Do you really have those formulas memorized?

The kids got to try their hand at seeing just how well they've been doing on memorizing their geometry formulas. Except today was just a trial run and they got to use a sheet/the board that had listed all of the formulas they needed to know and all they had to do was match up the formula with the name. :) I'll be checking those over the weekend.

We also checked the homework from last night (curved shapes volumes) - and those answers are posted below.

HW answers

What a 3D Surface Area day?!

Today we spent our time checking the 2D homework problems and talking through finding the surface area of 3D shapes with curved surfaces (cylinder, cone, and sphere). Tonight's homework includes finding the surface area for 2 of each of those shapes. :)

Curved SA

2D Shapes today

We breezed through all of the 2D shapes today that the kids will need to 1) have the formulas memorized and 2) be able to solve problems with. These included: square, rectangle, trapezoid, parallelogram, rhombus, triangle, and circle. At the end of class I gave them a "shape sheet" packet that I'd like them to complete for homework. (It's only 2 questions per shape!)

Shapes!!

HW Cube

The OOMIPPYEO

Ah, the OOMIPPYEO.

Today we've begun our last unit in Pre-Algebra -- the dreaded and infamous geometry unit. :) And in this unit, we study the area, perimeter, surface areas, and volumes of many different shapes.

The OOMIPPYEO stands for "One of the Most Important Pieces of Paper You'll Ever Own" -- and that's because all of the formulas that they'll need to know are on that piece of paper. And they'll need to memorize all 16 of them. (Gasp!!!) Yup, it's that time again. A little memorization never hurt anyone.

Tomorrow will be making of notecards and practicing finding the area and perimeter of some basic shapes.

Honor Code

The Honor System and Chapter 1 Test

We decided to do things a bit differently today with the Chapter 1 test. In years past I've just given the test out and they've had one 45-minute period to complete it. And, usually, kids are rushing to finish. So we talked it over and the kids had half of the period today and all of the period tomorrow to finish their test. We also made it into an open-note/open-book test. And we developed our own "honor code" - to ensure that no one feels tempted to get help from their peers or others. (See the picture above.)

Now, they are not required to work on their test at home, but it might not be a bad idea. As the code states, they must finish their tests by 10:20a tomorrow. Questions? Give me a call!

Test Friday

Today we finished up Chapter 1! Whoohoo! Tomorrow we'll review and Friday will be our test.

Finishing Chapter 1, Jacobs text

Just a quick post to let you know that we are going to finish up Jacobs, Chapter 1 this week! By tomorrow (Wednesday), I've asked the kids to have completed Sets 1 & 2 for Chapter 1. That way we'll be able to review on Thursday, and then take our test on Friday!

(There wasn't any class today because of our block schedule.)

Answers to Saturday, April 4 to Wednesday, April 8

Saturday, April 4
x = -7

Sunday, April 5
2.5 hours

Monday, April 6
22

Tuesday, April 7
8

Wednesday, April 8
-27

The Math Brain Munching Bugs! AHHH!

Hello all! It has been over a week since I posted last. The week before Spring Break, well, you could tell that there wasn't a lot of time to blog about what was going on in Pre-Algebra.

Anyways, I am enjoying my Spring Break immensely and I must not pander any longer -- there is serious work to be done. Your children may have mentioned the MBMB's, and now you must hear about them too. The note your children received prior to Spring Break:

Dear Pre-Algebra Students & Parents—

To keep the Math Brain Munching Bugs away, one problem and one problem only must be done a day.

Think of a doctor’s orders to take a certain amount of medicine at certain times of the day. The Munching Bugs are just as severe.

Children have been known to return from Spring Break with only an empty frame of what their minds used to be!

These problems, done once a day, with their work and steps totally and completely shown and written down should significantly diminish the Munching Bugs’ effect.

Yours in the fight against MBMB ( or MB2 ) – matthew

Just in case (I know that nothing has happened to the MBMB sheet at your house), I have posted the sheets for Pre-Algebra on our Class Docs here.

Look later this evening for answers up until today!

Happy de-bugging! :)

and into Lesson 3

We checked Lesson 2, Set II and then moved into Lesson 3. We started working on Lesson 3, Set I together and I would like them to complete this for homework.

And, as I promised Yael, here are the billiard table rules...

length is even, width is odd - ends up in upper left
length is odd, width is even - ends up in the lower right
length & width odd - ends up in upper right

Moving right along

As can be expected, we checked our homework from last night first (Set I of Lesson 2) and then we moved onto Set II of Lesson 2. (This pretty much how Jacobs goes! Ha! Pretty sequential... pretty predictable...)

Some kids were even ready to move on to the next Lesson, and I told them go for it! This part of Chapter 1 is where classes normally start to split off and get a day or two ahead/behind each other. As long as I know where they're at, we're good!

Tonight's homework (for those who haven't already) is to complete Set II of Lesson 2.

Workday

We checked the first part of Set I (Lesson 2) and then double checked our numbers for our notebooks, and worked to finish Set I -- and this should be completed by tomorrow -- beginning of class. In order words, homework!

Moving into Lesson 2

We checked Set II of Lesson 1 today and then quickly moved into Lesson 2.

Tonight's homework is to complete #s 1-3 of Lesson 2, Set I. :) (They'll need graph paper...)

Checking and working in Set II

We started with an interesting warm up today and then moved into checking 1-4 of Set II. Then, the kiddos had to begin working to finish Set II in class... and they should plan to finish that over the weekend. :)

Lesson 1, Set 1

Today we began with a real-life word problem involving percents where we discovered that we need some review work with those percents!

Then we moved to checking our homework. There were some (we're not sure how..) that didn't know they needed to finish all of Set I--so those folks left the room while we checked and began work on the next section, Set II #s 1-4. They will need to complete Set II, #s 1-4 for homework!

The Jacobs Unit!

Hey! Been awhile!

On Monday the kids got their Jacobs texts. "Jacobs??" you ask! Let me explain.

Back many, many years ago there was a shift in the middle school math curriculum with respect to the amount of time we had to teach the course known as "Jacobs." As such, the first and second chapters of the Jacobs text were handed down to Pre-Algebra. I can't tell you what a great opportunity this is for kids. The next month or so will be spent in these two chapters of the Jacobs text. This will be one of the first real (other than their other textbook) textbook they will experience. (If you want to get particular, I use that text more as a problem holding vessel.) Regardless, the Jacobs text is unlike any other textbook they will see--especially in terms of math texts!

Jacobs at first can be demanding. Gone are the days of here is the skill, practice the skill, test the skill, you know the skill. :) Well, it sort of still is with Jacobs, but this is one of the ways I explain it to the kids. The Jacobs text is very reading intensive--a concept can be introduced in question #2 and will be referenced in question #15 of the same set... and could be referenced 30 pages later! It could be described as constructive as well (in that, within a chapter each lesson builds on one another, each question in each set builds upon the questions you've already answered).

I say all of this to give you a big heads-up! Tonight their homework is to complete Lesson 1, Set 1, #s 1-14.

This is where we sometimes can hit a wall. Most kids find the transition into this text to be not as easy sometimes as they think or thought it might be. That's part of the reason why I love that it's included now in Pre-Algebra! I get them, I get to answer all their questions, and hold their hands through this experience--which in turn prepares them to think critically and solve problems in totally new ways--and gets them ready for full-blown Jacobs next year.

Whew! I hope I have not given you too much to read! If you're wondering what this is all about, go grab your child's book and take a look. (It is a clear-covered, spiraled Kinko'd creation... ask them about what happens if something happens to the book!) Or if your children are being incredibly careful--come find me in the middle school and you can borrow a copy to read through.

I hope you are well as you read this. More soon!

Warm up

Warm up

Equations and notebooks

After our warm up we checked our homework from last night and spent some time getting our notebooks back in order. Kids can choose to keep working on their notebooks over the weekend if they want. :)

Monday we will move on to our time spent in the Jacobs text! More on that next week.

You guessed it, equations!

When I said we were working on equations, I meant it! We checked the ones from homework, and I gave them two more! (And yea, they need to do 'em for homework.) Tomorrow, however, will be a notebook day... plus they'll get their Jacobs books! (More on that one tomorrow!) HW is posted on class docs...

We've had lots of kids in and out this week and I want to remind them and parents that class docs (look over on the right of this page for Class Docs) is where I post all assignments, notes, homework, etc. if I don't put a link directly to it in the blog post. Enjoy!

Handsome devil!

The Mt Everest of Pre-Al

These harder, multi-step equations really are the climax or the Mt Everest of Pre-Algebra. That's why we keep coming back to them and practicing them!

Today we checked homework, and the kids got a few more to practice. I'll post those on the class docs in a bit. :) They have just three problems for homework (which will also get posted, at the end of today's doc.)

Distributing and Equations

Today we took some note notes to get back on the same page with distributing and longer, harder equations. They will have 2 problems to complete for homework (plus I want them to be finished or finishing up with Multi-Step Equations... that they've had for awhile now -- and you can get online on the class docs as well!).

HW

Hot Chocolate Day!

Yes, today was hot chocolate day. :) Lucas (with the help of his mom!) graciously brought in the most fabulous invention ever--the hot chocolate making machine from Williams&Sonoma. We've heard about it and been planning to use it for awhile now... and today was the day!

So, in appreciation for the way this wonderful group of kids picked up and worked while I was not feeling well yesterday (one of those debilitating headaches...) -- no joke, these kids did problems and helped each other and taught each other and answered each others questions... all on their own accord. They are magnificent. :) In appreciation, I had no problem having a non-math, hot chocolate day.

Next week? Back to those harder equations... they can handle the toughest I can throw at them!

Hot chocolate day!

Distributing!

And today we talked about the final... final piece of the puzzle. (The kids make fun of me because I keep saying "This is the best part" or "This is the last cool thing!")

That topic was: distributing! Check out the notes on the class docs. We didn't practice distributing on its own just yet. That will come tomorrow.

Tonight they should continue to work on those multi-step equations we've been working on for awhile now. I also gave them my worked out copy to help with questions. :)

Warm up!

Still on those equations

We're still working on those harder, multi-step equations. The kids are still doing really well on them, and I want them to keep at those equations tonight. It think 2-4 tonight will be a good idea. Tomorrow we're going to pick the skills back up and start on distributing!!

So, you should see your Pre-Algebra student working on some equations tonight!

I'll post my answers (worked all the way out) on class docs in awhile.

#1 Multi-step

#2 from Multi-step

Warm up

On Trimester 2 Evaluations

I wanted to send out a note about how to read your child's second trimester math evaluation which you will be getting in the mail (along with your child's other reports) in the coming days.

You may have heard through the grapevine (in fact, you might have even heard through me!) that the Middle School Staff has been engaged in an Action Research Project on assessment and evaluation this year. (For more information on what exactly Action Research is, see this Wikipedia article.)

We've been asking ourselves many, many questions over the past few months. Among those are questions like:

    * Who are evaluations for? Students? Parents? Future teachers (of the students)?

    * What is the best way to convey how a child is "doing" in a class?

    * How can we improve our process to meet the needs of all parties involved in the assessment/evaluation experience?

(Note: These are a summary of the questions that my brain has latched on to and mulls over before I fall asleep each night--not necessarily representative of the entire Middle School Staff's questions.)

And, as you can imagine, many of us have taken on the task of actively experimenting with how our evaluations look, what they say, and how they say it. Some of us have added rubrics. Some of us have focused more on project assessment.

For my second trimester evaluation, I decided to focus on truly involving the students in the assessment/evaluation process.

There are many overarching goals that teachers have. These are the goals, dreams, and visions for what students will take from their time spent with us beyond how to add fractions and diagram a sentence.

As you probably guessed, I have a whole slew of these. :) But the one that got tapped these past few weeks was this: Students (and successful human beings) should be able to accurately evaluate themselves on how they are doing according to a specific standard--whether internal or external. Put plainly, people should know whether they're good at something or bad at something and how to process that.

When you open up your child's second trimester evaluation packet and turn to their math evaluation, you're going to see what I'm talking about.

The week before evaluations were due in advisor's boxes, each one of my math classes took an online form/survey of their performance and experience in my class. On that day, we rolled out the Mobile Mac lab and I made a BIG deal about all that I've written to you so far. I explained myself, and walked them step-by-step through the survey, answering questions along the way.

Basically, the kids had to answer the following sentences with the choices of Never... Sometimes... Most of the time... Always. And they could only choose one of the four.

Take a look at the actual evaluation the kids filled out. (This is just a PDF copy, you can't make any more submissions--don't forget to scroll down!)

I explained to the kids that they were to fill out the evaluation and that they were essentially writing their own evaluations. I, of course, reserved the right to adjust and tweak where I saw fit, and I would make my own comments on their reports as always. But you would be surprised how little I actually had to go back and change.

As the kids filled out the evaluations, many questions arose that sounded like, "Matthew... What if I'm more towards Sometimes... or maybe Most of the time?... I don't know... Can I say in between?"

I encouraged them to think these things through, for it's in that conversation that I think the magic of this evaluation and assessment experiment lie. And this is what I want to encourage you to do as you sit down and process your child's evaluation.

For example, "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds pretty good to me. Good job!"

Or... "My child put down 'Most of the time' for 'helps to create a productive learning environment.' That sounds interesting. What was it that kept you from putting down 'Always' on that one?"

To add another layer to the process, I decided at the last minute to let the kids see their final evaluations before they were delivered to advisors. In this way, I hoped kids would be able to continue to be part of the conversation about how they were evaluated and assessed in math. This created the space for kids to ask me, "Matthew? Why did you move me from 'Most of the time' to 'Sometimes' on this one?" And what a great conversation we had then!

Take a look at what the second trimester evaluations look like.

So, Matthew. Why this long blog post/email?

There are a couple of reasons. One is to keep you in the loop. Another is to try and prepare you and go ahead and answer some of your questions about how to read your child's evaluation.

And finally, I want your feedback. :) Be on the lookout for a post or an email asking for your feedback soon!

Thanks for all that you do--I hope all of this makes sense and that it was an easy and straight-forward read. I appreciate your patience and kindness as well in this wonderful dance we're doing called education your children. :) Have a great day!

Multi-step

A Whole Other Level

We took our work with equations to a whole other level today with multi-step equations. Multiple variables on both sides of the equations, combining like terms, moving across the equals, whew! This is quite the abstract stuff--and your kids, again, are doing swimmingly.

A large chunk of class time was spent engaged in solving these equations. They take a bit of time and careful concentration to get them... but they are fun! It's a like a line by line puzzle almost. :)

I asked the kids to pick ONE problem to work on over the weekend, just so they don't forget all of the wonderful things we've learned this week. I'll get that docs posted up on Class Docs in a bit.

Practico On Both Sides

I finished what we started yesterday talking about equations with the variable on both sides of the equation. (Looks like... 4x + 3 = 5x - 7)

We worked through a few problems together and then I gave the kids five problems to do in class, which they worked diligently on and thus do not have anything for homework this evening.

I can't tell you how proud I am of these kids--they are working with some really head-y stuff here... and they are doing just fabulously!

I'll post the notes and examples from today on the class docs in a minute.

Meshing the worlds...

We started bridging the gap between expressions and the equations we've been working on for so long now today. And we even got to some equations with variables on both sides!

But, we just scratched the surface today... we'll continue tomorrow. :)

Dividing Butts

After we multiplied butts? Time to divide them!

The wonderful thing is that now that they know how to multiply, the dividing is almost just the same. (see previous posts and pictures about how to multiply with butts... I mean variables.)

They DO have homework. Tonight is from the same sheet we've been working on for awhile now, #s 33-55 ODD. Check the class docs for a PDF copy of this sheet as needed.

Warm up

Dividing Butts notes

Warm up

What's this I hear about butts?

I may have mentioned this in an earlier posting (how long has it been since I've posted?!), but you may be wondering what all this stuff about Pre-Algebra and butts is about.

I teach "Combining Like Terms" with the metaphor of expressions as creatures... For example, 3y... the 3 (coefficient) is its body and the y (variable) is its butt. It makes it VERY convenient to talk about adding and subtracting like terms, and explaining what happens when you are multiplying/dividing terms.

Today we didn't make it far at all in my plans... we only made it part way through the checking of homework! (I'll post that to the class docs in a moment.)

But, we've been focused on combining like terms for the past week or so, and we'll be in this place for awhile. No homework tonight because we didn't even get to finish checking the homework from last week!

Multiplying Butts

Win a date with an integer!

Classwork from last week...

Evaluations!

Today after our warm up, we used the mobile Mac Lab to literally <> our evaluations. I've been experimenting with GoogleDocs, and Forms in particular, and the kids used a form that I had created to help in the writing of their evaluations!

You'll here more about this later, when evals come home, but if you want to see what it looked like, click here for a pdf version. (Look under All Class Docs)

Warm up

Warm up

The Same Butts!!

Ex 3-4

The Same Butts!

Your kids may give you a funny look before they answer the question, "What did you do in math today?"

We talked about variable expression... with the same butts! We talked about combining like terms (in math language) using a "butt" as a metaphor for variables and coefficients. It gets them giggling... and they magically get it! :)

No homework, but be prepared for more "butt" talk!

Concreteville or Abstractland?

Oh what a great day in Pre-Algebra!

I gave the infamous Concreteville / Abstractland lecture/story today... and the kids did wonderfully with it. :) You'll have to check with them to learn more about what all that is about.

In short, its a conversation about learning math... as opposed to just learning another skill... that really helps in learning math.

No homework, but back to those equations tomorrow!

Concrete vs Abstract ;)

Equations with Masks on!

I'm just beside myself impressed with these kids. Today I threw some harder equations at them... I mean some really complex stuff! And they were great! And they got it! No homework over the weekend, though.

I'll put the notes from today up on the wiki soon. :)

Fractional Two-Step

Sounds nasty doesn't it?

In fact, I think there was an audible "Ewww!" as I wrote up the first example for today...

Anyways, check out the class docs to see what we worked on--all two-step equations that have fractions as the coefficient. And we did quite a few of them!

We're tackling some really mind-bending stuff here!

The Secret Negative One!

We spent much of second period working on one type of equation [ 2 - c = 7 ] -- and the secret of negative one! Check out our notes on class docs. We also worked more on The Equations Sheet. I asked some kids to work on a few more problems at home tonight, but overall, there isn't any homework in honor of the play.

Tomorrow? We'll take it up a notch with equations.

Practicing two-step

Today we actually got some solid time to work on two-step equations. You're children are just amazing!

No homework, but you might want to check out the class docs to see some of the things we're working on.

Class Docs Link - NEW!

Check out the LINKS section of our blog over there on the right. There's a new addition! A direct link to the docs for Pre-Algebra! Check it regularly... for notes and copies of stuff from class.

Switching Gears A Bit...

Wow! Hey! I hope this post finds you well!

We made it through Adolescent Issues Forum, and dove right back into our Word Problems at the end of last week. The strangest thing happened though... we're really starting to nail these problems! Whoohoo!!! So, I trusted my gut today and started working on two-step equations. (You may remember that we had a quiz on one-step equations a bit ago and were headed towards a quiz on Word Problems. I've decided to bypass that quiz for now and dive into harder equations!)

There are a few class docs that have been added to the wikispace, so you'll definitely want to check those out. Plus, I've reorganized the wikispace because we started to get so many documents up there! Check it out!

http://cfsmatthew.wikispaces.com/classdocs

Reminder about Class Docs!

Remember that you can now watch play-by-play with what happened during your child's math class when I use the tablet @ http://cfsmatthew.wikispaces.com/classdocs!

There's nothing to get?

We started off with some warm-ups that were one step equations... which led to a cool conversation/play time where we experimented with two- and multi-step equations. This was not at all what I had planned for today... but we rode the teachable moment! We're headed in that direction soon, so we'll consider today a bit of a preview.

But we're not out of the woods with Word Problems though! :) No homework!

And I must acknowledge the late post. The latter part of my day was spent in my role as fourth year advisor on a mini-retreat with the fourth years. AND, Pre-Algebra will not meet tomorrow due to Adolescent Issues Forum. Until Thursday!

Taking up the d=rt

Today, after our integer warm up, we shared and laughed about our d=rt problems that we had written. I've taken them up for now... they'll see them again soon. :)

No homework!

For a copy of what we did today, see http://cfsmatthew.wikispaces.com/classdocs.

A Guide to d=rt Answers

We first completed a "Mental Math" warm up - math that can ONLY be done in your head. :)

Then we went over the answers to the homework... on the tablet! :) Those answers can be found on the wikispace @ http://cfsmatthew.wikispaces.com/classdocs under Pre-Algebra.

We didn't even get to share the problems that they made up! We're going to tackle those first thing Monday morning... ;) Have a good weekend!

More d=rt!

Today we played again with my new toy -- the tablet! In fact, most of our work was done via the tablet. ;)

We first began with a warm up d=rt word problem. (You can download this and all of the notes from today on the wiki at http://cfsmatthew.wikispaces.com/classdocs)

Then, we went over how to approach a d=rt word problem again, step by step.

Afterwards, the kids were given four d=rt problems to begin working on in class... and finish for HW. The way cool part? They are the subjects of the word problems!!! AND they get to create their own. :)

Ask your child about 'em.

No Post!

No post today... as we didn't see each other because of the shortened Delay schedule. Until tomorrow!

The New Tablet!!

How exciting was today!

Pre-Algebra Second Period was the first class that I was able to use my newest toy... a Wacom Bamboo Tablet. It was awesome!

In essence, it just lets you write on your screen. But being absent a SMART board, this is the next best thing!

So, take a look at http://cfsmatthew.wikispaces.com/classdocs and look under Pre-Algebra for #93 and #94... and you'll be able to download what we did on the board today! Whoohoo!

We checked our homework (using the tablet) and moved through some example word problems on Dividing (fractions, really)... all on the tablet!

Have a great weekend!

The Multiplying Kind and More d=rt!

We went back over some multiplying examples today... specifically on wages and getting paid. You'll see those examples below and I hope to post the actual problems later.

Then we moved back into d=rt with some problems for homework. You should see this come home (its about 6 problems).

Your kids love the d=rt!

Warm up

HW Answers

Multiplying example 1

Multiplying example 2

Gettin' D=rty!

No, your eyes have not failed you! That's d=rt up there! (pronounced "dirt")

Today we used our extended block time in second period to introduce and play around with d=rt problems (that's distance = rate * time). d=rt is an incredibly powerful formula and can help us solve a great many word problems.

You can take a look at the types of examples below from the board. I love these problems because we get to play pretend a bit... in one we hopped a bus from CFS and headed for the beach, in another Ida and Leon were on a hunt for a hamburger. The sky's the limit!

Tonight the kids have two d=rt problems for homework which can be found at http://cfsmatthew.wikispaces.com/classdocs

We're moving right along!

Lucas' Awesome Coat!!

#7, the downstream problem (HW)

#8, the upstream problem

D = RT Introduction

Ex 1

Ex 2

Ex 3

No Class today, but yesterday...

There was no class today due to Block Week, but I still neglected to blog about yesterday's class!

After our decimal warm up, we returned to our work with expressions, equations and variables with geometry. Most of our work we did together on the board. Pictures of those are posted below.

Their homework, to get them back to where we were before the break, was to complete #7 on the back of the sheet we were working on yesterday (or #7 from the WPP... see the earlier WPP post...). I'll be on the lookout for that tomorrow (Wednesday).

On a side note, I began today by talking about attitude and how we see ourselves as students/learners of math. In my life outside of school, as well as inside, I've really started to realized that how I approach a day/conversation/topic/subject/person or what I think about a day/conversation/topic/etc. GREATLY influences just how well whatever it is will turn out. For example, "Gosh, I'm really worried about having a conversation with X and I'm pretty sure I'm just not going to be able to find the right words to express myself." Sure enough, lo and behold, there's the conversation... and it happened the way I thought it would, given the context that I have created.

This really hit home for me (again!) in my morning math classes when I found myself last week spending half of a period bucking the students up about themselves and their mathematical abilities. If, while we're learning something new or getting ready to take a test, you are saying to yourself, "I'm really bad at this... I don't get it... I'll never get it... This is horrible... I don't want to be here..." -- guess what you are creating for yourself??

I think of the Einstein quote:

Whether you think you can or you can't, either way you're right.

Hope you have a great evening!

Warm up

#s 15-16

#17

#18

HW from Monday night from all math classes

Quiz Day!

Today the kids took their Equations quiz and we focused on using geometry to solve some word problems.  I haven't had a chance to look at the quizzes yet, but will post over the weekend once I have.  No homework!

A little too late... Remember?!

Well this post is a little too late to be of any real use for this evening!

Today we took notes on the rules for solving equations... and yes, the kids reminded me that they had indeed written these more than once.  I politely asked them how important these rules are... especially given that I've had them write them more than once!  :)

And we looked at a few examples (you can see below) to jog their memories.  

Tomorrow we are having a quick pop-quiz on equations, just to be sure they know what's going on... before hopping back into word problems. ;)

Late posts

Meetings took up most of my afternoon, so blog posts will come this
evening.

~~~~~~~~~~~~~~~~~~~~~~~~~
Matthew Ross
ross.matthew@mac.com
mross@cfsnc.org
919/414-1983

Sent from my iPhone

Remember Equations

Exs 5-6

Sharing!

Today we finalized our re-socializing process... sharing about our breaks and getting back into the scheme of things!

Tomorrow... it's back to equations.  Expect a quick quiz on Friday!

Hello 2009!

Welcome back!

Today we solely greeted each other and shared about our time away during first period. Lots of laughs and stories were exchanged... it's good to be back. :)

On the horizon? Decimals Test! (not tomorrow, but soon!)

The Last Post of 2008!

Today, as I suspected, it was incredibly hard to stay focused. The
last day of math class for 2008!!

The focus of our day was, of course, our t-shirts! What a great
idea! (It was the kids', mind you...)Take a look at the picture of us
in our shirts below! :) Those kiddos who forgot... don't forget to
connect with your partner tomorrow.

We tried in vain to work on some word problems... but the excitement
of the t-shirts kept us from being too serious. ;)

As a heads up, we'll come back from break, pick up where we left off
with word problems and soon thereafter it will be test time. If the
spirit so moves you, you can totally practice some word problem work
over the break! Check out the earlier post of our word problem packet.

See you in 2009!

Our t-shirts!!

Warm up