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8.SP Day 1

Due to the timing of the math test, I am only going to spend two quick days on scatter plots and line of best fit. I will then finish it up after the test. This will allow me 3-4 days to focus on review for the test.

Focus Q – What is a scatter plot and what does it show about data?

  • Students will do the first part of the inquiry lab on page 663.
  • After this students will take notes on basics of scatter plot. Including definition of bivariate data and what various correlations look like – or lack there of.
  • Finally, students will practice problems about scatter plots.

8.G.9 Day 4

Volume Of A Cone.

  • Begin by showing students the video of the cone pouring water into the cylinder.
    • Have them hypothesize at how many cones it takes.
    • Show them the 2nd act.
  • From here try to have students derive the formula for the volume of a cone based on what we know about cylinders.
  • After students successfully find the formula then they can practice several basic cone problems.
  • Students will then step up to more complex problems including composite figures with cones and cylinders.

8.G.9 Day 3

Surface Area of A Cylinder

  • Students will get an 8.5x11in sheet of paper taped together in a tube. Assuming the tube has a top and bottom, how would you find the surface area of the tube?
    • The goal is to initially get every student to realize that a cylinder is made up of a rectangle and two circles.
    • The second goal is for students to then measure the area of all three shapes and add them together.
  • Students will then work on a drawn example where only the height and radius are given. From this example students need to see that the length of the rectangle is not given and that it will have to be calculated because it is the same as the circumference of the cylinder.
  • Students will then derive where the formula for surface are of a cylinder comes from.
  • Students will practice several more examples.

8.G.9 Day 2

Volume of A Cylinder

Focus Q – How do you find the volume of a cylinder?

  • Students will use the Volume Formula for prisms (V=Bh) to see if they can figure out how to solve the volume of a cylinder.
  • Students then practice finding the volume of basic cylinders.
  • If time allows students will work on more complex problems comparing volumes of cylinders.

8.G.9 Day 1

Intro To Volume

Focus Q – What are volume and surface area? How do you find them for a rectangular prism?

  • Students will work in groups to come up with a written or pictorial definition of volume – followed by surface area.
  • Students will be provided (if supplies allow) a small amount of unified cubes and a box to demonstrate what they are referencing or to assist in their determination.
  • Once this is done, students will be given several chances to practice this on various rectangular prisms.
  • If time allows students should be given a chance to find the area and circumference of several circles. This could be an exit ticket or a starter for the next day.

8.G.1-4 Day 4

Students learn how to apply transformations together to move shapes around the coordinate plane.

Focus Question: How do you use multiple transformations to move a figure?

 

Students work on the transformations rich task. Have students first try to do figure 1 without cutting the shape out, then try to find two more ways with cutting the shape out. Make sure students describe all the methods appropriately and use transformation language like (x+5,y+3). Students will work in pairs and I will check at least 3 methods on  one shape with each group.

 


8.G.1-4 Day 1-3

Days 1-3 are focused on giving students background knowledge on translation, rotation, and reflection. Students will spend one day on each concept. Students will draw each concept multiple times and then focus on recognizing how the coordinate pairs change for each type of transformation. After students draw the concepts in their notes, they will then practice the concept in their workbook for homework. When possible, students will be given the chance to discover what pattern is seen with the coordinate pairs as transformations are performed. While students are practicing the concept it will give me time to circulate and check for students who are having difficulty with the concept.

 

Focus Q: What is a _____ and, what does it look like, and how does it effect the ordered pairs of a shape?


8.G.6-8 Day 3

Use the Pythagorean Theorem to find the distance between two points.

Focus Question – How do you find the distance between two points?

  • Have students draw two points on a coordinate plane (1,1) and (7,5). Ask them how will we find the distance between them? Wy can we not just count boxes? How can we use pythagorean theorem to help us?
  • Have students try to set it up. Then work it out with them.
  • Try again. (1,3) (-2,4)
  • How can we do this without having to draw the coordinate plane?
  • Go over finding the legs of the triangle like they would slope and then calculating the hypotenuse.
  • Try again. (1,5) (3,1)

HW: p.435 #1-6


8.G.6-8 Day 2

Application of Pythagorean Theorem

Focus Question – How do you find the missing side of a right triangle?

Students work on application of Pythagorean Theorem questions from p.426-7

Some students will work on retaking the previous quiz (8.G.5).


8.G.6-8 Day 1

Focus Question – What special relationship do the sides of a right triangle have?

  • Go over the parts of a right triangle – legs and hypotenuse. Discuss how a long time ago it was discovered that it was very difficult to find out how long the diagonal was for a triangle, so people discovered a method of calculating it.
  • Have students draw two right triangles. The first triangle should have legs of 1 and 1, followed by a 2 and 2, a 3 and 4, and finally a 4 and 6.
  • After drawing each triangle the students should make a prediction of how long the diagonal or hypotenuse side is.
  • After this, draw squares, have them count how many square units are inside of the square and see how close they get to counting the right amount of squares and in turn their prediction.
  • How can students get there without drawing boxes every time?
  • Give several for homework with the hypotenuse missing and have students find out how long the hypotenuse is.

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