CCSS.Math.7.EE.1,2.NS.3(NQ.1a,1b) Expressions

Dear Girls and Boys,

We are moving onward to a new STANDARD- EXPRESSIONS and EQUATIONS. This will mean that when you look into Infinite Campus, you will need to change tabs to Expressions and Equations to see your grades.

Expressions are really Algebraic Expressions- see, you already sound smarter!!! Lol

Algebraic expressions are is an expression that contains a variable.  A VARIABLE is a symbol that stands for a number.  An algebraic expression has a variable and at least 1 operation(+ - x /).    

In algebra, often times, the multiplication signs are omitted. For instance: 6d is 6 times d; 9st is 9 times s times t;mn is m times n; and a ^2 is a times a.  The other important vocabulary terms  are : COEFFICIENT: a coefficient is a number that is attached to a variable :6x - 6 is the coefficient , and CONSTANTS: these are numbers that stand alone: 6x + 3- 3 is the constant.

  To summarize:  an equation has a variable and at least one operation.

Coefficient- is the number that is attached to the variable.

Constant is the number that stands alone.  You must be very familiar with these terms and use them in class.

This little sweetheart is Winnie.  She belongs to Sammy.  She is only 2 years old and ready for winter!  

As always in MATH,

Mrs M

CCSS.Math.7.NS.2,3.EE.3(NQ.2c) Rational Numbers- Multiply/Divide Mixed Numbers

Dear Girls and Boys,

We are moving on with multiply and divide with mixed numbers.  Mixed Numbers are rational numbers as they are whole and fractions combined.  We have looked at adding and subtracting in the previous lesson, and I do believe they are harder than multiplying and dividing mixed numbers.  With multiplying/dividing mixed numbers you do NOT need common denominators so it is one step less in solving.  Dividing has Special STEP- where you use the RECIPROCAL to solve- a reciprocal is when you flip the fraction around- so the numerator is now the denominator!  Hang on and watch the videos and be prepared for the vocabulary quiz coming soon to a classroom near you! 

This is Brooke and her horses.  I guess you can say this young lady loves her horses.  

As Always in MATH,

Mrs M

CCSS.Math.7.NS.1-3.EE.3(NQ.2c) Rational Numbers - Add/Subtract MIXED NUMBERS

Dear Girls and Boys,

We are moving on with our review with adding and subtracting fractions, but with a twist of adding on the negative rules with them.  With all fractions in addition or subtraction, you must have common denominators!  Remember a Rational Number are all whole numbers, all fractions and some decimals - those that end or repeat, both positive and negative!  I believe you will find this section fairly easy and remember your negative rules.

This little black beauty belongs to Andrew and she sure looks like she wants some to play catch with her!

As always in MATH,

Mrs M

CCSS.Math.7.NS.1.3.EE.3(NQ. 2c) Rational Numers - Add & Subtract Unlike Fractions

Dear Girls and Boys,

We are mostly reviewing what you know about fractions! Yay, but we will be adding on the Negative Rules!  Just as I promised, Negative Rules RULE!  

In adding or subtracting fractions, you must have Common Denominators or LIKE denominators. Like means the same size, and Unlike means different size.  I am sure that you remember how to make COMMON Denominators, but this will be reviewed in the videos as well.  What makes this at a 7th grade level is that we are including the negative rules.  

EXTRA CREDIT:  I challenge all of you to make up a rap, jingle, or a sing-song that covers all of the NEGATIVE RULES as well as have it video taped complete with lyrics.   Yes, you may work as partners!  Have fun with this!  

This is Liv's Puppy.  He is soooo cute.  Bet he gets lots of attention from all who meet him! 
As always in MATH,
Mrs M

CCSS.Math.7.NS.2.EE.3(NQ.2c) Rational Numbers-Comparing and Ordering Numbers

Dear Girls and Boys,

We are still working with Rational Numbers- all whole numbers (+ - ) and all fractions ( + - ) and some decimals ( those that terminate or repeat +  - ).  We are also applying the NEGATIVE RULES with these numbers as well. In this lesson we will be looking at Rational Numbers and comparing or ordering them. That generally means in math terms, which number is larger or smaller.  We are working with fractions and decimals, so this should be a review other than we will be applying the negative rules to these.

So pay attention and practice practice practice.....

These sweet little pups are from MJ's dog!  Oh my oh my...... how darling! 

As always in Math,

Mrs M

CCSS.Math.7.NS.1-3(NQ.2c) Rational Numbers

Dear Girls and Boys,

We are using all of the information from Integers and bringing it forward to Rational Numbers!  Rational Numbers are extensions of Integers.  Integers are all whole numbers both positive and negative, and Rational Numbers are Integers PLUS all Fractions and some Decimals. So, Rational Numbers are all numbers, whole, fractions, and some decimals that end AND this means both positive and negative numbers as well.  A lot to swallow, but hang in there, we will be learning this step by step.  We will be starting this lesson with TERMINATING and REPEATING Decimals.  Terminating means to end and Repeating means there is a pattern! Make certain to learn and use the vocabulary - Integers, Rational Numbers!

These little bonded kitties were at the Animal Refuge League a few weeks ago.  If you are looking for a pet, check out the ARL.  Olivia was there and fell in love with these furbabies, but she can't adopt for a little while!  

As always in MATH,

Mrs M

CCSS.Math.7.NS.1-3(NQ2a) Subtracting Integers ( Triple Signs)

Dear Girls and Boys,

Now that you have a feel that all numbers have a sign attached to them, I hope you can see or understand that some numbers - integers - don't actually have signs.  Some positive integers do not have a sign, but they are assumed to be positive. 

All negative numbers have their signs.  

Another major idea is that positive, adding, more than, etc.... are all the same.  And negative, subtracting, take away, etc.... are all the same too.  Mind blowing right?  

In these lessons, you will be looking at the signs of the number - they are either both the same (- -) or (+ +).  With the same signs, there are 2 rules - add the digits and add the sign.  Well, we are embarking on 3 signs!   These are used VERY FREQUENTLY, and are also very important- they will be entered on your Grapher Organizer as well.....

In this section of Triple Signs, there are still 2 rules to follow to solve problems.  Make sure you watch the videos and ask questions. 

As always in MATH,

Mrs M

CCSS.Math.7.NS.1,3.EE.3( NQ2a) Adding and Subtracting Integers

Dear Girls and Boys,

So this is one of the MOST IMPORTANT concepts you will be learning and using from now on, you MUST really concentrate on these next few lessons. First with all things in math, all you can do as mathematicians is to add, subtract, multiply or divide - and in this case we are looking at integers (whole positive or negative numbers) .  We will start off with clumping adding and subtracting integers together.  

The vocabulary term for this lesson, is additive inverse.  This is the positive and negative number added together.  When you do, your answer is always 0.  For instance: -4 + 4 +0.  Makes sense doesn't it? 

Secondly, we will be looking at signs- positive and negative signs.  So one short cut rule is Same Signs and the second rule will be Different Signs!  So if both integers are positive- add both up and add the sign OR if both integers are negative- add both up and add the sign.  Got IT?  Major rule, so we will go over this.  

There will be a Graphic Organizer on this - does this show you the importance of operations with integers!  So, ask for your graphic organizer and I will know that you have indeed read this post! 

What a wonderful time we had on the field trip last Friday to Fort Williams and the Museum of Art.  Can you believe the great weather we had on NOVEMBER 3!!! Friends, Megan and Liv are certainly enjoying the day.

As always in MATH,

Mrs M

CCSS.Math.7.NS.3(NQ2a) Integers and Absolute Value

Dear Girls and Boys,

This Learning Target is on Integers, what they are and how to find them.  An INTEGER is any whole number both positive and negative.  Integers do not include fractions or decimals- only whole numbers.  For instance: -1,-2,-3,0, 1,2,3 are integers.  All integers can be found on the number line - the negative integers are to the left of 0, and the positive integers are to the right.  O is NEITHER positive or negative.   In this lesson, you will learn about ABSOLUTE VALUE.  Absolute Value is the distance from the integer to 0.  It has a unique symbol- l -2 l - rather looks like goal posts with an integer inside.  We will be working on this as this is one of the most important learning targets for 7th graders.  

Vocabulary Day for Spirit Week- We did a fantastic job!  

As always in MATH,

Mrs M

CCSS.Math.7.3(NQ1c) Simple Interest

Good Day to all of you,

We are now on our last section of PERCENT and you know what this means? YUP.... a STRUT coming your way!  Are you ready?  This learning target is loaded, so hang on........ there are vocabulary terms to learn and when you do learn them, you are half way to solving the problems!

So let's start with the first vocabulary term- PRINCIPAL- and no, this is not Mr Riley!  When we are talking about Principal with interest, you are talking about the amount you saved or borrowed from a bank.  INTEREST is the second term, and this is the money that you owe or earned from the use of the money.  There is a shortcut formula to use when finding out the Simple Interest---

---  I = prt!

Before you get scared, lets look at this formula.  I= Interest  P=Principal  R=Percent Rate and T= Time( in years).  Using the formula, you need to plug in the correct information and solve.  I know this is still vague, but watch the videos and ask questions.  

This little ball of fluff is Marley.  She belongs to Maeve.  What a cutie!
As always in MATH,
Mrs M

CCSS.Math.7.RP.3(NQ1c) Discount

Dear Girls and Boys,

The last learning targets were Sales Tax, Tips and Markups, where a percent of money was ADDED ON to the price of the item or service.  This learning target is when money is SUBTRACTED FROM the price- now we are talking!  In this lesson, we are talking about sales, discounts and markdowns, where a percent of money get taken off!  Don't you just love a bargain?

These cows belong to Ali.  The small one is Luna and the other one is Ginger Spice!  Spice is Ali's showmanship cow and both of them are so cute!

As always in MATH,

Mrs M

CCSS.Math.7.RP3(NQ1c) Sales Tax, Tips, and Markups

Dear Girls and Boys,

These Learning Targets, Sales Tax, Tips or Gratuity, and Markups maybe very familiar to most if not all of you. This is the extra money beyond the cost of the item or service that gets added onto the item as you pay.  Sales Tax is what one pays to the government. Tips are generally added onto a service, for instance: a waitress may earn a tip for good service.  This is money she gets beyond her salary.  Markups are what is added onto an item before the price is set.  The markup goes towards the cost of running a store. 

These Learning Targets are all examples of money being tacked onto the price of items or services.  The following target will be examples of money being lowered for items or services.  

This is Willa and Inzo is the kitten above.  What a cute pair. Brady is some lucky fellow to have them.

As always in Math,

Mrs M

CCSS.Math.7.RP.3(NQ1c) Percent of Change

Dear Girls and Boys,

We are moving onward with Percent of Change.  Math often times names things as they are.... in this case, Percent of Change is where we will continue to work with Percent - divided by 100- but this time we will be looking at how things change- meaning: going up or down.  For example:  If there is a sale going on( my favorite time to shop), the price with go down after a certain percent it taken away.  This is Percent of Decrease! And the opposite: If I buy something at the store, I will have to pay more due to sales taxes. This is Percent of Increase!  There are formulas to help solve these, and I am thinking that you will catch on fairly easy as it is a very common thing to work on.  The third part of this lesson is Percent of Error.  This is the difference between the guess and actual amount.  It is figured just like Percent of Increase and Percent of Decrease.  Hang on, watch the videos and ask questions.  

Ask questions and come to class prepared to learn.

This is Squaker!  Maddy's pet parakeet!  What a beauty!  
As always in MATH,
Mrs M

CCSS.Math.7.RP.3(NQ1c) The PERCENT EQUATION

Dear Girls and Boys,

Homework: Read this blog carefully, watch the videos and take notes in your video notebook.  

Today's lesson is on solving equations again, but this time, we will be using the PERCENT EQUATION.   This is just another way to solve for an answer using percents.  The Percent EQUATION is part=percent(whole).   You will have practice problems solving these in class, but please feel free to ask questions.  You will be asked to COMPARE and CONTRAST the difference between Percent Equation and Percent Proportions, 

so think about this soon.  

The next "Strut Your Stuff" will be on TUESDAY!!! 

This little ball of fur is Fluffy.  She belongs to Lucien and is so sweet looking........ be still my heart!

As always in MATH,

Mrs M

CCSS.Math.7.RP.3(NQ1c) Percent Proportion

Dear Girls and Boys,

Homework: Read this blog, watch the videos and take notes in your video notebook.  

We are moving on with solving percent problems by setting them up as proportions( remember that proportions are similar to equivalent fractions!).  On page 122 in your textbook is a handy table that may help you set these problems up.  With fractions, you have the whole as denominator and the part as the numerator

 - for example: There are 5 parts of the pie and I ate 2. 

 This would be set up  as 2/5. 

Part/Whole is how we will be looking at fractions now, as well as the percent will also be written as a fraction - for example: 39% = 39/100.  This sounds confusing, but hang on as you will be using these in class practice.  

This is Bauer, and he belongs to Jasper. He loves being outside.  What a cutie he is.

As always in MATH,

Mrs M

CCSS.Math.7.RP.3(NQ1c) Percent and Estimation

Dear Girls and Boys,

Today is a new day to learn math.  You are so lucky!  We are building on with percents( divided by 100) but adding in ESTIMATION.  In my humble opinion, being able to estimate makes your life so much easier and in this lesson you will be using your estimation skills to.  Have you ever tried to estimate your total amount you spend at a store so that when the cashier gets the total, you are not surprised ? I try to out do my husband when we shop as to who is the closest at the checkout....... 
do you ever challenge others?  

This is a picture of the GYSA group of soccer kids.  Can you find Faith?  Who else do you recognize? 

As always in MATH,

Mrs M

CCSS.Math.7.RP.2c.EE.3(NQ2a). Percent of a Number

Dear Girls and Boys,

Homework: Read the blog, watch the videos and record in your video notebooks.  Pay close attention to the vocabulary and learn to use it when talking math!

We are moving onward to Percent. We are still in the Performance Indicator of Rates and Proportional Reasoning though.  
I am certain that you have heard about percents when you see something on sale, or pay at a cash register and have to pay the tax, or even if you have been to a restaurant and had to pay sales tax and a tip to the server.  
 In these lessons, we will learn how to solve percent problems that are all around you!  

Examples of percents are 5% 2.5% 100% -  Percent is dividing a number by 100.   In these lessons coming up, you will be working back and forth between PERCENT=FRACTIONS=DECIMALS. As in all subject areas, math has a vocabulary as well.  Once you have the vocabulary down, the rest is a bit easier!

This is BRODY! He belongs to Owen.   He is so cute and I just want to cuddle with him!

As  always in MATH,

Mrs M

CCSS.Math.7.RP.2b(NQ3). SLOPE

Dear Girls and Boys,

Homework: Read this blog, watch the videos and take notes in your video notebook.  We are having a "STRUT YOUR STUFF" assessment on THURSDAY from lessons 1.5- 1.8 - proportions to slope! ASK QUESTIONS!  There will probably be a vocabulary quiz as well.  

We have finally made it...... to SLOPE!  You probability have heard of slope of the line and even if you have not, you will learn more about a line than you could possibly ever want to know!  Well, slope is a line that is measured by how steep it is.  A textbook definition will define slope as the ratio of the change in y-value over the change in x - value. I think this is totally confusing.  And slope can be confusing as it uses the y first and then the x- where ordered pairs are ( x,y) where you use the x first and then the y. Are you confused yet????? Well, when I think of slope, I think of steepness- and this is the y ( y goes up and down or the rise up and down ).  So, in slope, you are doing the 

RISE over the RUN  - Rise/Run.  

Slope =Rise(y) / Run(x)

This little black bunny is Miss Granger........ She is telling Liv that she likes her food!  What a cutie.

As always in MATH,

Mrs. M

CCSS.Math.7.RP.2b(NQ3) Constant Rate of Change

Dear Girls and Boys,

Homework: Read the blog, watch the videos and take notes in your video notebook.  Make certain to define the vocabulary terms as well. If you did not finish your work on lesson 6 Solving Proportions(HW and PS), you must complete as homework as well. 

We are moving onto one of the most important concepts in algebra with Constant Rate of Change!  So pay close attention to the blog and the videos.  First of all, let's take care of the vocabulary- RATE OF CHANGE- this is how one thing changes with another.  And when you are talking about CONSTANT RATE OF CHANGE- you are talking about a line - such as when you have a line on a graph, each x and y coordinate, changes at the same rate.  BET this cleared up all the fog right!lol .  It follows what we have been doing right along with the charts- and graphs.  

And just a test to see if you are indeed reading my blog, write down the words- Math is Awesome in your video notebook in the heading.  

These pups belong to Sadie. The white one is Cieara and the black dog is Hanck!  They are so cute!

As always in MATH,

Mrs M

CCSS.Math.7.RP.3(NQ.3) Solve Proportional Relationships

Dear Girls and Boys,

HOMEWORK: Read the blog, watch the videos and take notes in your video notebooks. PLUS - make corrections from your assessment on a separate sheet of paper - label it CORRECTIONS and STAPLE it to the back of the assessment.  Secondly, have your parents/guardians sign the test.  

We are speeding through proportions to Solving Proportions.   First of all, a proportion is an Equation stating that 2 ratios or rates are equivalent.  We can use CROSS PRODUCT to solve many of these proportions.  So listen to the videos and pay attention to cross product and cross simplify in the examples.  

This is Jacoby, I guess he does not like having his picture taken......!!! He belongs to Brady and what a beauty!  

As always in MATH,

Mrs M

CCSS.Math.7.RP.2. Graphing Proportional Relationships

Dear Girls and Boys,

We are marching on with Proportions, but we are adding a graphing component.  Remember in the last section on PROPORTIONS, we made a table and it had 2 labels, well these will magically turn into graphing! So with all graphs, there is a host of vocabulary terms you must be familiar with: coordinate plane, quadrants, ordered pairs, x and y coordinates, x and y axises, origin.  I am betting that you understand several of these terms already with the work you have done last year in math.  In your Video/Vocabulary notebooks, cut out a graph on GRAPH PAPER and define the terms with examples and paste into your notebooks. 

This is ROCKY!!! Whitney owns this little beauty!  What a cutie!

As always in MATH,

Mrs M

CCSS.Math.7.RP.2b(NQ3a) Proportional & Non Proportional Relationships

Dear girls and boys,

We are moving on with Proportional and Non proportional Relationships.  Can you figure out how this comes into play with Unit Rates and Unit Ratios? How are these all connected?  I  will be asking this question on the assessment coming soon, so be prepared! 

Proportional means that 2 quantities are equal, so non proportional means these 2 quantities are not equal.  Watch the videos and ask questions !!! 

HOMEWORK: Read the blog, watch the videos and record in your video notebook. Write down the answer to the questions above to prepare for your assessment coming to a class near you!

This is Hannah's puppy, Hope!  She is a mini schnauzer and is only 5 years old! What a sweetie!

As always in MATH,

Mrs M

CCSS.Math.7. RP.1a NS.3(NQ.1a) COMPLEX FRACTIONS

Good morning girls and boys,

I hope you are finding the math content and pace to your liking.  We are moving on so I hope you have UNIT RATES down packed.  We are going to jump into fractions, but before you panic, it will be fairly easy.  So, we are building on what you did last years on fractions, and going to learn about COMPLEX FRACTIONS!  Just when you thought fractions couldn't get worse!

A Complex Fraction is a fraction inside a fraction.  Hang on for this ride and keep an open mind and ASK QUESTIONS!!! 

This is Harley, Kyla's pup.  He is very energetic and friendly!  What a sweetie.

Go to the TAB - Numbers and Quantities and then scroll down past the rubric to the 2nd set of videos. 

As always in MATH,

Mrs M

CCSS.Math.7.RP.2(NQ 2a) Rates and Unit Rates

Good morning GIRLS and BOYS,

Today we will be watching the videos in class to model what you will be doing when you get your laptops home.  Please write down all that I do in your video spiral. Please be neat and precise, but mostly accurate.  

Today's lesson is on Rates and Unit Rates. These function and look a great deal like fractions.  They have a numerator and denominator, but these are labeled.  They have different units - such as distance and time, money and time, money and measure, and so on.  A rate is this ratio of 2 different units.  A unit rate is when the denominator is 1 unit.  Sounds a bit confusing, but hang on...... An example is: Addie worked at home pulling weeds for 6 hours and earned $300.  How much did she earn each hour?

To set this up as a rate you must know the units- time and money.  You must also know what you want to find out - how much money for each hour.  With this, you can set up your FRACTION Unit- $300

6 hours

Notice the labels.... Now the denominator is hours as you want to know how much in 1 hour.

To fine the UNIT RATE: you need to get the denominator to 1 unit:

$300/6

6 hours/6

$50

1 hour

So the answer would be: Addie makes $50 / Hour.

Hang on and don't get discouraged as you will have some practice time to learn this material.  

Here are Hailee and Kaci with their solved Elephant Puzzles! They were record fast in solving this!   

Please watch the videos in the Numbers and Quantity tab above.

As always in MATH,

Mrs M

WELCOME TO 7th Grade!!!!!!!

Dear Girls and Boys,

Welcome to 7th grade!!! 

This will be your best year EVER especially in MATH!!!!

This year you will FLIP in Math.   What this means is that you will have Instructional Videos as Homework 

and do the Practice Sheets in class. 

In class, you will have support while you figure out how to do the skills.  The support will be working in small groups, textbooks, answer keys( work backwards) and the teacher. 

 The homework ( listen to the instructional videos) will be about 4-5 videos per night along with vocabulary attached to the lesson.  Your job is to do the BEST WORK you can 

and ask QUESTIONS EVERY TIME you have them!!!!! 

So, Relax and take a deep breath as you are in for an exciting Year of Math.

CCSS.Math.7.SP.5-8 Theoretical and Experimental Probability

Good day to all,

Now that you have a feel for Probability, we will add to your knowledge and learn about Theoretical and Experimental Probability.  Let's talk about the experimental probability first...... This is when you ACTUAL do the the experiment.  For example:  if you are dropping a number cube ( 1,2,3,4,5,6), and you tally all the times that the cube lands on 6 after doing this for 5 minutes- this is experimental as you actually did this.  Experiment Probability is not always the same odds as theoretical -  but the longer you do the experiment, the closer it gets to the Theoretical odds.  Theoretical Probability is what SHOULD happen.  So if you are choosing a number off the number cube, the odds are the same for each number- 1 out of 6.  This is also know as uniform probability.  If there is a discrepancy between the Experimental and the Theoretical Probability, then that could mean that you have not done the experiment enough times.  The more times you do the experiment, the closer it gets to Theoretical.  

As always in MATH,

Mrs M

CCSS.Math.7.SP. 5 Probability of Simple Event

Good day to you girls and boys,

At this point we are moving onward with STATISTICS and PROBABILITY!  This is the last standard we are doing 

in 7th grade!!! 

We start off this standard with PROBABILITY.  Probability is the chance that something might happen- it is not a definite! As with all math, you will need to understand and use the vocabulary of this standard.  The second vocabulary term is SIMPLE EVENT- a simple event is what you want to happen.  Third vocabulary term is OUTCOME.  Outcome is all the things that can happen.  Along with vocabulary, there is also a new way of writing probability.  If we are dropping a coin and we want to have it land on a head, we would write this as P(head).  Heads is the simple event.  The probability would be written as P(head) is 1/2, as there are 2 possible outcomes, either heads or tails.  

This is Alice, Taylor's kitten.  She is playing on Taylor's bedroom rug.  So cute.

As always in MATH,

Mrs M

CCSS.Math.7.G. 4-6(2c) Volume of Pyramids

Good day to you girls and boys,

Now that we are understanding using formulas, we have another one- Volume of Pyramids .  Pyramids are the the 3-D shape that has one base and comes to a point- example: the great pyramids of Egypt that you studied last year.  These bases can be different shapes and what that shape is, determines the name of the pyramid.  For instance a square base is called a square pyramid- a triangle base is called a triangular pyramid.  Sounds reasonable right?  Another vocabulary term you need to know is a Lateral Face.  These are the flat sides that meet at the vertex.  THE TRICK IS to find the height of the pyramid!  The height is as if you are dropping a line from the vertex to the base inside the pyramid.  The height ALWAYS comes to a right angle.  So be careful, when using the formula, look for the height of the pyramid to be inside and forming a right angle.  The slant side is the lateral face.  The formula for VOLUME of a PYRAMID is V = 1/3 lwh.  

Look over the videos and ask questions.

This is Flash, an injured squirrel that Izzy found in her yard.  Hope he gets better.  

As always in MATH,

Mrs M

CCSS.Math.7.G.4-6(2c) Volume of PRISMS

Dear girls and boys,

We are moving into the third dimension!  Hang on 'cause here we go!  

We are looking into Rectangular and Triangular PRISMS! These are 3-D polyhedrons(figures) that have 2 parallel bases. One has rectangular bases and the other has triangular bases! Bet you could have guessed this right?  I this lesson we will be looking at the volume of prisms.  VOLUME is the measure of the space inside the 3-D shape.  VOLUME has a cubic(3) measure as you will be using 3 measures of height length and weight.  And because it is a measure, you always need to have included as unit cubed- in^3.  We will go over this in class as well as the videos.  

This was brought to you by Alex!  This is timed so well! Thank you.

Watch the videos and make certain to write down the vocabulary!

As always in MATH,

Mrs M

CCSS.7.G.1-3 (2c) Radius, Diameter, Circumference of a CIrcle

Good Afternoon Girls and Boys,

We are going to review a few KEY terms for circles: Radius, Diameter and Circumference .

The smallest measure of the bunch is radius- radius is the distance from the center of the circle to the circle.  Diameter is the next size and it is the whole way through the circle and it passes through the center. And the largest measurement is the Circumference. Circumference is like a perimeter in squares but the circumference is the measure around the circle.  2r=d  d(pi)= C

Wow! This is Hunter with his new friend! What a fun time that must have been.
As always in MATH,
Mrs M

CCSS.Math.7.G.4(2c) Area of a Circle

Dear Girls and Boys,

We are marching on in Geometry and this time we are going to learn everything you DIDN'T want to know about a circle!!! heehee....  So for a review on the circle vocabulary before we start- radius is the line from the center to the circle: diameter is from one point on the circle through the center to the other side; and the circumference is all the way around.  But we are learning about the Area of a Circle.  So with the foundation of the vocabulary, we build on it with AREA.  Area is always the sections inside the circle- AREA is always measured in units squared ( pi times d). Pi is an approximation for the distance around any circle.  It is the very famous symbol and it represents approx. 3.14 or 22/7.  I am sure you have seen this in your math travels. 

We will be looking at a great deal of circles as we have many bird feeders in the classroom to measure to our hearts desire! 

We are a bunch of CLOWNS! Fun times!

As always in MATH,

Mrs M 

CCSS.Math.7.G.1-3(1c) Draw Three Dimensional Figures

Good day Girls and Boys,

We are going to skip the section on scale drawings and come back at the end of this chapter.  We are therefore in lesson 5 in your textbook.  This lesson is on drawing 3-D figures, so I guess you need to know what a 3-D figure is right?  No? you all know!  Well, in mathematics, a 3-D figure has 3 parts- height, width and length!  Some examples would be like a tent, a baseball, a box, a ice cream cone, and so on.  This lesson is looking at these shapes from the top view, side view and front view and drawing what 2-D shape you see.  Check out the book and the videos for clarity on this lesson.  I also want to apologize for the difficult time I had using the ipad to draw the shapes on the videos, so make sure you use your imaginations!  Thank you.

No NEW Vocabulary this lesson! Yippee!!

This is one picture from Hunter from his vacation in Florida. He had so much fun there that I bet it was hard to come back home!

As always in MATH,

Mrs M

CCSS.Math.7.G.1-3 (1a) - Classify Triangles by Sides and Angles

Good Morning Girls and Boys,

Now that you know everything you need to know about angles, you will be building on that knowledge with TRIANGLES!  Triangles are closed figures with 3 sides and 3 angles.  
(So, do you know what the prefix tri means?  What about the meaning of a closed figure?) 
Mathematicians classify triangles in 2 ways.  One way is by the angles- ACUTE TRIANGLE is when all 3 angles are acute angles- OBTUSE TRIANGLES have 1 obtuse angle- and lastly, RIGHT TRIANGLE is when there is a right angle.  Sounds quite logical, right?  The second way a triangle is classified is by the length of the sides.  There are 3 names for this category: SCALENE TRIANGLE is when NO sides are congruent, ISOSCELES TRIANGLES is when there are 2 congruent sides, and lastly, EQUILATERAL TRIANGLES is when 
all 3 sides are congruent. 
Besides classifying triangles by names, there is another fact about all triangles ------- The SUM ( adding all the angle measures) of all 3 Angles for EVERY TRIANGLE = 180* .  This fact is very useful in solving many Triangle problems.   
 Make sure to ask questions if you have them especially after watching the videos and taking notes.  

This is Jillian skiing down Shawnee Peak!  Looks like she really enjoys this!  

Check out the videos on Classifying TRIANGLES in the Geometry Standards tab above.  Make certain to take complete notes and vocabulary terms ( meaningful definitions and examples for each) in your graphic organizer.

As always in MATH,

Mrs M

CCSS.Math.G.7.1-3 (1a) Complementary and Supplementary Angles

Good evening girls and boys,

We are moving on with more in depth GEOMETRY.  I know you are all ready for this next lesson, right?

This new lesson in geometry is on COMPLEMENTARY and SUPPLEMENTARY ANGLES!  Remember when I said that Vocabulary is EXTREMELY important. So let's focus on these everyday. The new vocabulary words are Complementary and Supplementary Angles.
Complementary Angles are a pair of angles that add up to 90* - Supplementary Angles are a pair of angles that add up to 180*.  How you remember these is somewhat difficult- how I do is that C in complementary comes first in ABC order then supplementary is second.  So 90 is before 180.  I also think that c is half of s therefore, 90 is half of 180.  I know this is confusing writing this out- I will explain this in class. BUT however you need to do this, you must learn the difference between the 2angles.  
Vocabulary is everything in geometry.  Completely define all terms with a meaningful definition and examples.
Go up to the Geometry Standards and click on your videos. Take complete notes on everything on each slide. 

This is Taylor's aunt's cat. His name is Barnabe and he is unable to move so Taylor is comforting him.   As always in MATH,
Mrs M

CCSS.Math.7.G.1-3 (1a) - Classify Angles - Vertical and Adjacent Angles

Good Morning to you all,

Today, with this being the 4th quarter, we are changing up a great deal of the videos.  There still will be videos to watch and take notes on, but they will be sorted in a different way.  Look to the top of this blog, and you will see some tabs.  Go to the Geometry tab above, and watch the first 5 videos.  You must write down the whole title- STANDARD - as it is on the video, 
plus everything I write as well.
We are starting Geometry this week with a focus on the standards and connecting some work into our birding station.  
VOCABULARY- define each of these terms with a meaningful definition and examples in your Graphic Organizers:
Vertex
Straight Angles, Right Angles, Acute Angles, Obtuse Angles
Congruent
Vertical Angles
Adjacent Angles

This is Dottie. A dolphin from Sea World in California.  Hanging on Dottie is Ambrosia. What memories!  

As Always in MATH,
Mrs M 

EVEN MORE 2 Step Equations!!!

Dear girls and boys,

Just when you thought we were done with 2 step equations, you find out you are not!  So with all you have learned from the 1 step equations and the 2 step equations, you will need to build on these tad bit harder when we tackle these 2 step equations.  Hint: these are still 2 step, but we will be adding the DISTRIBUTIVE PROPERTY into the mix.  Hang on, don't give up and watch the videos.

This is Casey's lizard and her name is Macy.  She almost looks like she put lipstick on her lips for this photo!  Casey says that she likes to lick!!!  

Homework: Read the blog, watch the videos and take notes in your graphic organizers.

Ex 1

Ex 2

Ex 3

Ex 4

Ex 5

As always in MATH,

Mrs M

6.4 Solving 2 Step Equations

Good day to all,

We have had several days on solving 1 step equations, so we will move on to the next step- solving 2 step equations!  Solving 2 step equations is built directly from solving the 1 step equations.  With 2 step- you still figure out what side you are working on- variable side- then you will balance with taking care of the constant( number that stands alone) first.  So this means, you do add/subtract first- then multiply/divide last.  This maybe a tad confusing now, but watch the videos and try it out.  Ask questions.  Hint: this lesson is half way through the chapter, so you know what this means?....... yup! quiz in the next few days!!

Meet Andrew's LITTLE PUPPY, Pumpkin!  

What a beauty she is!!!

Homework: Read the blog, watch the videos and take notes in your graphic organizer! 

EX 1

Ex 2 & 3

Ex 4

Ex 5

As always in MATH,

Mrs M

Chapter 6.3 Solving Equations with Rational Numbers

Good morning girls and boys,

I trust that you had a fabulous weekend and came back rested and ready to learn!  We are working on solving equations but this time, we are using RATIONAL NUMBERS ( whole, fractions and some decimals) to solve these.  Before panic sets in, watch the videos.  These are a tad harder than what we have been doing, but you are also smarter than you were then as well. Nice balance.  

Remember, vocabulary matters.  We have been reviewing the terms: Rational Numbers and Coefficients ! Make sure you know these - hint: these will be on the quiz coming up soon. 

Here is sweet Ruby.  She warms my heart!  She belongs to Grace!

Homework: Read the blog, watch the videos and take notes in your graphic organizers. 

Ex 1

Ex 2

Ex 3 & 4

Ex 5

As always in MATH,

Mrs M

Chapter 6.2 Multiply / Divide 1 step equations

Dear girls and boys,

We are on part 2 of solving one step equations.  The last lesson was on adding and subtracting equations, and this lesson is on multiplying and dividing equations.  The important vocabulary term for this lesson is a repeat term and that is COEFFICIENT! A coefficient is the NUMBER part of a term. For instance: In the term 2x, the coefficient is 2.  In -4y, the coefficient is -4.  In these problems, you will be balancing equations by using the opposite operations.  Multiplication undoes Division and Division undoes Multiplication.  

So,  pay attention to the videos and ask questions.   

Grace is one lucky young lady having a beautiful parrot on her shoulders!  I hope the claws didn't hurt!!!

Homework: Read the blog, watch the videos and take notes in your graphic organizers. 

VOCABULARY

Ex 1 & 2

Ex 3

Ex 4

Ex 5

As always in MATH,

Mrs M

Chapter 6 Solving ONE- STEP Equations! Algebra

Good morning girls and boys, 

Welcome back from your winter break.  I hope it met each and everyone's expectations! I know that you are rested and really to roll! 

We are in Chapter 6 and this is the first time we are seeing EQUATIONS!  So if it starts as equation, it ends as an equation!  This is where the real fun begins in Algebra.  We will be starting by solving addition and subtraction problems and I find that you will be naturals at this.  As always, the examples will start out simple, so learn how to format the problems on these so that when the problems become difficult, you have a plan on how to solve it.  The vocabulary for this lesson is the same as the other chapter- variables, constants and coefficients.  Make sure you understand these and how to find them.  

Hint: Refer back to the previous chapter.  In addition: We will be having a POP QUIZ on negative numbers!!!

Here is Megan's brother ginny pig, Gus.  He's the black and white one! The other one is a imposter! 

Homework: Read the blog, watch the videos and take notes in your graphic organizers.

Ex 1 & 2

Ex 3

Ex 4

Ex 5

As always in MATH,

Mrs M