### Monday, October 25, 2010

## Grade 6

After you have investigated the two problem about Terrie the Turtle and the path she walks, explore this web page, Turtle Graphics

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After you have investigated the two problem about Terrie the Turtle and the path she walks, explore this web page, Turtle Graphics

Posted by Mr. Holcomb on 10/25 at 06:29 AM

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Posted by Mr. Holcomb on 09/08 at 10:29 AM

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**Lesson Title**

Investigation 3: Estimating with Factions and Decimals

**Overview**

In today’s class students apply what they have learned while playing the “Getting Close” game.

**Textbook Sections**

Problem 3.2 (Txt. p. 33) Getting Even Closer

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

Fractions can be used to represent many different situations.

**Key Skills**

I can make quick and accurate estimates comparing fractions and decimals.

I can quickly determine the decimal and percent equivalents for the fractions 1/2, 1/3, 1/4, 2/3, 3/4, 1/6, 1/5

I can place the fractions 1/2, 1/3, 1/4, 2/3, 3/4, 1/6, 1/5 accurately on a number line.

I can determine to which benchmark the sum of two rational numbers comes closest to.

**Turn-In (#-1****)**

ACE p.35 #5 to 13 (You do not have to explain your reasoning) and 20 (You do need to explain your reasoning).

**Handouts**

No Handouts Posted

**Assignment**

No Homework

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 06/01 at 05:50 AM

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**Lesson Title**

Investigation 1: Making Comparisons

**Overview**

In today’s class students conduct a quick survey of students in the class to determine how many students prefer watching TV to using the Internet in the evening. They then are asked to write statements similar to those we have been analyzing using the data from the class.

**Textbook Sections**

Problem 1.2 (Txt. p. 7) Targeting an Audience

**Vocabulary**

similar

corresponding sides

corresponding angles

segment

ratio

perimeter

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

What makes a solution optimal?

**Key Knowledge**

Ratios can be used to make a comparison.

**Key Skills**

I can solve contextual problems using ratios, rates, or percents and verify the reasonableness of the solution.

I can determine if a given statement accurately represents data from a survey.

**Turn-In (#-1****)**

Final Draft of Dividing Fractions How and Why Due Friday, June 4.

Work for 20 minutes to finish a much as possible on the “Integer Bars” opener

**Handouts**

No Handouts Posted

**Assignment**

No Homework

Final Draft of Dividing Fractions How and Why Due Friday, June 4.

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 06/01 at 05:50 AM

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**Lesson Title**

Investigation 3: Estimating with Factions and Decimals

**Overview**

In today’s class students ramp up the level of the game “Getting Close”, pushing themselves to estimate sums of decimals or fractions to the nearest 0.5 unit.

**Textbook Sections**

Problem 3.2 (Txt. p. 33) Getting Even Closer

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

A sale price can be expressed as a percent discount.

Some fractions can be represented by terminating decimals and some can not.

**Key Skills**

I can make quick and accurate estimates comparing fractions and decimals.

**Turn-In (#-1****)**

No Homework

**Handouts**

No Handouts Posted

**Assignment**

ACE p.35 #5 to 13 (You do not have to explain your reasoning) and 20 (You do need to explain your reasoning).

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/31 at 07:02 AM

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**Lesson Title**

Chapter 4 Closure

**Overview**

In today’s class students conduct a chapter closure: conducting a team brainstorm, creating a concept map, as well as working more problems!

Here is a link to the Virtual Algebra Tiles we used in class.

http://nlvm.usu.edu/en/nav/frames_asid_189_g_4_t_2.html?open=activities&hidepanel=true&from=category_g_4_t_2.html

**Textbook Sections**

Chapter 4 Closure (Txt. p.210)

**Vocabulary**

parabola

parent graph

parameter

family of functions

transform

shift

stretch

compress

vertical

horizontal

relation

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

How can the equation of a parabola written in standard form be transformed into graphing form using just algebra?

**Key Knowledge**

Squares are easy! Changing a quadratic equation into a perfect square is the key to transforming any quadratic equation in standard form into graphing form.

**Key Skills**

I can find the center of a circle by completing the square.

**Turn-In (#-1****)**

4-107 to 4-111, 4-119 to 4-122

**Handouts**

No Handouts Posted

**Assignment**

4-123 to 4-127, 4-136 to 4-140

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/31 at 07:02 AM

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**Lesson Title**

Investigation 1: Making Comparisons

**Overview**

In today’s class the opener asks students to determine the lengths of different “integer bars” based on one of the bars being defined as one unit in length. A virtual set of integer bars can be found at:

http://www.arcytech.org/java/integers/integers.html

During the lesson for the day students continue with the work from Friday where they are analyzing statements regarding data and trying to determine if the statement accurately represents the data.

**Textbook Sections**

Problem 1.2 (Txt. p. 7) Targeting an Audience

**Vocabulary**

similar

corresponding sides

corresponding angles

segment

ratio

perimeter

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

What makes a solution optimal?

**Key Knowledge**

Ratios can be used to make a comparison.

**Key Skills**

I can solve contextual problems using ratios, rates, or percents and verify the reasonableness of the solution.

I can determine if a given statement accurately represents data from a survey.

**Turn-In (#-1****)**

No Homework

**Handouts**

No Handouts Posted

**Assignment**

Spend 20 minutes working to finish the “Integer Bar” opener from class today.

Final Draft of Dividing Fractions How and Why Due Friday, June 4.

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/30 at 11:24 PM

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**Lesson Title**

Investigation 3: Estimating with Factions and Decimals

**Overview**

In today’s class students play the game “Getting Close” as a way to improve their fluency with fractions and decimals.

**Textbook Sections**

Problem 3.1 (Txt. p.31) Getting Close

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

A sale price can be expressed as a percent discount.

Some fractions can be represented by terminating decimals and some can not.

**Key Skills**

I can make quick and accurate estimates comparing fractions and decimals.

**Turn-In (#-1****)**

ACE p.24 #13, 23, 24, 28 to 30

**Handouts**

No Handouts Posted

**Assignment**

No Homework

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/28 at 06:48 AM

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**Lesson Title**

Investigation 1: Making Comparisons

**Overview**

There were some really nice explanations yesterday regarding the question “Is it possible that all four advertising claims are based on the same data?” and in today’s class students wrap up their work with these advertisements. As time permits we will also begin Problem 1.2 in which students are asked to analyze different statements which may or may not represent a given set of dat. We also have a quiz.

**Textbook Sections**

Problem 1.2 (Txt. p. 7) Targeting an Audience

**Vocabulary**

similar

corresponding sides

corresponding angles

segment

ratio

perimeter

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

What makes a solution optimal?

**Key Knowledge**

Ratios can be used to make a comparison.

**Key Skills**

I can solve contextual problems using ratios, rates, or percents and verify the reasonableness of the solution.

I can determine if a given statement accurately represents data from a survey.

**Turn-In (#-1****)**

Quiz Corrections

Final Draft of Dividing Fractions How and Why Due Wed. June 2.

ACE p.10 #1, 9-11

**Handouts**

No Handouts Posted

**Assignment**

No Homework

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/28 at 06:48 AM

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**Lesson Title**

Investigation 1: Making Comparisons

**Overview**

In today’s class we continue our analysis of the different advertisements for Bolda Cola.

**Textbook Sections**

Problem 1.1 (Txt. p. 5) Writing Ads

**Vocabulary**

similar

corresponding sides

corresponding angles

segment

ratio

perimeter

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

What makes a solution optimal?

**Key Knowledge**

Ratios can be used to make a comparison.

**Key Skills**

I can solve contextual problems using ratios, rates, or percents and verify the reasonableness of the solution.

**Turn-In (#-1****)**

Quiz Corrections Due Friday

ACE p.10 #6 to 8

**Handouts**

No Handouts Posted

**Assignment**

Quiz Corrections

Final Draft of Dividing Fractions How and Why Due Friday, June 4.

ACE p.10 #1, 9-11

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/27 at 06:42 AM

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**Lesson Title**

Investigation 3: Estimating with Factions and Decimals

**Overview**

In today’s class students first practice creating circle graphs from percent data and then learn a game “Getting Close” that will sharpen their skills at estimating with fractions and decimals.

**Textbook Sections**

Problem 3.1 (Txt. p.31) Getting Close

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

A sale price can be expressed as a percent discount.

Some fractions can be represented by terminating decimals and some can not.

**Key Skills**

I can make quick and accurate estimates comparing fractions and decimals.

**Turn-In (#-1****)**

ACE p.24 #15, 26, 27

**Handouts**

No Handouts Posted

**Assignment**

ACE p.24 #13, 23, 24, 28 to 30

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/27 at 06:41 AM

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**Lesson Title**

Investigation 1: Making Comparisons

**Overview**

In the last class students were asked to examine advertisements representing the preference for one type of cola drink (Bolda Cola) compared to another. In today’s class students continue with this work by determining if all the advertisements could represent the same data as well as evaluating the accuracy and possible effectiveness of the advertisements. in addition, students read and peer review the second draft of the “How and Why” for dividing fractions.

**Textbook Sections**

Problem 1.1 (Txt. p. 5) Writing Ads

**Vocabulary**

similar

corresponding sides

corresponding angles

segment

ratio

perimeter

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

What makes a solution optimal?

**Key Knowledge**

Ratios can be used to make a comparison.

**Key Skills**

I can solve contextual problems using ratios, rates, or percents and verify the reasonableness of the solution.

**Turn-In (#-1****)**

Finish Fraction Review 3 Practice 1

**Handouts**

No Handouts Posted

**Assignment**

Quiz Corrections Due Friday

ACE p.10 #6 to 8

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/26 at 06:57 AM

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**Lesson Title**

4.3.1 How can I write it in graphing form?

**Overview**

In Lesson 4.1.3 students found that one way to change the equation of a parabola form the standard form f(x)=ax^2+bx+c to graphing form f(x) = a(x-h)^2+k is to find the vertex and then substitute coordinates of the vertex for h and k. But how can you find the graphing form for an equation like x^2+4x+y^2+2y=11? In this lesson and the next students will learn a new method for doing just that!

**Textbook Sections**

4.3.1 (Txt. p.202) How can I write it in graphing form?

**Vocabulary**

parabola

parent graph

parameter

family of functions

transform

shift

stretch

compress

vertical

horizontal

relation

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

How can the equation of a parabola written in standard form be transformed into graphing form using just algebra?

**Key Knowledge**

Squares are easy! Changing a quadratic equation into a perfect square is the key to transforming any quadratic equation in standard form into graphing form.

**Key Skills**

I can change a quadratic equation in standard form into graphing form by completing the square.

**Turn-In (#-1****)**

4-80 to 4-85

**Handouts**

No Handouts Posted

**Assignment**

4-91 to 4-98

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/26 at 06:57 AM

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**Lesson Title**

Investigation 2: More About Percents

**Overview**

In today’s class students learn how to make circle graphs.

**Textbook Sections**

Problem 2.4 (Txt. p.21) Making Circle Graphs

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

A sale price can be expressed as a percent discount.

Some fractions can be represented by terminating decimals and some can not.

**Key Skills**

I can make a circle graph to when given data in percent form.

**Turn-In (#-1****)**

ACE p.24 #12, 14

**Handouts**

No Handouts Posted

**Assignment**

ACE p.24 #15, 26, 27

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/26 at 03:32 AM

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**Lesson Title**

Investigation 2: More About Percents

**Overview**

In today’s class students continue to develop their ability to work with percents.

**Textbook Sections**

Problem 2.2 (Txt. p.19) Finding a General Strategy

**Vocabulary**

tiling

regular polygon

polygon

pentagon

hexagon

octagon

angle ruler

precisely

vertex

**Key Attitudes**

Willingness to work as a group to help meet individual and group goals.

**Enduring Understandings**

Changes in various parameters have specific effects on graphs of parent functions in the coordinate plane.

**Essential Question**

What makes an estimate reasonable?

What makes an answer exact?

What makes a strategy both effective and efficient?

**Key Knowledge**

A sale price can be expressed as a percent discount.

Some fractions can be represented by terminating decimals and some can not.

**Key Skills**

I can determine what percentage a given fraction represents.

I can develop a general strategy for finding percentages.

**Turn-In (#-1****)**

No Homework

**Handouts**

No Handouts Posted

**Assignment**

ACE p.24 #12, 14

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Posted by Mr. Holcomb on 05/25 at 07:13 AM

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