.edu/en/nav/frames_asid_274_g_3_t_1.html?open=activities&from=category_g_3_t_1.html
What fraction is 1 piece in each modelled example by Mr. Kwon? How do you know?
lesson_9.1_adding_fractions_with_pattern_blocks.pdf | |
File Size: | 88 kb |
File Type: |
http://nlvm.usu.edu/en/nav/frames_asid_171_g_3_t_3.html?open=activities&from=category_g_3_t_3.html
Lesson 9.2 Adding Fractions With Models pages 308-311
Minds On: Use the web tool to show 1/2 + 1/2 using trapezoids? What if we were to use a rectangle to represent a whole? Model that and write the fraction addition sentence as well. Also log into www.tcdsb.elearningontario.ca, math shell to complete the Complete the Adding and Subtracting Fractions Using
Unlike Denominators interactive learning activity.
http://nlvm.usu.edu/en/nav/frames_asid_171_g_3_t_3.html?open=activities&from=category_g_3_t_3.html
During: Use the interactive fraction strip resource to work through Sandra's example.
http://my.hrw.com/math06_07/nsmedia/tools/Func_Bars/Func_Bars.html
Unlike Denominators interactive learning activity.
http://nlvm.usu.edu/en/nav/frames_asid_171_g_3_t_3.html?open=activities&from=category_g_3_t_3.html
During: Use the interactive fraction strip resource to work through Sandra's example.
http://my.hrw.com/math06_07/nsmedia/tools/Func_Bars/Func_Bars.html
lesson_9.2_adding_fractions_with_models.pdf | |
File Size: | 89 kb |
File Type: |
Lesson 9.3 Multiplying a Whole Number by a Fraction
Minds On:Play Pyramid Solitaire using CLIPS website.
http://oame.on.ca/clips/
http://www.eduplace.com/kids/mw/manip/mn_k.html
Review multiplication as repeated addition by asking students to write an addition sentence for a scenario:
On a picnic, each group of students has 2 full pitchers of lemonade to share. There are eight groups of students.
What addition equation represents the problem of how many pitchers the class has? What multiplication equation represents the same problem?
http://oame.on.ca/clips/
http://www.eduplace.com/kids/mw/manip/mn_k.html
Review multiplication as repeated addition by asking students to write an addition sentence for a scenario:
On a picnic, each group of students has 2 full pitchers of lemonade to share. There are eight groups of students.
What addition equation represents the problem of how many pitchers the class has? What multiplication equation represents the same problem?
9.3_multiplying_a_whole_number_by_a_fraction.pdf | |
File Size: | 98 kb |
File Type: |
Lesson 9.4 Subtracting Fractions with Models
lesson_9.4_subtracting_fractions_with_models.pdf | |
File Size: | 115 kb |
File Type: |