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