11/30 Lesson 3.3.3 Properties of Arithmetic

1.  Problem 112 as warm-up:

2.  Lesson 3.3.3 Properties of Arithmetic

• Objective:  I will strategically use properties of arithmetic to make simplifying expressions easier
• Mini-lesson: Commutative and Associative properties of addition
• Debate:
• Does the Commutative property work for other operations?
• Does the Associative property work for other operations?
• Now you try:  Efficiently simplify the expressions on the side whiteboard

3.  Announcements:

• Individual Test on Friday, Team Test on Wednesday
• ILP due on Friday (paper copies available)
• Math Counts meeting tomorrow at lunch in Mr. Kirby's room

Homework:  3.3.3 R/P #120-124 (due Tuesday)

11/20 Checkpoint Quiz, Mini-groups, ILP

1.  Chapter 3 Checkpoint Quiz

2.  Dedicated time for self-assessment, improvement, and ILP

• Mini-groups:
• Dividing Fractions
• Chapter 3 Checkpoint: Multiplying rational numbers
• Multiplying/Dividing negative numbers
• Putting it all together:  Simplifying expressions with rational numbers

No homework, but remember, ILP is due the Friday we get back. Have a great break!

11/19 Lesson 3.3.2 Dividing Decimals

1.  Entrance Ticket:  Take a yellow sheet of paper from your table.  Solve the 2 problems on the side whiteboard.

2.  Lesson 3.3.2 Dividing Decimals (page 168)

• Objective:  I will solve division of decimals problems by re-writing the problem as whole-number division.
• Problem 99 in teams.  Stoplight!  Don't move on when your team is finished.  Can you come up with a different way to solve the problem?
• Mini-lesson:  Dividing decimals
• Problems 101 through 104 in teams
• Dojo Challenge: Problem 105

Homework: 3.3.2 R/P (answers in GC)

11/18 Lesson 3.3.1 Dividing rational numbers

1.  Warm-up:

a)  Explain what "reciprocal" means (also known as multiplicative inverse).  Don't know?  Read the Math Notes on page 160

b)  Find the reciprocal of:

• ³/₄
• ¹/₈
• 2 ⁴/₅

2.  Lesson 3.3.1 Dividing Rational Numbers

• Objective:  I will develop strategies for dividing rational numbers
• Problem 87 as individuals (led by Mr. Robinett)
• Problem 88 as team discussion.
• Problem 89 as mini-lesson
• Dividing fractions using reciprocal and Giant One
• Dividing fractions by finding a common denominator

3.  Now you try.  Solve each problem using BOTH strategies.  Once your group has consensus, check your answers in the Top Secret: Answer Key folder on top of the computer cart.

a)  ⁴/₅ divided by ¹/₂                       b)  2 ¹/₂ divided by ³/₄

c)  1 ²/₃ divided by ⁴/₆                    d)  -3 ¹/₅ divided by 2 ¹/₂

Dojo Challenge Problems:  #90 and #92 on page 164

Homework:  Lesson 3.3.1 R/P (answers in GC)

11/17 Lesson 3.2.5 Operations with Integers

1.  Warm-up (on side whiteboard):  A multiplication with decimals problem has been solved 2 ways.

Analyze each method and explain the student's thinking.  Which method is correct? Why?



2.  Pass back quiz/pre-assessment

• Preparing for Ch. 4 ILP is due 12/4 (Friday we get back from break)
• Complete 2 activities for full credit
• Puzzle Investigator is extra credit (after completing 2 required activities)

3.  Check grades in PowerSchool

• Progress Reports out on Friday
• Check your R/P grade.  Not showing credit for an assignment you did? Find the R/P in your notebook and see Mr. Robinett before school, at nutrition, after school.

4.  Lesson 3.2.5 Operations with Integers

• Play Tug-O-War game
• Analyze the game

Homework:  Lesson 3.2.5 R/P (answers in GC)

11/16 Lesson 3.2.4 Multiplying Decimals

1.  Warm-up:  Complete the Generic Rectangle on the front whiteboard

2.  Finish Lesson 3.2.4 Multiplying Decimals

• Objectives:
• I will understand how decimal multiplication works and where to place the decimal point
• I will develop strategies (generic rectangle, hundredths grid, fractions, estimation, algorithm) to solve decimal multiplication problems.
• Team check marks!
• Problems 68 through 71 in teams.  After reaching consensus, place a check mark on the side whiteboard
• Dojo Challenge: Problem 72

3.  Closure:  How do you know where to place the decimal point when solving a multiplication problem?

Homework:  Lesson 3.2.4 R/P skip #75 (due Tuesday) 

11/13 Ch. 4 Pre-assessment, Ch. 3 Quiz and Lesson 3.2.4

1.  Pre-assessment and quiz

When you are finished, start on R/P problems 76 and 77.

2.  Lesson 3.2.4 Multiplying Decimals  (page 154)

• Objective:  I will use multiple strategies for solving decimal multiplication problems
• Problem 64 as mini-lesson: Hundredth grids
• Problems 65 and 66 in teams
• Dojo Challenge: Problem 67

Homework:  Lesson 3.2.4 R/P skip #75 (due Tuesday) 

11/12 Lesson 3.2.3 Multiplication of Negative Integers

1.  Warm-up:  IN CLASSWORK section- For each of the following expressions, make a prediction without actually calculating the answer.  Will the result be positive or negative?

a) -1 - (-6.5)                 b)  2.2 - (-2.2)

c)  -14 - (-12)               d)  -10 - (-2) - (-2) - (-2)


2.  Lesson 3.2.3 Multiplication of Negative Integers

• Objective:  I will understand why multiplying two negative integers results in a positive
• Class discussion
• Now you try:
• Draw a diagram and find the result
•  -2(-5)
•  -3(-3)
•  -6(2)
•   3(-4)

3.  Closure:  How do you think this will work with division?  Use -18 divided by 9 as an example.  Can you draw a diagram to represent this problem?

Homework:  Lesson 3.2.3 R/P (answers in GC)

11/10 Connecting Subtraction with Addition

1.  Team warm-up:

Put 10 negative (-) tiles in the middle of your table.

Find at least 4 sequences of steps (adding or removing any number of + and - tiles) that result in a collection of tiles that equal -4.

Represent each of these sequences with an expression.

Focus questions:

a)  Are any of your expressions more efficient than the others?  Efficient means that it requires less steps, or less work.

b)  How many different expressions can you create that accomplish this task in only one step?


2.  Lesson 3.2.2 Connecting Subtraction with Addition

• Objective:  I will rewrite subtraction problems as addition
• Problems 40 through 43 (page 145) in teams.
• Use Team Roles script! Remember your team handshakes?
• Place a check mark on the side whiteboard when your team finishes a problem.  You must have consensus before placing a check mark and moving on
• Dojo Challenge: Problem 44

3.  Closure:  Explain how subtraction and addition are related.  Use examples with diagrams to justify your response.

4.  Announcements:

• Chapter 2 re-test today (at lunch or after school)
• Chapter 3 Homework Help doc is in Google Classroom
• Ms. Rickard is making Homework Help videos!  Check them out on the link posted in GC or on Mr. R's website under the eBook and Resources tab

Homework:  Lesson 3.2.2 R/P (answers in GC)

11/9 Simplifying Expression using Subtraction

Turn in your Chapter 2 Ninja Problems (Rework) into the yellow folder on Table 5

1.  Warm-up:  Quietly take a handful of integer tiles from your bin.  

Solve the following problems using integer tiles.  

Write the resulting mathematical expression in your warm-up section.

a)  Start with 6 negative tiles.  Remove 4 negative tiles.

b)  Start with 3 positive, 5 negative tiles.  Remove 2 positive tiles.

c)  Start with 4 positive tiles.  Remove 3 negative tiles.  How are you going to do this?

d)  -4 - 5


2.  Announcements:

• Chapter 2 Re-test tomorrow (lunch or after school)

3.  Mini-lesson:  Subtraction using a number line

4.  Finish Lesson 3.2.1- Subtraction of Integers

• Problem 27 (on side whiteboard)
• Dojo Challenge: Problem 28 and 32 on page 141

No Homework tonight!

11/5 Lesson 3.2.1 Subtracting Integers

1.  Warm-up:

• Period 1:  Turn to classwork, add title (Lesson 3.2.1), make a collection of 8 negative tiles and 7 positive tiles.  What integer does this represent?

• Period 2:  Turn to classwork, add title (Lesson 3.2.1), wait for Mr. R's instructions

2.  Lesson 3.2.1 Subtracting Integers

• Objective:  I will develop strategies for subtracting integers
• Focus Question:  "When does subtracting make the result larger?"
• Do Problem 26 in teams using the Team Roles Script
• Finished early? Try Additional Challenge #32

3.  Closure:  With your team, answer the following questions.  Make sure that everyone shares their ideas, and that you agree on a team answer.

• How can we remove negative tiles when the collection only has positive tiles?
• When does subtracting make the result larger?

Homework:  3.2.1 R/P due Monday

                   Chapter 2 rework due Monday, re-test on Tuesday

11/4 Team Building, Goal Setting

1.  Warm-up:  Take a moment to reflect on what you have achieved so far in math this year.  Then, answer the following questions.

a)  What is your goal for Chapter 3?

b)  What will you do to achieve that goal?


2.  Class meeting

• Share out our goals
• Hold each other accountable for attaining our goals

3.  Team High Fives/Handshakes

4.  CPM Team Roles Script

• Fishbowl:  Observe and take notes of the positive team dynamics you see.  Observers must be silent.
• Example Problem:
• Work with your team to add parentheses to  4 + 2 · 5 + (-3) so that the resulting expression has the smallest possible value.  Then find a different way to add parentheses to the same expression so that it has the largest possible value. 

5.  Begin Lesson 3.2.1 Subtraction of Integers

• Objective:  I will develop strategies for subtracting integers

Homework:  Lesson 3.2.1 R/P (checked on Monday)

11/3 Chapter 2 Test Rework

New Seats and Teams!  Find your seat and log on to your new computer.  Make sure your computer number matches the number on your table.

1.  Warm-up:   3 ¹/₂ + 4(3 ¹/₅) + 6(-2)

a)  Circle the terms in the expression

b)  Simplify the expression

*Use the example on the side whiteboard to help you


2.  Chapter 2 Homework Help Heroes!

3.  Chapter 2 Test Rework

• Pass back tests
• Rework all incorrect answers. DO NOT write on your original test
• Complete the Ninja Problems (only for questions you missed on the test)

4.  Check Review/Preview grades in PowerSchool

• Are there assignments you did--you can locate them in your notebook-- that you don't have credit for?  See Mr. Robinett before school, at nutrition, or after school to show him your notebook.

5.  Finished with the Rework?  Partner up with someone else who has finished and play "Aim for 16."  Find the game rules in Google Classroom

Rework and Extra Ninja practice is due Monday, 11/9
Re-test (for those who scored below 80%) is on Tuesday, 11/10

Extra credit opportunity:  Play Aim for 16 with your family (at least 5 rounds).  Keep track of the results of each roll, as well as the expressions you and your family create.  Show Mr. Robinett during R/P check

11/2 Lesson 3.1.2 Identifying Terms in Expressions

1.  Warm-up:       3(5 + 2 · 4) + 2(-3)

a)  Draw a diagram to represent this problem (either a Cecil number line or + and - tiles)

b)  How would you circle terms in this expression?  Be ready to explain your ideas

2.  Lesson 3.1.2  Identifying Terms in Expressions

• Objective:  I will circle terms and "chunks" to make challenging expressions easier to simplify
• Problem 15 in teams (15 minute timer)
• Game time: Aim for 16

Homework:  Lesson 3.1.2 R/P