## Monday, September 30, 2013

### Monday, September 30, 2013

Opener(pdf).

Lesson (pdf).

1. Prepare for the Slope/Rate of Change Assessment tomorrow. There are a variety of ways to do that including, but not limited to: review the online pre-assessment; review your notebook and/or the openers and lessons posted on the blog; review the video, work some practice problems on braingenie. You can, of course, also get help from me, another math teacher, a teacher in the Study Center, a peer tutor in the Study Center, or a parent, sibling or friend. Do whatever works best for you, but make sure you're prepared. The expectation is that you should all be able to do very well on this assessment.

2. Watch and complete the Graphing Linear Equations in Slope-Intercept Form video. As you watch it, please make sure you follow the directions/recommendations for how to watch and complete it. This should probably take about 20 minutes total, so plan accordingly.

3. After you've completed watching the video, including working out the self-check problems in your notebook, then make sure you login to the Moodle and complete the free-response summary (sample) and submit your self-check answers (just the answers, you only need to show the work in your notebook). Please make a note of any questions you may still have and come to class ready to ask them and/or figure them out with your classmates.

4. Don't forget your Sloping Letters Puzzle Blog Post due on Friday.

5. You can always head over to Braingenie for more practice on slope.

## Friday, September 27, 2013

### Friday, September 27, 2013

Opener (pdf).

Lesson (pdf).

1. Finish problem 3 (Mr. Fisch on the Treadmill) that we started in class.

2. Complete the Slope/Rate of Change Pre-Assessment on the Moodle.

3. You can always head over to Braingenie for more practice on slope.

4. By Next Friday: On your Algebra Reflective Blog, create a new post titled "Sloping Letters Puzzle." Create your own Sloping Letters Puzzle (like the one you completed for today). Come up with your own phrase, then write the descriptions of the letters like in the activity we completed. Your post should include a brief set of directions, the descriptions of the letters necessary, and the boxes to fill in. After you post, leave a comment on that post with the phrase so that readers can check to see if they got it correct.

5. Next week is Homecoming. It's a lot of fun, but only if you get involved.

## Wednesday, September 25, 2013

### Wednesday, September 25, 2013

Opener (pdf).

Lesson (pdf).

1. Don't forget your X- and Y-Intercepts blog posts due Friday.

2. Sketch a line of best fit for both your Time vs. Distance and your Cost vs. Distance graphs. One should be a much better fit than the other, but try it for both. Then, come up with an equation for each line of best fit in the form y = mx + b. Bring this to class on Friday.

3. You can always head over to Braingenie for more practice on slope.

4. Complete the Sloping Letters activity.

## Tuesday, September 24, 2013

### Tuesday, September 24, 2013

1. Check the portal for the results of your assessment and make a plan for retake (if necessary), including making an appointment online. You have to score at least a 4.5 out of 5 to be considered proficient. If you score less than a 4.5, then you'll need to come in and re-assess. (If you score a 4.5, you can also choose to come in and re-assess to try to get the 5 - I highly encourage that, but don't require it). If you score below a 3.5, then it will show in the grade book as "missing" (which counts like a 0) until you come in and re-assess at least one time. (It's really important to master these skills as we go along, which is why I put it as missing to make sure you come in and re-assess.)

2. Watch and complete the Slope video. As you watch it, please make sure you follow the directions/recommendations for how to watch and complete it. This should probably take about 20 minutes total, so plan accordingly.

3. After you've completed watching the video, including working out the self-check problems in your notebook, then make sure you login to the Moodle and complete the free-response summary (sample) and submit your self-check answers (just the answers, you only need to show the work in your notebook). Please make a note of any questions you may still have and come to class ready to ask them and/or figure them out with your classmates.

4. By Wednesday: Don't forget to complete the Air Travel research and your Graphing Story blog post.

5. Don't forget your X- and Y-Intercepts blog posts due Friday.

6. You can always head over to Braingenie for more practice on slope.

7. You don't have to watch this, but you might enjoy this four minute video titled I Hate Pennies! And you might be interested in this article Penny Dreadful. Then go talk to your social studies teacher and ask them what they think about whether we should still have pennies (and nickels).

## Monday, September 23, 2013

### Monday, September 23, 2013

Opener (pdf).

Lesson (pdf).

Initial Rankings

Rankings After Measuring

Several groups used the angle between the "slant" and the "base", several folks used the step height divided by the step width, a couple of groups weren't quite sure what to use.

1. Prepare for the Graphing Linear Equations By Using Intercepts tomorrow. There are a variety of ways to do that including, but not limited to: review the online pre-assessment; review your notebook and/or the openers and lessons posted on the blog; review the video, work some practice problems on braingenie. You can, of course, also get help from me, another math teacher, a teacher in the Study Center, a peer tutor in the Study Center, or a parent, sibling or friend. Do whatever works best for you, but make sure you're prepared. The expectation is that you should all be able to do very well on this assessment.

2. By Wednesday: Complete the Air Travel research. Note that after you complete the research you'll need to print two pages and bring them to class on Wednesday. I'd estimate about 20 minutes to do this research.

3. Don't forget your blog posts due Wednesday and Friday.

## Friday, September 20, 2013

### Friday, September 20, 2013

Opener (pdf).

Lesson (pdf).

1. If you want more practice with graphing using intercepts, head over to Braingenie.

2. If you want to play more with that Desmos activity, here it is.

3. Complete the Graphing Linear Equations by Using Intercepts Pre-Assessment on the Moodle. If you can, upload an image of your graph to the Moodle. If you can't figure that out, graph in your notebook and describe your graph in words on the Moodle.

4. Don't forget your graphing story blog post due next Wednesday.

5. Due Next Friday (September 27th): On your Algebra Reflective Blog, create a new post called "X and Y-Intercepts."  As always with our blog posts, assume you're writing your post for someone who is unfamiliar with the material and you are trying to explain it to them.

1) In your own words, describe what an x-intercept and a y-intercept is.

2) Make up a linear equation with both x and y in it, then find both the x-intercept and the y-intercept. Include the equation and the intercepts in your post, and also make sure you explain how you found the intercepts. You may want to include an image of the graph to help illustrate this (Desmos would be handy for this).

3) Finally, write a sentence (or two) telling how you are going to remember which one is the x-intercept, and which one is the y-intercept.

Again, p
lease do quality work. This is part of your digital footprint, you want it to be good.

## Wednesday, September 18, 2013

### Wednesday, September 18, 2013

Graphing Linear Equations by Using a Table Assessment Key (pdf).

Lesson (pdf). (Just got started on this lesson - will link it when we get a bit further in.)

1. Check the portal for the results of your assessment and make a plan for retake (if necessary), including making an appointment online. You have to score at least a 4.5 out of 5 to be considered proficient. If you score less than a 4.5, then you'll need to come in and re-assess. (If you score a 4.5, you can also choose to come in and re-assess to try to get the 5 - I highly encourage that, but don't require it). If you score below a 3.5, then it will show in the grade book as "missing" (which counts like a 0) until you come in and re-assess at least one time. (It's really important to master these skills as we go along, which is why I put it as missing to make sure you come in and re-assess.)

2. Watch and complete the Graphing Linear Equations Using Intercepts video. As you watch it, please make sure you follow the directions/recommendations for how to watch and complete it. This should probably take about 20 minutes total, so plan accordingly.

3. After you've completed watching the video, including working out the self-check problems in your notebook, then make sure you login to the Moodle and complete the free-response summary (sample) and submit your self-check answers (just the answers, you only need to show the work in your notebook). Please make a note of any questions you may still have and come to class ready to ask them and/or figure them out with your classmates.

4. Due Next Wednesday (September 25th): On your Algebra Reflective Blog, create a new post called "Graphing Story." Then create your own graphing story like the ones we've done in class (Journey to the Bus Stop, walking the dog, the videos we watched, etc.). Your blog post should contain three things:

1) The story itself.
2) The graph to accompany the story. (lots of ways to create and upload this, probably easiest is to draw it on graph paper, take a picture, and upload, but up to you.)
3) An explanation of how the graph matches the story.

Please do quality work. This is part of your digital footprint, you want it to be good.

## Tuesday, September 17, 2013

### Tuesday, September 17, 2013

Opener (pdf).

Lesson (pdf).

1. Prepare for the Graphing Linear Equations Using a Table Assessment tomorrow. There are a variety of ways to do that including, but not limited to: review the online pre-assessment; review your notebook and/or the openers and lessons posted on the blog; review the video, work some practice problems on braingenie. You can, of course, also get help from me, another math teacher, a teacher in the Study Center, a peer tutor in the Study Center, or a parent, sibling or friend. Do whatever works best for you, but make sure you're prepared. The expectation is that you should all be able to do very well on this assessment.

2. Finish the On the Road Again problem and come to class ready to discuss.

## Monday, September 16, 2013

### Monday, September 16, 2013

Opener (pdf).

You worked on Graphing Braingenie problems in class. Continue working on as many as you need to on your own to master the material.

1. Complete the Graphing Linear Equations by Using a Table Pre-Assessment on the Moodle. If you can, upload an image of your graph to the Moodle. If you can't figure that out, graph in your notebook and describe your graph in words on the Moodle.

## Friday, September 13, 2013

### Friday, September 13, 2013

Opener (pdf).

Lesson (pdf).

The (Hot Dog) Showdown

1. Watch and complete the Graphing Linear Equations by Using a Table video. As you watch it, please make sure you follow the directions/recommendations for how to watch and complete it. This should probably take about 20 minutes total, so plan accordingly.

2. After you've completed watching the video, including working out the self-check problems in your notebook, then make sure you login to the Moodle and complete the free-response summary (sample) and submit your self-check answers (just the answers, you only need to show the work in your notebook). Please make a note of any questions you may still have and come to class ready to ask them and/or figure them out with your classmates.

3. If you are interested, work on the hot dog problem.
Toothpick Dino

## Thursday, September 12, 2013

### Human Chain in Spain

This story caught my eye this morning.
More than 1 million people showed their support for Catalan independence Wednesday by joining hands to form a 400-kilometer (250-mile) human chain across the northeastern region of Spain.
The demonstration on the region's annual public holiday aimed to illustrate the strength of local backing for political efforts to break away from Spain. The Catalan regional government estimated 1.6 million people in the region of 7.5 million residents took part in the human chain, many of them with red, yellow and blue pro-independence flags draped around their shoulders.
Here's a question: would 1.6 million people joining hands actually make a 250-mile chain?

## Wednesday, September 11, 2013

### Wednesday, September 11, 2013

Opener (pdf).

Lesson (pdf).

1. Complete Journey to the Bus Stop (take 2), taking what you've learned in the last couple of days to help you answer the questions more thoroughly and with more detail (like annotating the graph, including speed, etc.).

2. Don't forget your blog post that is due by first period on Friday.

## Tuesday, September 10, 2013

### Tuesday, September 10, 2013

Opener (pdf).

Lesson (pdf).

1. Don't forget your blog post that is due by first period on Friday.

2. Take a look at the following sketches each of the groups did (click on them to view them larger). Here are the graphs and the descriptions you used (pdf). Look over your work and see if you've changed your mind about any of the matches and come in to class tomorrow ready to correct any you think are wrong. Also look at other groups' sketches and see which ones you think did a good job and which ones could improve, and think about how you could improve your own sketches.

## Monday, September 9, 2013

### Monday, September 9, 2013

Opener (pdf).

Lesson (pdf).

1. Braingenie if you want more practice on Solving and Graphing Inequalites in One Variable.

2. By Friday: Create a blog post where you not only solve the following problem, but explain how you used Dimensional Analysis in order to solve it. Try to write this post as if you were explaining this process to someone who didn't know anything about Dimensional Analysis. They should be able to read your post and have a pretty decent understanding of how to approach a problem like this.

This blog post is due by first period on Friday, but I highly recommend you start on it tonight so that, if you have difficulties (either with the blogging or the concept of Dimensional Analysis), you can come in and get some help on Tuesday, Wednesday or Thursday.

Please title your post Today's Price of Gas in Australia. The problem I would like you to solve is to figure out what today's price of gas is in Australia, but in U.S. Dollars per Gallon. Australian gas, not surprisingly, is priced in Australian Cents per Liter, so you have some Dimensional Analysis work to do here. (Don't forget you practiced creating some Math Notation previously - you probably want to use those skills to help you illustrate this blog post.)

So you're trying to do this:

Here are two links that will help:

1) Currency Exchange Table (US Dollars to Australian Dollars)

2) Australian Fuel Watch (use the Metro Average for ULP - note that the number given is in Australian Cents per Liter)

As a learning bonus, if you are somewhat surprised by the answer you get (in US Dollars per gallon), talk to your social studies teacher (or your parents) about why there is such a difference between the price of gas in Australia and in the U.S.

As you write this post, please remember that your blog is public, and this is part of your Digital Footprint. How do you want to represent yourself to the world?

## Sunday, September 8, 2013

### Teenagers Need a Minimum of 9 Hours of Sleep a Night

This isn't new information, but this TED Talk on the neuroscience of sleep is particularly timely now that school is back in session. Sleep is not only necessary for health reasons, but for learning reasons, which is why schools (and parents, and students) should pay a bit more attention to the science of sleep.

If you want to learn more about sleep, here are some interesting links. No word yet on whether LPS is considering starting high school at a more reasonable, science-based start time of perhaps 9:15 instead of 7:21. And, yes, if you're a teenager and not getting at least 9 hours of sleep a night, you're damaging your health and your learning.

## Friday, September 6, 2013

### Friday, September 6, 2013

Opener (pdf).

Lesson (pdf).

1. Complete your Missy Franklin problem. If you had the first 50 meters, which I did in class, then please choose one of the other splits or the entire race to do. Look at the example in the lesson and/or ask for help from me or others, but please come in Monday with a decent understanding of this problem.

2. If you haven't yet, create your math notation blog post and install Geogebra & Desmos on your laptop (see Wednesday's blog post for details).

3. Braingenie if you want more practice with Dimensional Analysis.

4. Watch and complete the Solving and Graphing Linear Inequalities in One Variable Video. As you watch it, please make sure you follow the directions/recommendations for how to watch and complete it. This should probably take about 20 minutes total, so plan accordingly.

5. After you've completed watching the video, including working out the self-check problems in your notebook, then make sure you login to the Moodle and complete the free-response summary (sample) and submit your self-check answers (just the answers, you only need to show the work in your notebook). Please make a note of any questions you may still have and come to class ready to ask them and/or figure them out with your classmates.

## Thursday, September 5, 2013

This brief story from NPR is worth your time.
Cristina Rubke was born with arthrogryposis, a rare condition which makes her unable to use her arms or legs. Even so, Rubke became a corporate lawyer and gets around town on her own. But sailing using just her chin once seemed crazy, even to her.

## Wednesday, September 4, 2013

### Wednesday, September 4, 2013

Solving Proportions and Percents Assessment Key (pdf).

Lesson (pdf).

1. Check the portal for the results of your assessment and make a plan for retake (if necessary), including making an appointment online. You have to score at least a 4.5 out of 5 to be considered proficient. If you score less than a 4.5, then you'll need to come in and re-assess. (If you score a 4.5, you can also choose to come in and re-assess to try to get the 5 - I highly encourage that, but don't require it). If you score below a 3.5, then it will show in the grade book as "missing" (which counts like a 0) until you come in and re-assess at least one time. (It's really important to master these skills as we go along, which is why I put it as missing to make sure you come in and re-assess.)

2. Braingenie if you want more practice with Dimensional Analysis.

3. Complete Journey to the Bus Stop handout by Friday.

4. By Monday: Install or link to both Geogebra and Desmos on your laptop. We'll be using these multiple times this year and you may find it helpful in your science classes as well.

Geogebra: Two ways to do this.

a) You can install the Geogebra application on your computer (Mac, Windows and Linux versions). It's safe, but it's always a good idea to talk with your parents before installing software.

b) Or install the Chrome App version of Geogebra. You have to be in the Chrome web browser to install this (if you don't have Chrome, you can install that as well), then go to this link and install the app. Again, it's safe, but it's always good to clear things like this with your parents.

Desmos: Also two ways.

a) Simply bookmark the Desmos website.

b) Install the Desmos Chrome App.

This is not due until Monday, but I would highly recommend doing this tonight so that if you need help you can stop by on Thursday or Friday and I can help you.

5. By Monday: Create a blog post on your Algebra Reflective Blog titled Sample Math Notation that includes an expression that looks like this, only with your first name on top and 2013 on the bottom:

Here are a variety of options you can use to create math notation. I highly recommend using Option 1 (Daum Equation Editor in Chrome), but explore them a bit and pick one that works for you. You are going to need to create math notation many times in the future, so spend a little bit of time now to make sure you know how to do it.
This is not due until Monday, but do not wait until the last minute. I would highly recommend doing it tonight so if you need help you can stop by and see me on Thursday or Friday.

Opener (pdf).

Lesson (pdf).