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6th Six Weeks

Monday Tuesday Wednesday Thursday Friday

April 16, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: Can I simplify expressions by combining like terms?

Agenda:

1. Warm Up

2. Simplifying Expressions Stations

3. Homework 6-1: Simplifying Expressions (Due April 17th) Students got this on Friday.

 

 

April 16, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: Can I use the properties of equations to simplify and solve expressions?

Agenda:

1. Warm Up

2. Grade 6-1

3. Cornell Notes: Commutative Property

4. Guided Practice

5. Homework 6-2: Commutative and Associative Properties (Due April 19)

April 18, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: Can I use the properties of equations to simplify and solve expressions?

Agenda:

1. Warm Up

2. Cornell Notes: Associative Property

3. Guided Practice

 

 

 

 

April 19, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: Can I use the properties of equations to simplify and solve expressions?

Agenda:

1. Warm Up

2. Grade 6-2

3. Cornell Notes: Distributive Property

4. Guided Practice

5. Homework 6-3:Distributive Property (Due April 23)

April 20, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: Can I use the properties of equations to simplify and solve expressions?

Agenda:

1. Warm Up

2. Practice 1-8

3. All property simplifying expressions

 

 

 

 

April 23, 2012

TEKS--All 8th grade TEKS

Agenda:

1. Grade 6-3

2. Review Jeopardy for STAAR testing

April 24, 2012

TEKS--All 8th grade TEKS

Agenda:

1.  Review Jeopardy for STAAR testing

April 25, 2012

TEKS--All 8th grade TEKS

Agenda:

1. Review Jeopardy for STAAR testing

 

April 26, 2012

TEKS--All 8th grade TEKS

Agenda:

1. Review Jeopardy for STAAR testing

 

April 27, 2012

TEKS--All 8th grade TEKS

Agenda:

1. Review Jeopardy for STAAR testing

 

April 30, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: I will demonstrate my knowledge of algebraic properties, and simplifying expressions

Agenda:

1. Warm Up

2. Review for Test

 

 

 

May 1, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(B)  use the commutative, associative, and distributive properties to simplify algebraic expressions

Learning Goal: I will demonstrate my knowledge of algebraic properties, and simplifying expressions

Agenda:

1. Test: Unit 13

2. Homework 6-4: Number Sense 1 (Due May 3)

 

 

May 2, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: Can I substitute in a value for a variable to get a value for an expression?

Agenda:

1. Warm Up

2. Cornell Notes: Substituting a number in for a variable

3. Guided Practice

 

May 3, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: Can I state why or why not a series of numbers is or is not a function?

Agenda:

1. Warm Up

2. Grade 6-4

3. Cornell Notes: Solving Functions

4. Homework 6-5: Functions

May 4, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: Can I describe a functional relationship?

Agenda:

1. Warm Up

2. Finish Cornell Notes: Functions

 

 

 

May 7, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: Can I substitute in a value for a variable to get a value for an expression?

Agenda:

1. Warm Up

2. Grade 6-5

3. Practice A, B, and C—Hold middle school math course 2

 

May 8, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: I will demonstrate my knowledge of solving functions. 

Agenda:

1. Warm Up

2. Challenge: Function notation

3. Problem Solving: Input/output Tables

4. Puzzles, Twisters, and Teasers: Get to the bottom of it!!

May 9, 2012

TEKS A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Learning Goal: I will demonstrate my knowledge of functions to solve equations.

Agenda:

1. Test: Unit 14

2. Homework 6-6 (Due May 11)

 

 

 

May 10, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Cornell Notes: Adding and Subtracting with exponents

3. Practice

 

 

 

 

 

May 11, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Grade 6-6

3. Cornell Notes: Multiplying Exponents

4. Practice

5. Homework 6-7: Multiplying Exponents (Due May 15)

 

 

May 14, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Practice Multiplying Exponents

 

 

 

May 15, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Grade 6-7

3. Cornell Notes: Dividing Exponents

4. Homework 6-8: Dividing Exponents (Due May 17)

May 16, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Practice Dividing Exponents

 

 

 

May 17, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Grade 6-8

3. Cornell Notes: Raising a power to a power

4. Homework 6-9: Raising a power to a power (Due May 21)

May 18, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Practice: Raising a power to a power

 

 

 

May 21, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Grade 6-9

3. Cornell Notes: Other Exponent Rules

4. Practice

May 22, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Warm Up

2. Review for Test

 

 

 

May 23, 2012

TEKS A (11)  Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to:

(A)  use patterns to generate the laws of exponents and apply them in problem-solving situations

Learning goal: Can I use the laws of exponents to simplify expressions?

Agenda:

1. Test: Unit 15

 

 

 

 

May 24, 2012

TEKS 8 (1)  Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:

(D)  express numbers in scientific notation, including negative exponents, in appropriate problem situations

Learning Goal: Can I use scientific notation to go back and forth between standard and scientific notation?

Agenda:

1. Warm Up

2. Scientific Notation Review

 

May 25, 2012

TEKS--All 8th grade TEKS

Learning Goal:  I will demonstrate my knowledge of 7th grade math.

Agenda:

1. Warm Up

2. Final Exam Review

 

 

 

 

 

 

 

 

 

 

 

 

 

May 28, 2012

No School

 

 

 

 

 

 

 

May 29, 2012

TEKS--All 8th grade TEKS

Learning Goal:  I will demonstrate my knowledge of 7th grade math.

Agenda:

1. Warm Up

2. Final Exam

 

May 30, 2012

TEKS--All 8th grade TEKS

Learning Goal:  I will demonstrate my knowledge of 7th grade math.

Agenda:

1. Warm Up

2. Final Exam Review

May 31, 2012

TEKS--All 8th grade TEKS

Learning Goal:  I will demonstrate my knowledge of 7th grade math.

Agenda:

1. Warm Up

2. Final Exam

 

June 1, 2012

No School--Happy Summer!!

 

 

 

 

 

 

 

5th Six Weeks

Monday Tuesday Wednesday Thursday     Friday       

February 27, 2012

Learning Goal: Can I use the measures of central tendency to describe a set of data?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

Agenda:

1. Warm Up

2. Grade Homework 5-1

3. Partner Activity: Mean Riddles

4. Assign Homework 5-2: Missing Values (Closing the distance pg. 249) DUE FEB. 29

 

 

 

February 28, 2012

Learning Goal: Can I use the measures of central tendency to describe a set of data?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

Agenda:

1. Warm UP

2. Cornell Notes: Interquartile Range & Outliers

3. Cornell Notes: Selecting the correct central tendency to explain questions

4. Examples of Selecting

 

 

 

February 29, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Warm Up

2. Grade Homework 5-2

3. Cornell Notes: All types of Graphs

  • What do they look like
  • When are they used

4. Assign Homework 5-3: Unit 10 Lesson 6 (7th Grade Acc. Curriculum)

March 1, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Warm Up

2. Grade Homework 5-3

3. Cornell Notes: Box and Whisker Plots

4. Activity: Box and Whisker Plots

 

 

 

March 2, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Warm Up

2. Cornell Notes: Venn Diagrams

3. Activity: Venn Diagrams

4. Assign Graph Project

 

 

 

March 5, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Warm Up

2. Work on graph projects in class

 

 

March 6, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Work on graph project in computer lab

 

 

 

March 7, 2012

Learning Goal: Can I select and use the appropriate form of graphs?

TEKS: 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

Agenda:

1. Work on graph project in computer lab

 

 

 

March 8, 2012

Learning Goal: Can I recognize the misuses of graphs and numerical information to evaluate predictions and conclusions based on the data?

TEKS: 8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

 (B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Warm Up

2. Fill in the blank notes from the textbook

3. AIRR Activity 312 #1-5

4. Homework: Finish Graph Project at home due tomorrow

March 9, 2012

Learning Goal: Can I recognize the misuses of graphs and numerical information to evaluate predictions and conclusions based on the data?

TEKS: 8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

 (B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Warm Up

2. Turn in projects

3. Holt Math Course 3 Chapter 4 Section 6

4. Assign Homework 5-4: AIRR Activity 312 #6-10

Due Monday, March 19, 2012

March 19, 2012

Learning Goal: Can I recognize the misuses of graphs and numerical information to evaluate predictions and conclusions based on the data?

TEKS: 8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

 (B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Warm UP

2. Grade homework 5-4

3. Holt Math Course 2 Ch.1 Section 9

4. Assign Homework 5-5: Due March 21

March 20, 2012

Learning Goal: Can I evaluate the methods of sampling to determine the validity of the inference made from a set of data?

TEKS: 8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

Agenda:

1. Warm Up

2. Cornell Notes: Determining the validity

3. Activity Pg. 267-268 Closing the distance

 

 

March 21, 2012

Learning Goal: Can I evaluate the methods of sampling to determine the validity of the inference made from a set of data?

TEKS: 8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

Agenda:

1. Warm Up

2. Grade homework 5-5

3. Unit 10 Lesson 4 (8th grade Accelerated Curriculum)

 

 

March 22, 2012

Learning Goal: Can I draw three-dimensional figures from different perspectives?

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

Agenda:

1. Warm Up

2. Notes: Guided Practice through Accelerated Curriculum unit 8 Lesson 2

3. Independent Practice

4. Assign Homework 5-6: Solids from different perspectives Due Friday March 23

 

March 23, 2012

Learning Goal: Can I draw three-dimensional figures from different perspectives?

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

Agenda:

1. Warm Up

2. Grade Homework 5-6

3. Independent Practice: Unit 8 Lesson 2

 

 

 

 

 

 

March 26, 2012

Learning Goal: I will demonstrate my knowledge of the unit 11 material.

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

(B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Warm Up

2. Review for test

March 27, 2012 (After STAAR Testing)

Learning Goal: I will demonstrate my knowledge of the unit 11 material.

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

(B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Review for test

 

March 28, 2012 (After STAAR Testing)

Learning Goal: I will demonstrate my knowledge of the unit 11 material.

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

(B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Review for test

 

March 29, 2012

Learning Goal: I will demonstrate my knowledge of the unit 11 material.

TEKS: 8 (7)  Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

(A)  draw three-dimensional figures from different perspectives

8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

(C)  select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology

8 (13)  Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A)  evaluate methods of sampling to determine validity of an inference made from a set of data

(B)  recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis

Agenda:

1. Unit 11 Test

2. Assign Homework 5-7: Number Sense DUE  TUESDAY, APRIL 3

March 30, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Review Adding Integers: Pizzazz pg. 7-8 & 11

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April 2, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Review Subtracting Integers: Pizzazz pg. 14 & 16

 

 

 

 

April 3, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Grade Homework 5-7

3.  Review Multiplying Integers: Pizzazz pg. 18 & 19

4. Assign Homework 5-8: Pizzazz pg. 21 DUE THURSDAY, APRIL 5

April 5, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Review Dividing Integers: Pizzazz pg. 23 &24

 

 

 

 

April 5, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Grade Homework 5-8

3. Review for Integers Test

 

 

 

No School--Holiday

          :)

April 9, 2012

Learning Goal: Can I use appropriate operations to solve problems involving rational numbers in problem situations?

TEKS: 8 (2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

 (B)  use appropriate operations to solve problems involving rational numbers in problem situations

Agenda:

1. Warm up

2. Test Integers

3. Homework 5-9: Solving Scientific Notation (Pizzazz book pg. 76)

 

 

 

 

 

 

 

 

April 10, 2012

Learning Goal: Can I solve equations to find the value of “x”?

TEKS: A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Agenda:

1. Warm Up

2. Cornell Notes: Solving one-step equations

3. Independent Practice: Solving one-step equations (Pizzazz book pg. 203)

 

 

 

 

April 11, 2012

Learning Goal: Can I solve equations to find the value of “x”?

TEKS: A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Agenda:

1. Warm Up

2. Grade Homework 5-9

3. Cornell Notes: Solving two-step equations

4. Independent Practice: Solving Two-step equations (Pizzazz Book pg. 206)

5. Assign Homework 6-1: Pizzazz Book Pg. 207 DUE FRIDAY APRIL 13

April 12, 2012

Learning Goal: Can I solve equations to find the value of “x”?

TEKS: A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Agenda:

1. Warm Up

2. Independent Practice: Solving two-step equations (Pizzazz book pg. 208-209)

 

 

 

 

 

 

April 13, 2012

Learning Goal: Can I solve equations to find the value of “x”?

TEKS: A (4)  Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to:

(A)  find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations

Agenda:

1. Warm Up

2. Grade Homework 6-1

3. Cornell Notes: Simplifying Expressions/Combining like terms

4. Independent Practice: Simplifying Expressions/Combining like terms (Kuta Page 3 #1-20)

5. Assign Homework 6-2: Simplifying Expressions/Combining like terms (Kuta Page #20-30) DUE TUESDAY APRIL 17TH

 

 

 

 

 

4th Six Weeks

Monday

Tuesday Wednesday Thursday                  Friday           

January 16

 

 

Holiday

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

January 17

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models?

TEKS:  8.8 C (readiness), 8.8 B (supporting)

Agenda:

1. Warm Up

2. Brainpop-Volume of Prisms (need log-in)

3. Volume of Prisms-Notes/Connect to Formula Chart (1 example)

4. Guided Practice-whiteboards

HW 4-1 due Thursday over Prisms/Cylinders

January 18

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models?

TEKS:  8.8 C (readiness), 8.8 B (supporting)

Agenda:

1. Warm Up-Find the missing piece of the rect. prism when given the volume

2. Brainpop-Cylinders

3. Volume of Cylinders-Notes/Connect to Formula Chart(continue notes on same page as yesterday-1 example)

4. Guided Practice-whiteboards

HW 4-1 due Thursday over Prisms/cylinder

January 19

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models and connect to models?

TEKS:  8.8 C (readiness) 8.8 B (supporting)

Agenda:

1. Warm Up-Find the volume of the cylinder

2. Check HW 4-1 over Prisms/Cylinders

3. Notes over Cones/Pyramids

4. Guided Practice-whiteboards

HW 4-2 due Monday 1/23 over Cones/Pyramids

 

January 20

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models?

TEKS:  8.8 C (readiness), 8.8 B (supporting)

Agenda:

1. Warm Up-Find the volume of the Cone

2. Continue notes on Volume of Spheres

3. Guided Practice-whiteboards over Spheres

HW 4-2 due Monday 1/23 over Cones/Pyramids/Spheres

 

January 23

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models?

TEKS:  8.8 C (readiness), 8.8 B (supporting)

Agenda:

Check HW 4-2

Scavenger Hunt-Unit 9 Lesson 2 (Accelerated Curriculum)

January 24

LG:  How could I describe the resulting effect on volume when dimensions of a solid are changed proportionally?

TEKS: 8.10 B (supporting)

Agenda:

AIRR-242/243 (notes, guided practice)

HW 4-2 PART II (Proportions and Changing Dimensions) 3-6 due wednesday

 

January 25

LG:  How could I describe the resulting effect on volume when dimensions of a solid are changed proportionally?

TEKS: 8.10 B (supporting)

Agenda:

CHECK HW 4-2 part II (3-6 AIRR 243)

AIRR 244-Doubling and Halving Three Dimensions-describe the effects (activity)

January 26

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models and connect to models? How could I describe the resulting effect on volume when dimensions of a solid are changed proportionally?

TEKS:  8.8 C (readiness) 8.8 B (supporting), 8.10 B (supporting)

Agenda:

Review for Unit 8 Test-Dicey Dimensions Game (Kamaco Book)

HW- Unit 8 Review due Friday

January 27

LG:  How could I estimate measurements and use formulas to solve application problems involving volume and connect to models and connect to models?How could I describe the resulting effect on volume when dimensions of a solid are changed proportionally?

TEKS:  8.8 C (readiness) 8.8 B (supporting), 8.10 B (supporting)

Agenda:

1. Check Review Unit 8

2. Unit 8 Test

January 30

Learning Goal: How could I generate similar figures using dilations including enlargements and reductions?

TEKS: 8.(6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:(A)  generate similar figures using dilations including enlargements and reductions

Agenda:

1. Warm Up

2. Are they similar? (Accelerated Curriculum Unit 3 Lesson 1)

3. Homework 4-4: Generating Similar Figures (Due Tomorrow)

 

 

 

 

 

January 31

Learning Goal: How could I generate similar figures using dilations including enlargements and reductions?

TEKS: 8.(6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:(A)  generate similar figures using dilations including enlargements and reductions

Agenda:

1. Warm Up

2. Grade homework 4-4

3. Discovery education video-Intermediate Geometry

4. Geoboards dilation Activity (Accelerated Curriculum)

5. Assign Homwork 4-5: Generating Similar Figures 2 (Due Tomorrow)

 

February 1

Learning Goal: How could I generate similar figures using dilations including enlargements and reductions?

TEKS: 8. (6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:(A)  generate similar figures using dilations including enlargements and reductions

Agenda:

1. Warm Up

2. Check Homework 4-5

3. Generating Similar Figures Activity (Accelerated Curriculum pgs. 112, 113, 114, and 116)

4. Assign Homework 4-6: Generating Similar Figures 3 (Due Friday, February, 3, 2012)

 

February 2

Learning Goal: How Could you graph a dilation on a coordinate plane?

TEKS: 8. (6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:

(B)  graph dilations, reflections, and translations on a coordinate plane

Agenda:

1. Warm Up

2. Cornell Notes: Dilations (Teacher Made/AIRR 135)

3. My dilation activity: Groups of 4-Accelerated Curriculum

4. Homework from yesterday due tomorrow!

 

 

 

 

 

 

 

February 3

Learning Goal: How Could you graph a dilation on a coordinate plane?

TEKS: 8. (6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:

(B)  graph dilations, reflections, and translations on a coordinate plane

Agenda:

1. Warm Up

2. Grade Homework 4-5

3. Dilation Activity-pg. 117 Accelerated Curriculum

4. Homework 4-7: Dilations

 

 

 

 

 

 

 

 

 

February 6, 2012

Learning Goal: How Could you graph a dilation on a coordinate plane?TEKS: 8. (6)  Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:

(B)  graph dilations, reflections, and translations on a coordinate plane

Agenda:

1. Warm Up

2. Grade Homework 4-5

3. Dilation Activity-pg. 117 Accelerated Curriculum

 

 

 

 

 

 

 

 

February 7, 2012

TEKS 8.9  Measurement. The student uses indirect measurement to solve problems. The student is expected to:(B)  use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

Learning Goal: Can I use indirect measurement to solve for the missing measurement using proportions?

Agenda:

1. Warm Up

2. Grade Homework 4-7

3. Notes: Using Shadows to find missing lengths

4. Activity: Application of Proportions

5. Homework4-8: Measuring with Shadows

 

 

February 8, 2012

TEKS 8.9  Measurement. The student uses indirect measurement to solve problems. The student is expected to: (B)  use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

Learning Goal: Can I use indirect measurement to solve for the missing measurement using proportions?

Agenda:

1. Warm Up

2.  Review for Test

 

 

 

 

 

 

 

 

February 9, 2012

TEKS8.6   Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:(A)  generate similar figures using dilations including enlargements and reductions(B)  graph dilations, reflections, and translations on a coordinate plane.

 8.9  Measurement. The student uses indirect measurement to solve problems. The student is expected to:

(B)  use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

Learning Goal:  I will demonstrate my knowledge of similar figures and dilations. 

Agenda:

1. Test Unit 9

2. Grade Homework 4-8

3. Homework 4-9Number Sense

February 10, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(B)  use theoretical probabilities and experimental results to make predictions and decisions

Learning Goal: Can I use experimental and theoretical probability?

Agenda:

1. Warm Up

2. Notes: Experimental and theoretical probability

3. Class Practice: Paper, Rock, Scissors Activity

 

 

 

 

 

 

 

 

February 13, 2012

TEKS 8(11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(B)  use theoretical probabilities and experimental results to make predictions and decisions

Learning Goal: Can I use experimental and theoretical probability?

Agenda:

1. Warm Up

2. Grade Homework

3. Class Activity: Closing the distance pg. 217 and 218

4. Homework: Middle school math with pizzazz pg. E-50

February 14, 2012

TEKS 8.11 Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:(A)  find the probabilities of dependent and independent events

Learning Goal: Can I find the probability of independent events?

Agenda:

1. Warm Up

2. Notes: Independent Probability

3. Class Practice: Self Made 1-6 after notes

 

 

 

 

February 15, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:(A)  find the probabilities of dependent and independent events

Learning Goal:  Can I find the probability of independent events?

Agenda:

1. Warm Up

2. Class Activity: Match the donation (Accelerated Curriculum pgs. 207-208)

3. Homework: Math with Pizzazz pg. 109

 

 

 

February 16, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(A)  find the probabilities of dependent and independent events

Learning Goal: Can I find the probability of dependent events?

Agenda:

1. Warm up

2. Notes: Dependent probability

3. Class Practice: Questions 1-4 after notes

 

 

 

 

 

 

February 17, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(A)  find the probabilities of dependent and independent events

Learning Goal: Can I find the probability of dependent events?

Agenda

1. Warm Up

2. Class Practice: Increase the donation (Accelerated Curriculum pg. 209-210)

3. Homework: Unit 10 Lesson 1 questions 3 and 4

 

 

 

 

 

 

February 20, 2012

 

 

 

 

 

 

 

 

 

 

No School!!!

 

 

 

 

 

 

 

 

 

 

 

 February 21, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:

(C)  select and use different models to simulate an event.

Learning Goal: Can I select and use different models to show different probability events?

Agenda:

1. Warm Up

2. Grade Homework

3. Notes: Modeling probability

4. Class Practice:

 

 

February 22, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:(A)  find the probabilities of dependent and independent events

(B)  use theoretical probabilities and experimental results to make predictions and decisions(C)  select and use different models to simulate an event.

Learning Goal: I will demonstrate my knowledge of probability. 

Agenda:

1. Warm Up

2. Test Review

February 23, 2012

TEKS 8 (11)  Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to:(A)  find the probabilities of dependent and independent events

(B)  use theoretical probabilities and experimental results to make predictions and decisions

(C)  select and use different models to simulate an event.

Learning Goal: I will demonstrate my knowledge of probability. 

Agenda:

1. Test over Probability

2. Homework: Number Sense

 

 

 

February 24

TEKS 8 (12)  Probability and statistics. The student uses statistical procedures to describe data. The student is expected to:

(A)  use variability (range, including interquartile range (IQR)) and select the appropriate measure of central tendency to describe a set of data and justify the choice for a particular situation

Learning Goal: Can I use all of the measures of central tendency to describe a set of data and justify my answer?Agenda:

1. Warm Up

2. Notes: Central Tendency

3. Class Practice: Mean Riddles--Self made

 

 

 

 

 

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