Wednesday, March 26, 2014

Here are the first two Prezi presentations.  I hope to post the link to all of them, once they are completed.  I have not viewed them from the blog and hope the links are correct.

This is Trine's:
http://prezi.com/zhsx_chgtspt/?utm_campaign=share&utm_medium=copy

This is Junior's:
http://prezi.com/p7nqiwtfg5nh/?utm_campaign=share&utm_medium=copy

This is Kevin's:
http://prezi.com/eo2i56o41-h9/?utm_campaign=share&utm_medium=copy&rc=ex0share

This is Brandon's:
http://prezi.com/z4fkdjjcj3_z/?utm_campaign=share&utm_medium=copy

 This is Jackson's:
http://prezi.com/z4fkdjjcj3_z/?utm_campaign=share&utm_medium=copy



We were to have some other students present, but there was a problem with the TDSB network.

In Grade 8 Math, the group just complete their final test, yesterday, on angle relationships in parallel lines.  To prep for the upcoming unit on the Pythagorean Theorem, I am having them do some hands on work to explore the relationship of the Mathematics behind a2 + b2 = c2 (that's  spposed to be "a squared + b squared = c squared).

Jonathan's sample

Kevin's sample (needs to label)

The next day, we continued in the spirit of drawing and cutting by having the students sketch out a triangle on a grid paper and then draw the squares on the non-hypotenuse sides of the triangle.  I will add a few photos of the student work, but I will demonstrate an example:

The sample image I will now show, which  I took from the John A Van de Walle text, also illustrates this work:

After this exercise, from yesterday, we took the drawings and then applied the Pythagorean Theorem to them.  I modeled it with the sample question I did yestersday:

In Grade 7 Math the re-tests for Perimeter, I am proud to say that 3 students joined the club of scoring a mark of 70% and higher:

We will now be taking the Measurement unit into the area of area (pun intended).   To recap, here is the difference between the two:

Add caption

Before any formula is introduced, I want the students to gain an understanding   of what area refers to.  So, we are doing a few exercises that will involve estimation and a bit of cutting.  Last night's homework looked like this:

 Some of the homework looked like this:

Eric's

Eric's finger method

Caleb's method

Tamar's method

The element of cutting is missing from both.  It is not to say they are wrong because both boys came up with creative ideas.  We'll do some cutting today and I will try to capture images of that. Another activity, a group one, will follow this up before we begin to look at the nuts and bolts and formula for the area of a rectangle.








In the afternoon, we proceeded to cut, fold and draw on the rectangle homework from last night to discover which one was the largest.

Mrs. Cimesa (pronounced Cimesha) is a Student Teacher in our classroom from OISE Uof T (Ontario Institute for Studies in Education ).  She is, originally, from Croatia.

Her placement will be for the next three weeks and a few days.  She was a certified teacher in Croatia and in process of making her Ontario teaching status permanent.  Mrs. Cimesa will be teaching the class a unit on Media Literacy, beginning next week.

HOMEWORK

Grade 7:  p. 183 on Area7 Math homework

Grade 8:  p. 249 textbook, question 1 (b,d) + check-marked questions from Math sheet

Both grades:  Prezi presentations (for Language and Geography class)

... have a good evening

ONE MORE THING:

For Grade Sevens, returning to AMG, you must fill out this form, which went home today: