Hess’ Home

Today we worked on learning the rules for translations. Then we worked on a worksheet in class in pairs. I do not have an electroic version of this, so I cannot post it. They had to graph triangles and quadralaterials and then translate them (slide) by the rule that was given. They then had to do the math to see if it matches the points they found on the graph.

The rule is to take the given ordered pair (ie:  (4,9) and then move it based on another ordered pair. (ie: move right 2 and down 5 would look like (2,-5). Then they add the x value of the first point and the x value of the translation rule( 4 + 2) and add the  y values (9 + -5) to find the new point (6, 4) . I explained that the math was not hard. They just have to know the rule.

HW: none

Tomorrow we will do a Performance Task which will count as a quiz grade. They will graph a figure and then translate it to several new locations. They will also finish any work that was incomplete for the week. If they complete these and have 10 Maverick Dollars from me, then they can pick their reward for the remainder of the class time.

Transformations notes

Today we worked on translating figures using a worksheet and wipe board grids. Each problem told them how much to translate or move the figure either left, right, up or down. Some students used the wipe boards to do the problems and used a board game piece to move the points. This is still a hard concept for some of them to learn. We will be using the rules of math tomorrow to do these types of problems.

Today’s worksheet        translation practice_a        translation practice_b

 Today’s lesson: translations – Feb 24

HW: Homework and Practice worksheet        worktext_lesson_8b

Today we tried an activity to see how figures are translated or slid along the coordinate plane. We used peg boards and plotted a triangle on the board with pegs. We then put a rubber band around it. Then we plotted new points that were down two spaces and over 1 space. This created a new triangle. This was to be continued 6 times along the peg board. They had graph paper in six spaces to graph each triangle so they could see the movement. Some finished, and some just started.

translation intro

HW: Exploration Sheet.  worktext_lesson_8b

Today we began a new unit on transformations. There are four types, but we will begin with three: Translations (slides), Reflections (flips), and Rotations (turns). We reviewed a power point and took notes on the transformations. We began a poster involving the unit and what we learned so far.

 transformation intro

transformation power point

HW: Worksheet with only 3 questions to decide which transformation they are.

I am trying something new in how we structure the classroom. There are several factors.

Each student has a folder in the room. These do not leave the class room. All daily classwork will be kept in these. As students finish assignments, there next one is in their folder. I am doing this for several reasons. It allows those who are quicker and accurate, to continue on to other assignments without waiting. It keeps papers from leaving the room when a student has done some work on it. It allows me to have access to their progress and to keep the papers for grading. It makes the students more independent.

Daily schedule: They come to class and get their folder. Their warm up sheets are in there and they begin. These are graded while they do them and then reviewed as a class. We begin a group lesson. Any notes or sheets they need will be in their folder. After instruction, they have a classwork sheet to do. I will modify some sheets to allow some students to challenge themselves, and for others it will have reduced problems, or require more basic math skills. There is a minimum they need to complete each day.

Rewards: I will be giving out Maverick Money to be used in my class. They get one for completing their assignment for the day, one for behavior if their name was on the board, but only checked once, and another if their name was not on the board. Friday will be reward days. If they have their week’s worth of work completed, they can turn in their money for their reward. This can be use of their i-pod (with earphone), candy bar, coke, letter of praise to parent, free time at their desk, etc. It is an individual reward. At this point it will require 10 maverick dollars to earn a reward.

My goal is to reward those students whose behavior is good, and to encourage them to complete work in class. If they have not completed daily classwork, they cannot have their reward. They must complete their unfinished work first. Hopefully, this will allow for less zero grades in class as well.

This processes is just beginning, and is subject to modifications. We are in a trial period. Let’s see how this goes and hope for good results.

Study Guide M7A3 Direct Indirect

Study Guide M7A3 Direct Indirect – answers

Practice Combined Direct and Inverse Variation

Notes – Direct indirect missing value

m7bookmark

We are working on worksheets that are mixed review. They contain both Direct and Indirect problems.  We have a test on Friday. They need to be able to distiguish between the two types of equations and (x,y) values. They will also have some graphing on the test.

They need to memorize the equations for direct and indirect along with how to find the constant. Review worksheets and guided notes are attached. Practicing these and memorizing the equations is the best and easiest way to do these problems.

REVIEW IN CLASS TOMORROW – with the completed sheet going home tomorrow to study. It is attached, so they can do it again tomorrow night and check their answers. Or you can have them begin tonight.

TEST FRIDAY - The study guide has all the information and type of problems that will be on the test.

HW: 1/2 sheet with problems. The first two (#16 & 17) they are to find the constant by trying both multiplying the numbers and dividing. This will determine whether it is a direct or indirect variation (Direct uses dividing, Indirect uses multiplying).

QUIZ TOMORROW – Friday

On indirect variations. They need to be able to find the constant. Put it into an equation and graph. These have been done before with direct variations. However, they now need to know the new equations for indirect. The quiz may possibly be modified from the study guide posted now, if I don’t feel they have all the content on Thursday.  Since we were out on Wednesday, and they did not have much time to practice on Tuesday, we’ll see how well they learn on Thursday.

quiz InDirect variation quiz – study guide

Quiz InDirect variation quiz – study guide answers

InDirect Variation Study guide-notes

Today was the Renaissance reward party to Stars and Stripes. We did not have class today.

On Monday, we did an exploration worksheet to help discover the equations and constant of an inverse (indirect) variation. They worked on these independently with finding a y value for an equation, finding a constant by multiplying x and y, and by graphing these equations. Their grades are posted.

HW:  Monday was Practice A #3, and #4. They were to multiply x and y for each pair and see if they were all the same (is there a constant).

Today we started to understand the real life situations of an inverse variation. We used the example of having 1 pizza. The more people that come, the less part of the pizza everyone gets. We took notes off a power point.

HW: Practice B, #1,2,3. They are to multiply x and y values and see if there is a constant (the same number).

Power point of pizza and inverse variations:

Indirect variation pizza example

indirectvariationexpp[1]

Today we have a substitute. They will take a quiz on direct variations. They were given a practice quiz for homework that is exactly like the quiz. I hope they do well.

The other work they are to do is review sheets on graphing the coordinates and solving equations. These will count toward their Review work category.

We will work on word problems for direct variations on Friday. Monday will begin Indirect Variations.