iPad tutorial for multi-tasking / splitting screen.
Students may need to be able to work and multi-task while in a Zoom session or other activity. The short video below demonstrates how this can be done.
Week 32 (T3): Monday, April 19, 2021 through Friday, April 23, 2021
Monday, April 19th
TODAY'S ASSIGNMENT:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Week 31 (T3): Monday, April 12, 2021 through Friday, April 16, 2021
Thursday, April 15th and Friday, April 16th
TODAY'S ASSIGNMENTS:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Tuesday, April 13th and Wednesday, April 14th
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TODAY'S ASSIGNMENTS:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Monday, April 12th
Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Week 30 (T3): Monday, April 5, 2021 through Friday, April 9, 2021
Thursday, April 8th and Friday, April 9th
TODAY'S ASSIGNMENT:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Tuesday, April 6th and Wednesday, April 7th
TODAY'S ASSIGNMENT:
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| 4.6.21-4.7.21 IM Unit 5 Lesson 3.ppsx |
Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Spring Break Vacation (T3): Thursday, March 25, 2021 through Monday, April 5, 2021
There is NO assigned work over the break, but there are opportunities to complete missing / late work before codes expire as well as to Retake the Unit 4 Test (optional).
SPRING BREAK - SCHOOL IS CLOSED AND WILL RESUME TUESDAY 4/6/2021
Week 29 (T3): Monday, March 22, 2021 through Wednesday, March 24, 2021
Tuesday, March 23rd and Wednesday, March 24th
TODAY'S ASSIGNMENT:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Monday, March 22nd
TODAY'S ASSIGNMENT:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Week 28 (T3): Monday, March 15, 2021 through Friday, March 19, 2021
Thursday, March 18th and Friday, March 19th
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Introduction to UNIT 5:
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input
and the corresponding output.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
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 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.
Tuesday, March 16th and Wednesday, March 17th
IM Unit 4 Test
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Monday, March 15th
You will be taking your Unit 4 End-of-Unit Assessment (Tuesday 3.16.21 and Wednesday 3.17.21) in Two Parts, one in Performance Matters and the other one in Desmos.
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Week 27 (T3): Monday, March 8, 2021 through Friday, March 12, 2021
Thursday, March 11th and Friday, March 12th
Classwork:
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Tuesday, March 9th and Wednesday, March 10th
Classwork:
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Monday, March 8th
When x-value is equal to 4, it will make the y-value equal to 3 in both equations, therefore the ordered pair ( 4 , 3 ) is a solution to the System of Equations. |
First Day of Trimester 3.
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Week 26 (T2): Monday, March 1, 2021 through Friday, March 5, 2021
Thursday, March 4th and Friday March 5th END OF TRIMESTER TWO
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Today, we continue in Unit 4:
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Tuesday, March 2nd and Wednesday, March 3rd
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Today, we continue in Unit 4:
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| 3.2.21-3.3.21 IM Unit 4 Lesson 10 and worksheet.ppsx |
| 3.2.21-3.3.21 Systems of Equations Worksheet.pdf |
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Monday, March 1st
Office Hours offered from
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Retake of Mid-Unit 4 Assessment is offered during Office Hours (Today Only).
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Week 25 (T2): Monday, February 22, 2021 through Friday, February 26, 2021
Thursday, February 25th and Friday, February 26th
The solution to the system of linear equations is the point of intersection, which is the ordered pair ( 1 , 2 ). |
Today, we continue in Unit 4:
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Lesson: |
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What type of solution does the system of equations have?
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution
to the equation is the value(s) of the variable(s), which make the equation
TRUE (balanced) when they are substituted back into the equation. Equations
shall include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Tuesday, February 23rd and Wednesday, February 24th
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Today, you are taking your Unit 4 Mid-Unit Assessment. This will be your last major grade of Trimester 2. Trimester 2 ends next week. Remember: Complete any missing or incomplete assignments by 2/26/21 and notify Mr. Pearson of their completion. |
Use the link below if you are in Periods 1, 3, 4, 5, or 6:
Use the link below if you are in Period 7:
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday February 22nd
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FINISH ASSIGNMENT: 2.16.21-2.19.21 IM Unit 4 Lessons 6-8 Skills
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Week 24 (T2): Monday, February 15, 2021 through Friday, February 19, 2021
Thursday, February 18th - Friday, February 19th
CHALLENGE: Can you build you own linear equation of each solution type?
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REMINDER: Next Friday (February 26th) is the final day to turn in any missing or incomplete assignments for ANY credit.
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, February 16th - Wednesday, February 17th
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Today, we continue in Unit 4:
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UNIT4 Lesson 7 Download Lesson: |
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.7a Give examples of linear equations in one variable with one solution, infinitely
many solutions, or no solutions. Show which of these possibilities is the case
by successively transforming the given equation into simpler forms, until an
an equivalent equation results.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, February 15th
Week 23 (T2): Monday, February 8, 2021 through Friday, February 12, 2021
Friday, February 12th
Thursday, February 11th
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Students will NOT have school on Friday 2/12 or Monday 2/15 in honor of Presidents' Day!
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Download assignment: |
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, February 9th and Wednesday, February 10th
Students will explore My Path (based on next steps from Diagnostic Testing and Teacher Assigned Lessons in iReady in the final 15 minutes of the class period. |
Students will begin working on iReady assignments after the lesson today. | |||
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, February 8th
FINISH ASSIGNMENT: 2.4.21-2.5.21 IM Unit 4 Lessons 4/5 Classwork (Due 2.8.21)
This is the assignment issued last week during class. It has a due date of today (Monday, February 8th at 3:00pm).
Check grades on PowerSchool and determine any missing work that needs to be completed. Complete any missing work. Notify Mr. Pearson by email (rpearson@eusd.org) or during office hours once you have completed any missing work.
Work on FRECKLE Adaptive Practice (target goal per week is a minimum of 1 hour).
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Week 22 (T2): Monday, February 1, 2021 through Friday, February 5, 2021
Thursday, February 4th and Friday, February 5th
Click on book above for access to the UNIT 4 curriculum.
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Today, we continue in Unit 4:
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, February 2nd and Wednesday, February 3rd
Click on book above for access to the UNIT 4 curriculum.
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Today, we continue in Unit 4:
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| 2.2.21-2.3.21 IM Unit 4 Lesson 4.ppsx |
| 2.2.21-2.3.21 HOMEWORK (Due next class meeting).pdf |
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, February 1st
ASSIGNMENT: 1.28.21-2.1.21 IM Unit 4 Lesson 3 Homework (Due 2.1.21 at 3:00pm)
This is the assignment issued last week during class. It has a due date of today (Monday, February 1st at 3:00pm)
1.25.21 Quiz had a due date of Wednesday, January 27th at 3:00pm. Several students did not complete the quiz.
ASSIGNMENT:
Check grades on PowerSchool and determine any missing work that needs to be completed. Complete any missing work. Notify Mr. Pearson by email (rpearson@eusd.org) or during office hours once you have completed any missing work.
Work on FRECKLE Adaptive Practice (target goal per week is a minimum of 1 hour).
Week 21 (T2): Monday, January 25, 2021 through Friday, January 29, 2021
Thursday, January 28th - Friday, January 29th
Click on book above for access to the UNIT 4 curriculum.
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Today, we continue in Unit 4:
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| 1.28.21-1.29.21 IM Unit 4 Lesson 3.ppsx |
Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, January 26th - Wednesday, January 27th
Click on book above for access to the UNIT 4 curriculum.
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Today, we begin Unit 4:
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, January 25th
Students have two asynchronous assignments to finish from last week as well as a Pre-Unit 4 Quiz.
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Week 20 (T2): Monday, January 18, 2021 through Friday, January 22, 2021
REMINDER: Students need to pick up Math materials from BVMS campus this week if they have not already done so. Please schedule to do so. Unit 4 will begin next week.
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If you need assistance with scheduling a pick up of your materials, you may use the contact options listed below:
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Thursday, January 21st and Friday, January 22nd
Students have two assignments this week. Both have a due date of Monday, January 25th at 3:00pm.
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Tuesday, January 19th and Wednesday, January 20th
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iReady Testing (Day 3)
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Monday, January 18th |
School Holiday - NO SCHOOL |
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School is not in session today.
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Week 19 (T2): Monday, January 11, 2021 through Friday, January 15, 2021
Thursday, January 14th and Friday, January 15th
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iReady Testing (Day 2)
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Tuesday, January 12th and Wednesday, January 13th iReady Testing (Day 1)
Monday, January 11th
Students wishing to improve their Unit 3 Test Grade from December are offered an opportunity to do so by taking the Unit 3 Re-take Exam. The Exam is offered only on Monday, January 11th. Students must come to office hours to get the code for the test. Test must be completed no later than 3:00pm 1/11/21.
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Classwork:
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Week 18 (T2): Wednesday, January 6, 2021 through Friday, January 8, 2021
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Welcome back!
Classwork:
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Week 17 (T2): Monday, December 14, 2020 through Friday, December 18, 2020
Thursday, December 17th and Friday, December 18th
IM Unit 3 Test
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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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Tuesday, December 15th and Wednesday, December 16th
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Classwork:
|
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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Monday, December 14th
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Classwork:
|
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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Week 16 (T2): Monday, December 7, 2020 through Friday, December 11, 2020
Thursday, December 10th and Friday, December 11th
Classwork:
|
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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Tuesday, December 8th and Wednesday, December 9th
Classwork:
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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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Monday, December 7th
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Test Retake during Office Hours 8:00-10:00am
|
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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Week 15 (T2): Monday, November 30, 2020 through Friday, December 4, 2020
Thursday, December 3rd and Friday, December 4th
Classwork:
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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.
8.F.3 Students understand that linear functions have a constant rate of change
between any two points.
8.F.4 Students identify the rate of change (slope) and initial value (y-intercept) from
tables, graphs, equations or verbal descriptions.
Tuesday, December 1st and Wednesday, December 2nd
Classwork:
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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 30th
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Classwork:
|
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.
Week 14 (T2): Monday, November 23,2020 through Friday November 27, 2020
BVMS will be closed all week for Thanksgiving Recess. Classes resume 11/30/20.
Week 13 (T2): Monday, November 16, 2020 through Friday, November 20, 2020
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Thursday, November 19th and Friday, November 20th
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IM Unit 2 Test
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Tuesday, November 17th and Wednesday, November 18th
Today, we will be working on an End of Unit Study Guide in class.
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Monday, November 16th
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Classwork:
|
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.
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.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
TRIMESTER ONE HAS ENDED.
Week 12: Monday, November 9, 2020 through Friday, November 13, 2020
Thursday, November 12th and Friday, November 13th
END OF TRIMESTER ONE
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Classwork:
| ||
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.
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.
Wednesday, November 11th SCHOOL HOLIDAY
Tuesday, November 10th
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Classwork:
|
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.
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.
Monday, November 9th
|
Classwork:
|
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 congruence and similarity using physical models, transparencies,
or geometry software. 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.
Week 11: Monday, November 2, 2020 through Friday, November 6, 2020
Thursday, November 5th and Friday, November 6th
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Below are two videos that will introduce us to the concept of SLOPE.
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 congruence and similarity using physical models, transparencies,
or geometry software. 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.
Tuesday, November 3rd and Wednesday, November 4th
SCHOOL IS CLOSED ON TUESDAY 11/3.
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Classwork:
|
Monday, November 2, 2020
Classwork:
|
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UNIT 2 Mid-Unit Assessments
|
Week 10: Monday, October 26, 2020 through Friday, October 30, 2020
Thursday, October 29th and Friday, October 30th
|
When you finish your test, you may work on Monday's Desmos Assignments, Student.Freckle.com, or complete any missing or late work.
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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.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
Tuesday, October 27th and Wednesday, October 28th
There will be a Mid-Unit Test covering skills from Unit 2 on Thursday 10/29/20 and Friday, 10/30/20.
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Classwork:
| ||
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.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
Monday, October 26thIf you wish to retake the Unit 1 Test, you must come to Office Hours today any time between 8:00am and 10:00am.
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Classwork:
|
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
Week 9: Monday, October 19, 2020 through Friday, October 23, 2020
Thursday, October 22nd and Friday, October 23rd
UNIT 1 TEST Retakes will be offered during Office Hours on Monday, October 26th. You will need to check into Office Hours anytime between 8:00am and 10:00am.
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Unit 2 Lessons 3-5
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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.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
Tuesday, October 20th and Wednesday, October 21st
Note: ✩ First Period students only ✩ A new Google Classroom invitation has been sent to you. As part of the hybrid schedule, you will be required to fill out a Google Form for attendance on the day you do not attend. Please ensure that you join your new Google class and fill out the form. Forms will be sent out at 8:00am on each of your asynchronous days. You will not fill out this form on Mondays or the two days in which you attend classes on campus.
If you are on A track, you will fill this form out while asynchronous on Wednesdays and Fridays.
If you are on B track, you will fill this form out while asynchronous on Tuesdays and Thursdays.
The deadline to turn in any LATE / MISSING WORK is Friday, November 6, 2020. NOTE: Any work not turned in by this date will NOT be eligible for credit. |
Assignment (Dilations) ↓↓↓
Classwork:
| ||
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
Monday, October 19thIf you have not completed your iReady testing, you need to do that during the hours of 8:00am and 3:00pm Monday through Friday this week. Window of opportunity is closing soon.
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Classwork:
|
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.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction models
and equations to represent the problem. Solve real-world and mathematical
problems involving division of fractions.
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.
7.RP.2 Recognize and represent proportional relationships between quantities.
✩ Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
✩ Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
✩ Represent proportional relationships by equations. For example, if total cost
t is proportional to the number n of items purchased at a constant price p,
the relationship between the total cost and the number of items can be
expressed as t = pn.
✩ Explain what a point (x, y) on the graph of a proportional relationship means
in terms of the situation, with special attention to the points (0, 0) and (1, r)
where r is the unit rate.
Week 8: Monday, October 12, 2020 through Friday, October 16, 2020
Thursday, October 15th and Friday, October 16th
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Classwork:
| ||
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.
8.G.4 Understand congruence and similarity using physical models, transparencies,
or geometry software.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction models
and equations to represent the problem. Solve real-world and mathematical
problems involving division of fractions.
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.
7.RP.2 Recognize and represent proportional relationships between quantities.
✩ Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
✩ Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
✩ Represent proportional relationships by equations. For example, if total cost
t is proportional to the number n of items purchased at a constant price p,
the relationship between the total cost and the number of items can be
expressed as t = pn.
✩ Explain what a point (x, y) on the graph of a proportional relationship means
in terms of the situation, with special attention to the points (0, 0) and (1, r)
where r is the unit rate.
Tuesday, October 13th and Wednesday, October 14th
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|
Classwork:
| ||
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction models
and equations to represent the problem. Solve real-world and mathematical
problems involving division of fractions.
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.
7.RP.2 Recognize and represent proportional relationships between quantities.
✩ Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
✩ Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
✩ Represent proportional relationships by equations. For example, if total cost
t is proportional to the number n of items purchased at a constant price p,
the relationship between the total cost and the number of items can be
expressed as t = pn.
✩ Explain what a point (x, y) on the graph of a proportional relationship means
in terms of the situation, with special attention to the points (0, 0) and (1, r)
where r is the unit rate.
Monday, October 12th
If you have not completed your iReady testing, you need to do that during the hours of 8:00am and 3:00pm Monday through Friday this week. |
Classwork:
|
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems
involving division of fractions by fractions, e.g., by using visual fraction models
and equations to represent the problem. Solve real-world and mathematical
problems involving division of fractions.
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.
7.RP.2 Recognize and represent proportional relationships between quantities.
✩ Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and
observing whether the graph is a straight line through the origin.
✩ Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
✩ Represent proportional relationships by equations. For example, if total cost
t is proportional to the number n of items purchased at a constant price p,
the relationship between the total cost and the number of items can be
expressed as t = pn.
✩ Explain what a point (x, y) on the graph of a proportional relationship means
in terms of the situation, with special attention to the points (0, 0) and (1, r)
where r is the unit rate.
Week 7: Monday, October 5, 2010 through Friday, October 9, 2020
Thursday, October 8th and
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During the days of Parent Conferences:
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Parent Conferences
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If choosing email option instead of a virtual conference, please ensure that you include Parent Name(s), Student Name(s), and any specific questions that you have.
Conferences will be held on Wednesday, Thursday, and Friday (October 7-9)
October 7th 4:00-7:00pm
October 8th 7:30am-12:00pm and 12:30pm-3:00pm
October 9th 7:00am-11:00am
Tuesday, October 6th and Wednesday, October 7th
|
Links to both will be provided during class time.PART 1: UNIT 1 TEST
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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.
Monday, October 5th |
Review Assignment for Unit 1 Test
|
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.
Week 6: Monday, September 28, 2020 through Friday, October 2, 2020
Tuesday, September 29th through Friday, October 2nd
|
iReady Testing during class:
|
Monday, September 28th
iReady testing for Math will begin Tuesday 9/29 and conclude on Friday 10/2. Login procedure will be the same as you did in your ELA classes. |
Classwork:
|
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.
Week 5: Monday, September 21, 2020 through Friday, September 25, 2020
Thursday, September 24th and Friday, September 25th
Students who were absent during their class on either Thursday 9/24/20 or Friday 9/25/20, must come to office hours to complete their quiz. Quizzes not made up will be scored as incomplete / not started with a 0% grade. |
Classwork:
|
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.
Tuesday, September 22nd and Wednesday, September 23rd
IM Unit 1 Lesson 12 ➪ |
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Classwork:
|
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.
Monday, September 21st
|
Notification has been sent to students who need to attend today's 9:15am - 10:00am Zoom session (sent on Google Classroom update) |
5:00-7:25pm
|
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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.
Week 4: Monday, September 14, 2020 through Friday, September 18, 2020
Thursday, September 17th and Friday, September 18th
IM Unit 1 Lesson 7 ➪ |
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Classwork:
|
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, September 15th and Wednesday, September 16th
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Classwork: website: STUDENT.FRECKLE.COM
Begin your new assignment |
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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.
Monday, September 14thLooking ahead:
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Classwork:
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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.
Week 3: Monday, September 7, 2020 through Friday, September 11, 2020
Thursday, September 10th and Friday, September 11th
Transformations:
Which triangle is the pre-image?
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Classwork:
| ||||
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, September 8th and Wednesday, September 9th
|
Classwork:
| ||||
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.
Monday, September 7th
Week 2: Monday, August 31, 2020 through Friday, September 4, 2020
Thursday, September 3rd and Friday, September 4th
Reminder: No School Monday 9/7/20 |
IM Unit 1 Lesson 3 ➪ |
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Unit 1
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Classwork:
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Tuesday, September 1st and Wednesday September 2nd
Unit 1
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Classwork:
| ||||
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.
Monday, August 31, 2020
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Assignment:
| |||
| 8.31.20 Assignment: INTRODUCTION TO UNIT 1.pdf |
Common Core Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Below is a preview of key vocabulary that you will be using in Unit 1:
Week 1: Tuesday, August 25, 2020 through Friday, August 28, 2020
NOTE: Students need to login to their 1st Period on Monday at 8:00am for attendance
purposes. I did not get a chance to mention this during the ZOOM session.
Thursday, August 27th and Friday, August 28th
| 8.27.20-8.28.20 Introduction to Unit 1.ppsx |
Unit 1 PreTest:
Today's class will begin with a PreTest for skills that you will see in Unit 1. The first page of your PreTest contains information about the purpose of the assessment. Please read it before starting your questions.
Class Assignment:
Upon completing your PreTest, login to your Class Assignment. You will be watching three short videos inside of the Desmos Activity. The only thing you need to do on each of the screens is watch the videos. Each video will discuss a type of transformation that you will be using in Unit 1. Each of these vocabulary terms is a prerequisite for your work that you will be completing for Monday's enrichment time. The assignment will be posted in Google Classroom later with a due date of 8/31/20 at 3pm.
Each photo below contains the login information for the corresponding Desmos Activity. You may click on the photo (hyperlinked) to be taken directly to your activity.
Common Core Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Tuesday, August 25th and Wednesday, August 26th
8/25/20 Note:
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Assignment:
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| ASSIGNMENT: All About Me! (Student Survey).pdf |
| 8.25.20-8.26.20 Introduction to Mr. Pearson's Class.ppsx |
LINK TO GOOGLE CLASSROOM BY CLASS PERIOD:
Mr. Pearson's 1st Period GOOGLE CLASSROOM Class Code: vss3pns
Mr. Pearson's 3rd Period GOOGLE CLASSROOM Class Code: kyv44p6
Mr. Pearson's 4th Period GOOGLE CLASSROOM Class Code: 7phjjix
Mr. Pearson's 5th Period GOOGLE CLASSROOM Class Code: 5fb63w2
Mr. Pearson's 6th Period GOOGLE CLASSROOM Class Code: d6ftvzm
Mr. Pearson's 7th Period GOOGLE CLASSROOM Class Code: uxmti3h
