We live in a world surrounded by technology. And we know that whatever field our students choose to go into as adults, their ability to succeed will increasingly depend on understanding how technology works.
But only a tiny fraction of us are learning how technology works. Fewer than half of all schools teach computer science.
That’s why our entire school is joining in on the largest learning event in history: The Hour of Code, during Computer Science Education Week (December 5-11). More than 100 million students worldwide have already tried an Hour of Code.
Article - "A Plan to Teach Every Child Computer Science"
In this unit, the focus is on understanding and developing systematic ways to add, subtract, multiply, and divide positive and negative numbers. Students will develop algorithms for computations and will use the order of operations, the Commutative Property, and the Distributive Property to solve problems.
John took a picture to a copy machine and had a copy made, not realizing that someone had left the machine set for a reduction to 80 percent of the original size. What percent setting will John have to use on the copy machine to obtain from his reduced copy a picture with the original dimensions?
Mr. Corey is wrapping a gift for Mr. Warshaw. He wants to cover the 8 inch x 10 inch x 5 inch box with wrapping paper. How many square inches of of paper will he need if the paper fits perfectly over the box? How much ribbon will he need if the bow itself adds 15 inches?
At this time of year many postal workers have to work overtime, so a supervisor at one large post office planned a late-night snack for the employees. She ordered 1 extra-large pizza for every two workers, 1 large bag of potato chips for every 3 workers and 1 two-liter bottle of cola for every four workers. When the order arrived, 26 items were delivered. How many employees were working that evening?
Focus Question: What's the smallest number of side and angle measurements that will tell you how to draw an exact copy of any given triangle? We started this investigation on Friday looking at the idea of recreating an exact triangle from specific directions. Some of these included: side-angle-side, angle-side-angle...
We are finishing up our first math unit, Shapes and Designs.
The Unit Test is scheduled for Friday 10/21.
Start studying now to make sure you're ready!
Final Study Guide - Shapes and Designs
1. Draw, construct and describe geometrical figures and describe relationships between 2. Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Review - Investigation 1
1. Sorting and sketching of regular polygon (specific to parallelogram and triangle)
2. Benchmark angles
3. Measuring angles
Review - Investigation 2
1. Formulas - sum of angles in a regular polygon (n = the number of sides in polygon)
• S (sum of angles) = 180 (n-2)
• A (individual angle in a polygon) = 180 (n-2) / n
2. Finding exterior angles in a polygon.
Review - Investigation 3
1. Sides lengths and forming triangles:
• The sum of the two shorter sides must be greater then the longer side in a triangle
2. How to create a unique triangle:
• SAS (side-angle-side),
• AAS (angle-angle-side),
• SSS (side-side-side),
• ASA (angle- side-angle)
3. Finding angle measures when given parallel lines and transversals.
• supplementary angles
• complementary angles
• isosceles/equilateral triangle properties
• parallelogram/square/rectangle properties
• angle sums for regular polygons
Specific work to review:
• Warm-up problems (Do Nows)
• Specific ACE Problems or Investigation Problems to review to review:
•Inv 1 ACE: #10 page. 27, Check-in Quiz, Problem 1.4 C and D page .21
•Inv 2 ACE: #1 page. 52, #12 page. 54,
•Inv 3 Problem 3.2 A, ACE #9 page. 77, Problem 3.4 B and C page. 70
• Check-in 1 and Partner Quiz Inv 2
Focus Question: What are the size of each angle and the sum of all angles in a regular polygon with n sides?
The students will review what is important in a polygon and how regular and irregular polygons compare. The goal is for students to develop formulas the sum of interior angles for a polygon of n sides.
Focus Questions: When a drawing shows two rays with a common endpoint how many rotation angles are there? How would you estimate the measure of each angle? How do you measure and angle with an angle ruler and a protractor?
supplementary angle - angles that add up to 180˚
complementary angle- angles that add up to 90˚
Here are the notes from today's class and the 1.3 and 1.4 homework.
Focus Question: What properties do all polygons have?
Diving into polygons!
In the first section of Shapes and Designs, students spent time defining the characteristics of polygons. Ask your student, "What makes a shape a polygon?" These shapes have some specific properties!
Next, everyone got some hands-on time, looking at a variety of shapes and categorizing them. Most groups categorized the shapes by the number of sides they had, but then many expanded those further into sub-categories. How many different categories can there be for quadrilaterals (four-sided polygons)? Here is a picture of the students in action with the shape sets.
We will cover the following Common Core Standards-
All Investigations - 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Investigation 2 - 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
Investigation 2 - 7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Investigations 1, 2, and 3 - 7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.