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Monday, November 18, 2019 |
END-OF-UNIT 3 ASSESSMENT |
Friday, November 15, 2019 |
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Thursday, November 14, 2019 |
Quiz
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Wednesday, November 13, 2019 |
11.8.19 Homework Due beginning of class
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Tuesday, November 12, 2019 |
TRIMESTER TWO Begins
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Monday, November 11, 2019 |
In Honor of Veteran's Day - No School |
NOTE: THE LAST DAY TO TURN IN MISSING CLASSWORK / HOMEWORK FOR TRIMESTER ONE IS 11/4/19. NO LATE WORK WILL BE ACCEPTED AFTER THIS DATE.
Friday, November 8, 2019
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End of Trimester One
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Lesson Standard(s):
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.F.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two (x, y) values, including reading these
from a table or from a graph. Interpret the rate of change and initial value of a
linear function in terms of the situation it models, and in terms of its graph or
a table of values.
Thursday, November 7, 2019
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Wednesday, November 6, 2019
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IM Unit 3 Lessons 6 and 7
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Tuesday, November 5, 2019
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IM Unit 3 Lessons 5 and 6
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Monday, November 4, 2019
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Unit 3 Assessment # 1NOTE: There will be NO Retake Opportunity offered for this test.
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Friday, November 1, 2019
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Finish your Station Activity
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Thursday, October 31, 2019
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Wednesday, October 30, 2019
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IM Unit 3 Extension Activity (GROUP)
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Tuesday, October 29, 2019
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IM Unit 3 Lesson 4
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Monday, October 28, 2019
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IM Unit 3 Lesson 3
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Friday, October 25, 2019
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Window for IM Unit 2 End-of-Unit Assessment Retake closes today.
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Thursday, October 24, 2019 |
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Wednesday, October 23, 2019 |
Written Response Essay Questions
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
Tuesday, October 22, 2019
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IM Unit 3 Lesson 1
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
Monday, October 21, 2019 |
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Lesson Standard(s):
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities.
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
Thursday, October 17, 2019 -
Friday, October 18, 2019
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Parent-Student-Teacher Conferences:
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Wednesday, October 16, 2019
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Tuesday, October 15, 2019
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Station Activity (Introduction to Slope)
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Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
Window for UNIT 2 End-of-Unit Test Retakes 10/15/19-10/25/19
Monday, October 14, 2019
Slope Intercept Form
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Unit 2 End-of-Unit Test (Online)
The y-intercept of a line is where the line intersects and passes through the y-axis. The y-intercept will be Zero if the line passes through the Origin. It can be a positive (above zero) value or a negative (below zero) value depending on where the line intersects the y-axis. If two lines have the same slope, they are parallel. If two lines have the same y-intercept, both lines pass through the same point (a common point that is shared) on the y-axis.
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Friday, October 11, 2019 |
END OF UNIT 2 Practice Performance Task
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Thursday, October 10, 2019 |
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Wednesday, October 9, 2019 |
IM Unit 2 Lesson 12
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Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies,
or geometry software.
Tuesday, October 8, 2019 |
IM Unit 2 Lesson 11
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Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Monday, October 7, 2019 |
STATION ACTIVITY (REVIEW)
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Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Friday, October 4, 2019
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UNIT 2 MID-UNIT ASSESSMENTS RETURNED TO STUDENTS. RETAKE OPPORTUNITY WILL BE AVAILABLE FROM 10/7/19-10/11/19.
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Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.G.4 Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Thursday, October 3, 2019
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IM Unit 2 Lesson 10: Introduction to Slope
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Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the
equation y = mx for a line through the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.
8.G.4 Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Wednesday, October 2, 2019
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Unit 2 Mid-Unit Assessment
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Tuesday, October 1, 2019
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IM Unit 2 Lesson 8 "Similar Triangles" and Lesson 9 "Side Length Quotients"
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Lesson Standard(s):
8.G.2 Understand that a two-dimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Monday, September 30, 2019
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IM Unit 2 Lesson 7 "Similar Polygons"
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Lesson Standard(s):
8.G.2 Understand that a two-dimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Friday, September 27, 2019 |
IM Unit 2 Lesson 6 "Similarity"
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Lesson Standard(s):
8.G.2 Understand that a two-dimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a two-dimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Thursday, September 26, 2019 |
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 25, 2019 |
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Tuesday, September 24, 2019
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Quiz - Dilations and Scale Factor |
Monday, September 23, 2019
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Lesson Standard(s):
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Friday, September 20, 2019 |
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Thursday, September 19, 2019 |
IM Unit 2 Lesson 2 Concentric Grids
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 18, 2019
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Continue working on Dilations HW
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Tuesday, September 17, 2019 |
Written Unit 1 Assessment
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Video: Dilations and Scale Factor
Monday, September 16, 2019 |
IM Unit 2 Lesson 1
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Lesson Standard(s):
7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Friday, September 13, 2019 |
Window for Retake of Mid-Unit Assessment closes today.
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Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Thursday, September 12, 2019 |
Unit 2 IM Workbooks issued to students
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Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 11, 2019 |
End-of-Unit Test (Open Notes and Book)
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Tuesday, September 10, 2019 |
IM Unit 1 Lesson 16
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Lesson Standard(s):
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles.
Monday, September 9, 2019 |
IM Unit 1 Lesson 15
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Lesson Standard(s):
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles.
Friday, September 6, 2019
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Unit 1 Mid-Unit Assessment (Open Book and Open Notes)
All test grades have been placed in PowerSchool as of 4pm.
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, September 5, 2019
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IM Unit 1 Lesson 14 Review
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Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and
translations.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 4, 2019
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Classwork: IM Unit 1 Lesson 12
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Lesson Standard(s):
8.G.2 Understand that a two-dimensional figure is congruent to another if the second
can be obtained from the first by a sequence of rotations, reflections, and
translations; given two congruent figures, describe a sequence that exhibits the
congruence between them.
Tuesday, September 3, 2019
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Classwork: Introduction to Dilations
From the Origin (0,0):
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Monday, September 2, 2019
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School Holiday - NO SCHOOL
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Friday, August 30, 2019
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Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, August 29, 2019
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Wednesday, August 28, 2019 |
IM Unit 1 Lesson 8
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| 8.28.19 Lesson.ppsx |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Tuesday, August 27, 2019
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Quiz # 1 (Open Book / Open Notes)
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Monday, August 26, 2019
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IM Unit 1 Lesson 7
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| 8.26.19 Lesson.ppsx |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Friday, August 23, 2019
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No Homework
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, August 22, 2019 |
BACK TO SCHOOL NIGHT - 6:00pm-8:00pmIM Unit 1 Lesson 6
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Wednesday, August 21, 2019 |
IM Unit 1 Lesson 5
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Tuesday, August 20, 2019 |
IM Unit 1 Lessons 3 and 4
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Monday, August 19, 2019 |
IM Unit 1 Lesson 2
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Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Friday, August 16, 2019
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IM Unit 1 Lesson 1
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| 8.16.19 IM Unit 1 Lesson 1.ppsx |
| 8.16.19 IM Unit 1 Lesson 1 Introduction.pdf |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Thursday, August 15, 2019 |
Unit 1 Workbooks Issued to ALL Students
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| 8.15.19 Pretest.pdf |
Wednesday, August 14, 2019 |
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