Wed and Thursday 27th and 28th - Study Guide for Skills Test and Class Notes

Investigation 4.1  Goals:
This investigation focuses on the order of operations.
Students will explore the use of the order of operations to order computations in provided problems.

Link to notes from class.

SKILLS TEST PRACTICE PROBLEMS
Here is the study guide sheet for the Skills Test 1-16 (this Friday).
Page 1
Page 2

Tuesday 26th - Study Guide for Investigation #3

Accentuate the Negative - Check-in Investigation 3
Study Guide Essential Learning: 
• Demonstrate an understanding of arithmetic operations for integers (positive and negative numbers)
• Understand commutative property, distributive property and order of operations

Content covered:
1. Solve word problems involving positive and negative numbers Examples: Skill Sheet: Multiplying Integers
2. Solve problems involving addition, subtraction, multiplication, or division of positive and negative numbers Examples: Skill sheets (the papers with the circled problems)

 Study:
*Look over the first quiz from this unit. Make sure you can do any of the problems, especially any that were incorrect.
*Check the problems that you’ve marked wrong from your homework- redo them, if you can’t get the right answer, ask questions.
*Do some of the problems from the handouts and then check to see if they are right using a calculator. 

Vocabulary use be specific, use the terms we have learned – see the list in your vocabulary notebook and vocabulary crossword puzzle.

Tuesday, March 26, 2013

Quiz on Investigation 3 Tomorrow

Greetings all, 

Today we worked on a Check-In review packet about what we have learned in Investigation 3 about multiplying and dividing positive and negative integers.

Use the packet wisely tonight to help you practice and stay fresh for the quiz.  I have even attached the answers here.

Monday, March 25th 2013

Introducing Division of Integers

Today in math class we explored the division of integers using what we have learned about the relationship between division in multiplication found in fact families.  This allowed us to create algorithms for dividing integers.

We worked through 3.3 and collaborated as a class to explore various fact families with both positive and negative numbers.  During this process we found that multiplication is commutative (3x2=2x3) and that division is not commutative (3/2 is not equal to 2/3).

Here is a link to the notes from class today: Problem 3.3 Notes <-- For those of you who did not get a chance to finish in class I have put the answers on the notes for you.

Also, a friendly reminder that the homework for tonight is ACE #7-8 on pg. 69 and #33 on pg. 77.

Help Video on Subtracting Integers

March 20th and 21st - Investigation 3.1 and 3.2

Investigation 3.1 - Introducing Multiplication of Integers

The goals of today's lesson:

• Use a number line and motion model to develop the relationship between repeated addition and multiplication with integers
• Develop and use algorithms for multiplying integers.

Some of the algorithms uncovered by our students were:

• When two factors have the same sign then the product is positive.
• When two factors have opposite signs the product is a negative number.

Investigation 3.2 

Here is a video showing a different method of understanding the multiplication of integers using a pattern method.

March 18th - Investigation 2.5 coordinate graphing

Today we reviewed coordinate graphing in all 4 quadrants.
Here is an image to remind you of the 4 quadrants.


Students need to complete Investigation 2.5 A-E on p. 36-37.

Here is a video on graphing coordinate points.

March 12th - Investigation 2.4 Fact Families

Today we completed the Investigation 2.4 Lesson discussing fact families.

Here is a word bank for the crossword puzzle:

• algorithm
• addend
• minuend
• integer
• rational number
• commutative property
• absolute value
• negative number
• positive number
• opposites
• subtrahend

Good luck!

March 11th - Investigation 2.2 and 2.3

Today we continued to look at integers and specifically subtracting integers.

We worked with the following number sets:

-8 - -3 =

8 -3 =

8 - -3 =

-8 - 3 =

-3 - -8 =

The following were the rules/ algorithms we came up with.

1. You will get a positive number if the number you start with is greater than the number you subtract it from.

2. If the first number is less than the second number then the difference will be negative.

Another student then said:
3. If the first number is greater than the second then the difference will be positive.

We had good discussions and a good use of the chip model today.

Here is an interactive link to chip models. 
Open in Safari

March 7th - Investigation 2.1

Goals for the day:
- Students will be developing algorithms for adding integers.
- Students will model addition of integers using distance/ direction on a number line and chip model.

The main algorithms discussed today were the following:

When adding integers:

1. If the addends have the same sign, combine and use the same sign.

2. If the addends have opposite signs, cancel and take the sign of the number furthest from zero (largest absolute value).

Complete the Check-in Inv 2.1

March 6th - Happy World Math Day!!!

The World Education Games is an annual global online challenge to get all students (4-18 years of age) excited about learning, and to give the top students in all schools an opportunity to see how they measure up against the best in the world. Last year, over 5 million students were a part of what is now the world’s largest online education event. 

Here is the link to the competition - Click here

Students from our math classes are competing against other students around the world on their math fluency.

Tuesday March 5th - Investigation 2.1

Goals for the day:

• Students will be developing algorithms for adding integers.
• Students wil model addition of integers using distance/ direction on a number line and chip model.

The main algorithms discussed today were the following:

When adding integers:

1. If the addends have the same sign, combine and use the same sign.

2. If the addends have opposite signs, cancel and take the sign of the number furthest from zero (largest absolute value).

Math this Week - 27th, 28th, and 1st of March

We worked through Investigation 1.  Students were aquatinted with number lines, read thermometers and how to use the chip model to work with adding and subtracting positive and negative integers.

Here is a cool interactive link working with the chip model.
Click here to access.  You will need to open this in Safari!

Here is a good link to Math is Fun on Number Lines.