# Tuesday, May 16

In class: I checked 11.3 and 11.4 homework, we completed a proof relating to parallel lines and proportional lengths

Assignment: 11.6 on p. 607: 1-21 odds

# Tuesday, May 16

In class many students were absent due to WEB training. We worked in groups to complete 8.2 Task + RSG.

# Monday, May 15

In class topic: ratios between similar figures. If $\dpi{300}\inline a$ and $\dpi{300}\inline b$ are the lengths of two corresponding dimensions between two similar figures, then we can say that all corresponding side lengths will be in the ratio

$\dpi{300}\inline \dfrac{a}{b}$

Their area or surface area ratios will be

$\dpi{300}\inline \left(\dfrac{a}{b}\right)^2 = \dfrac{a^2}{b^2}$

Their volumes will be in the ratio

$\dpi{300}\inline \left(\dfrac{a}{b}\right)^3 = \dfrac{a^3}{b^3}$

Assignment: 11.5 on p. 595: 1-6, 10-17

# Monday, May 15

In class students worked through problems intended to help them create the distance formula

$\dpi{300}\inline d^2 = (x_1 - x_2)^2 + (y_1 - y_2)^2$

which becomes

$\dpi{300}\inline d = \sqrt{(x_1 - x_2)^2 + (y_1 - y_2)^2}$

They should understand how and why the formula works. And also see the relationship between the distance formula and the pythagorean theorem which it is based on

a triangle is right if and only if (its sides a, b and c) satisfy $\dpi{300}\inline a^2 + b^2 = c^2$

# , Tuesday, May 9

In class: we worked through and discussed a practice SBAC test. Tomorrow students will be completing the Performance Task.

All 8th grade students are to bring their chromebook to class charged and ready for testing. No cell phones or internet device use allowed during testing sessions even if you are done.

Assignment: AGS students should be working to complete their Module 7 assessment which is still due at the start of class on Friday. So, at this point anything they have not completed should be completed at home. I would recommend completing problems 1 – 4 by tomorrow. And then completing #5 tomorrow evening.

# Monday, May 8

In class: notes on the locus/distance definition of a parabola and how to find the equation of a parabola given the equation and position of the directrix and focus.

Assignment: Read 9.3 and complete 1-9 on p. 511.

# Monday, May 8

In class: students had time to work on the Module 7 assessment. We reviewed the expectations and rubric.

Assignment: in order to be on track to finish by Friday, tonight students should complete all of problems 1 and 2 (there are 3 parts of #1). These problems require students to explain their thinking, use geometric vocabulary, label diagrams with appropriate congruence and measurement marks, and be precise.

# Friday, May 5

In class: we worked on a review and practice set of problems and students received the Module 7 assessment (which is a problem set) due no later than next Friday. They will have Monday's class time to work on the problems and I will review the rubric and expectations.

Assignment:

(1) Module 7 Review w/s

(2) Module 7 Asssessment, MYP Criteria C — due by Friday, May 12.

Upcoming

Monday: work time

Tuesday: SBAC Prep

Wednesday/Thursday: SBAC

Friday: Begin Module 8.

# Friday, May 5

In class: we worked on a review and practice set of problems and students received the Module 7 assessment (which is a problem set) due no later than next Friday. They will have Monday’s class time to work on the problems and I will review the rubric and expectations.

Assignment:

(1) Module 7 Review w/s

(2) Module 7 Asssessment, MYP Criteria C — due by Friday, May 12.

Upcoming

Monday: work time

Tuesday: SBAC Prep

Wednesday/Thursday: SBAC

Friday: Begin Module 8.

# Friday, May 5

In class students had time to work on assignments and I floated around to different groups. I stamped all assignments that were complete at this time. There have been 4 assignments not including the assignment from today (which would not be stamped yet.

Showing steps: I know this is a battle with many students who claim that they can get the answer without showing work, and I would like to weigh in and say that I expect students to show their steps and I insist that they do it. If your student is not showing work you may find notes from me in their spiral, sometimes in VERY LARGE font and glorious marker color 🙂 That said, I think that those who either by nature or nurture have come to be accustomed to showing work have an easier time progressing through more difficult topics, learning from their practice, communicating with those around them about problems and get more value out of their past work and spiral.

Assignment: 11.4 on p. 588: Investigation 1 and 2, also complete 1-14, 16