Day 12

Today, I started the class with a Prove this is a Right Angle Triangle Activity.

Then, I had students practice solving equations with Solve Me Mobiles.  We did several as a class and then I had students create their own mobile.
After, they were completed they cruised the room to solve their friends' mobiles.

Then, I posted equations around the room on white boards.  The equations were done correctly or incorrectly.  It was their job to investigate with their randomly matched partner which were correct or incorrect.  They were responsible for correcting any mistakes.  Well, I didn't quite get time to consolidate because it took longer than expected.

  

Day 11

Mastery Day of Solving Equations.

I was with the Grade 12 students at Brock University for Financial Literacy Day.

Day 10

Today, we started the class with another Pythagorean Theorem Prove Triangle with Sticky Notes.  Most students started to understand the concept.
We moved on to solving one step and two step equations.
I had students complete a graphic organizer so that it was easier to solve the equations using step by step.  Although I did this many students did try to just reason them self through the equation.  In order to force them to use the steps I threw in some decimals because it is important for them to know these steps for when the equations get more complex.

I played a video to have students see how x can find its value:
https://www.youtube.com/watch?v=J2TYyUftI8k



















and another one so that they can understand using opposite signs and isolating the variable:
https://www.youtube.com/watch?v=oIxxqztQz3Y

We finished class with an exit card and students sorting their understanding in my exit card folders.

Day 9

I am feeling like the course is becoming disjointed.  I am trying to piece this spiral together as best as I can with the best outcome for my students.  Since I have taught Grade 9 applied every semester since I started teaching, I am struggling to find flow in this course with the spiral.  I have been following Mr.Orr is a Geek's blog for assistance in the spiral.  I trust that it will go well.  But, we are the end of week two and I am in need of trying to fit some pieces still together!
I had the class start with a minds on to solidify their knowledge about the pythagorean theorem.  This exercise pushed their thinking because it was not a right angle triangle.  But, it did help students understand this concept.

We then consolidated of the desmos activity from the lab.  This led to a discussion about constants and multipliers from patterns to algebra.  We looked at some simple examples with just multipliers and then added in constants and multipliers.  I am not confident that I had the entire class understanding (in this case, I am happy for the spiral to retouch on it again!)

We reviewed the terminology in regards to correlation and then practiced drawing lines of best fit and making predictions (either by extrapolating or interpolating).

At the end of class, I had them reflect on their learning from the week.

Day 8

We went to the lab today to practice our Correlation Vocabulary. We used https://teacher.desmos.com/polygraph/custom/560aa8c858fd074d1561808f 

 After we went to https://teacher.desmos.com/activitybuilder/custom/56bcded6c2d092e61a8e4a57 to discuss relationships and trends.  Students learned how to do a line of best fit and extrapolate based on their data.

We needed to consolidate as a class but because another teacher is using my room due to a stink bomb being let off in the room.  It will be the start of the day tomorrow.  We tried our best in the lab to consolidate but it would have been better to go example by example.

Day 7

I started today's class with a picture of one of the composite shapes built yesterday.   I added values.  I expected students to be able to determine the height using Pythagorean Theorem however many student did not calculate it!  Many said that they forgot how to do it....already!  We reviewed it and hopefully it will stick this time!

 I projected a couple more images and had students practice area and perimeter of composite shapes. After, I had each student use a manipulative triangle, square, or trapezoid and calculate the area of 1 tile, 2 tiles, and so on.  After which I had them practice graphing it.  We talked about the five features of an excellent scatter plot : title. independent variable, dependent variable, label axis and scale.  I also reminded them we DO NOT join the lines!

 By the end when we consolidated our scatter plots we started to discuss correlation, relationships and trends in data.  Students all in all seemed to understand the concepts. We will start tomorrow with more graphing.  And, the spiral officially begins!

Day 6

Today, I started class with a picture of a sink hole.  I asked students what mathematically questions they had about the sink hole.  We then tried to estimate the size of the sink hole using our IPads.
Some students researched the average size of a two lane road, others decided to determine the average size of a building, size of the block, size of a two lane road and the width of a sidewalk.  Most students were able to determine an approximate area of the sink hole.

 Then, I put various calculations at each table.  Determine area and perimeter of basic shapes.   The last two questions made them think about composite shapes and how to determine the area.

 I then made my students make a composite shape.  They had to use at least three different shapes.  As  you can tell some students did the minimum required.  Most students had time to complete the area of their composite shape.

Tomorrow, I will start of with using their shapes as a warm up activity and have them calculate the area with a partner on their whiteboards. Then, I will move on to calculating perimeter of composite shapes. 

Day 5

Today we started the day with reviewing area and perimeter formulas.  I had students partner up and I handed them a scrambled piece of paper that had area and perimeter formulas.  Students had to organize them into the correct order.

Then we had a formal lesson about substituting in the values and calculating the answers.  Students were then given a sheet to practice their solutions.

At the end of the period, they were asked to complete a sticky note on what stuck this week.  They were not allowed to write everything or nothing but truly reflect on their learning from the day.

We ended with an exit card in which they needed to calculate the area and perimeter of a circle.  They sorted them according to how they felt about the solution.