Hard Work ALWAYS pays off!

WEEK OF FEBRUARY 2-6, 2015

I feel like time is flying by and I'm sure you feel the same way Falcons! I am very proud of all of you for working hard and trying your best.  Many of you were proud of your math progress report grades; keep up the good work kids!

We will continue to work with order of operations this week. Go over your integer operations rules and practice the adding integers tune we learned last semester. (SAME SIGN, ADD AND KEEP, DIFFERENT SIGNS SUBTRACT, USE THE SIGN OF THE BIGGER NUMBER THEN YOU'LL BE EXACT) LA-DA-DI-DA

We will also begin to model equivalent expressions, evaluating expressions, and generating equivalent expressions. Use this link for additional help.https://learnzillion.com/lessons/652-write-equivalent-expressions-using-visual-area-model

MORE ALGEBRA FLAVORED WORK IS COMING INTO OUR CURRICULUM SO DON'T PANIC FALCONS! WE WILL DO JUST FINE. MAKE SURE YOU PAY CLOSE ATTENTION AND STAY ON TASK!  REMEMBER WE ARE A TEAM!

Equivalent Expressions

What are equivalent expressions? As the name suggests, equivalent expressions are algebraic expressions that, although they look different, turn out to really be the same. And since they're the same, they will yield the same results no matter what numbers we substitute for their variables.

Let's consider this algebraic expression: 2 (x^2 + x). If we substitute 1 for the variable x, the expression equals 4.

But what about the expression 2x^2 + 2x? If we again substitute 1 for the variable x, we still get 4. How does this happen?

What we really did was simplify the original expression by distributing the 2 into the part in parentheses. So we really haven't changed the expression at all. All we've done is rewrite it in a different form.

Because these two expressions are really the same, no matter what number we substitute forx, the results will always be identical. If we use 0, both expressions come out to 0. If we use 10, both expressions come out to 220. If we use 100, both expressions come out to 20,200. We get the same result no matter how large or small the number we use for x.

GEOMETRIC CONSTRUCTION

Review your triangles and angles vocabulary. Remember to take your markers and colored pencils to class. We will be working on activities involving triangles (degrees, angles, area, etc).  Triangle Quiz coming up!

Pictures: Math Classes playing math tag relay involving exponents.

Geometric: Students working on their cube bubbles! OUR RESULTS WERE POSITIVE. A CUBE BUBBLE IS POSSIBLE!

Math Practice Makes Perfect!

WEEK OF JANUARY 26-30, 2015

Honors Math- Be prepared for your math exam this Monday(1/26/15) Go over your review that will be given to you on Friday (1/23/15). Make sure you go over all your notes and know how to find the whole/total, part, and percent in word problems. Go to my last blog for more examples.

We will begin to work with exponents, prime factorization, and Order of Operations (PEMDAS) this week. I know we have reviewed these 3 content areas but we will go more in depth for each category.

PARENTS AND STUDENTS, PLEASE DON'T HESITATE TO ASK FOR HELP IF NEEDED. I AM ALWAYS HERE TO SERVE YOU. I KNOW MATH CAN GET HARD BUT DO NOT GIVE UP! 

BELOW ARE EXAMPLES FOR EACH AREA AND A LINK FOR (PEMDAS)

Exponents are shorthand for repeated multiplication of the same thing by itself. For instance, the shorthand for multiplying three copies of the number 5 is shown on the right-hand side of the "equals" sign in (5)(5)(5) = 5<sup>3 (so 5 to the 3rd power equals 125).

PRIME FACTORIZATION:</sup>

Example: 48

48 = 8 × 6, so we write down "8" and "6" below 48

Now we continue and factor 8 into 4 × 2

Then 4 into 2 × 2

And lastly 6 into 3 × 2

We can't factor any more, so we have found the prime factors.

Which reveals that 48 = 2 × 2 × 2 × 2 × 3

(or 48 = 2⁴ × 3 using exponents)

ORDER OF OPERATIONS

http://www.mathsisfun.com/operation-order-pemdas.html

GEOMETRIC CONSTRUCTION:
We will finish working on our cubes created by straws. We will also test the bubble theorem with our cubes.
CLASS DISCUSSION: Why we learn about constructions.

REMINDERS:

PROGRESS REPORTS ARE AROUND THE CORNER SO STAY ALERT IN CLASS!

TRY YOUR BEST NOT TO BE ABSENT.

ALWAYS TRY YOUR BEST NO MATTER WHAT!

Below are some pictures of students working on their cube project made out of straws and fishing line.

BELIEVE IN YOUR DREAMS

WEEK OF JANUARY 19-23, 2015

HONORS MATH

WE WILL LEARN TO FIND THE % OF A NUMBER, FIND A % GIVEN A PART AND A WHOLE, AND FIND A WHOLE GIVEN A PART AND A %.

FINDING THE % OF A NUMBER 
If you need to find 16% of 1400, you first convert the percentage "16%" to its decimal form; namely, the number "0.16". (When you are doing actual math, you need to use actual numbers. Always convert the percentages to decimals!) Then, since "sixteen percent OF fourteen hundred" tells you to multiply the 0.16 and the1400, you get: (0.16)(1400) = 224. This says that 224 is sixteen percent of 1400.

Finding the Percent Given the Part and the Whole

In many applications one must find what percent one number (part) is of another(whole). The general procedure for doing this is to divide the part by the whole and multiply the result by 100 to change the decimal to a percent. Some refer to the part as the "is" number and the whole as the "of" number. The "whole" is the total number of whatever you are dealing with.

Example

3 is what percent of 12?

Solution

Divide 12 into 3 to get .25. As example 2 below shows, you can't always assume it will be big number into small number. You have to learn to tell which is the part and which is the whole (total).

Finding the Whole Given the Percent and the Part

Example

Suppose we know 13 students in Mrs. Jone's algebra class earned Bs and that represents 37% of the class. How many students were in the class?

The 13 students represent "part" of the class. The total number of students in the class would be the "whole" class. This problem translates into "13 is 37% of what number?"

Solution

To find the "whole" we always divide the "part" by the percent. Of course we must change the percent to its decimal equivalent before completing the division. 37% is .37 in decimal form.

GEOMETRIC CONSTRUCTION

CONTINUE REVIEWING YOUR VOCABULARY. WE WILL ALSO BEGIN MAKING OUR STRAW DESIGNS WITH GEOMETRY INTEGRATION.

REMINDERS:

ALWAYS ASK ME FOR HELP WHEN IN DOUBT!

BE THE BEST YOU CAN BE!

MARTIN LUTHER KING DREAMS REMEMBRANCE

KEEP YOUR GRADES UP! PROGRESS REPORTS ARE AROUND THE CORNER!

THE FOLLOWING PICTURES INCLUDE STUDENTS WORKING ON FRACTION, DECIMALS, AND PERCENTS CONVERSIONS. ONE PICTURE ALSO INCLUDES A STUDENT WORKING ON HIS GEOMETRIC FIGURE

A GREAT START TO 2015

                                                            

Week of December 12-16, 2015

WE HAD A GREAT START TO THE YEAR!

I WANT TO CONGRATULATE ALL SCIENCE FAIR WINNERS, WE ARE VERY PROUD OF YOU ALL! KEEP UP THE GOOD WORK!

HONORS MATH CLASS

WE WILL BEGIN CONVERTING MEASUREMENTS ON MONDAY AND WE WILL BE USING THE METRIC SYSTEM ( MILLILITERS, LITERS, GRAMS ETC.) AND THE U.S CUSTOMARY SYSTEM (INCHES, YARDS, FEET ETC.)

USE THE FOLLOWING LINK FOR A FUN EXPLANATION ON CONVERSIONS http://www.mathsisfun.com/measure/index.html

WE WILL ALSO BE WORKING WITH FRACTIONS, DECIMALS, AND PERCENTS. SO STAY ALERT AND TRY NOT TO BE ABSENT SO THAT YOU DON'T MISS OUT AND STAY BEHIND.

GEOMETRIC CONSTRUCTIONS

WE WILL GO OVER BASIC GEOMETRY PROPERTIES  (POINTS, LINES, PLANES, AND SOLIDS) WE WILL ALSO CONSTRUCT A DIAMOND OUT OF STRAWS. MAKE SURE TO STUDY YOUR VOCABULARY ONCE I ISSUE IT OUT BECAUSE YOU NEVER KNOW WHEN A QUIZ WILL POP OUT!

REMINDERS

STAY ALERT IN CLASS AND CONTINUE TO ASK QUESTIONS ON THE LESSON!

REPORT CARDS WILL BE ISSUED

STUDY YOUR MATH NOTES

WELCOME BACK AND HAPPY 2015!!

Week of January 6-9, 2015

WELCOME BACK STUDENTS!!!

I HOPE EVERYONE HAD A VERY MERRY CHRISTMAS AND A HAPPY NEW YEAR 2015!

THANK YOU TO THOSE OF YOU THAT WISHED ME A HAPPY BIRTHDAY ON CHRISTMAS DAY!  I APPRECIATE IT! <3

I HOPE YOU ARE READY TO WORK HARD  AND ENJOY THE 2ND SEMESTER OF YOUR 6TH GRADE CAREERS. TRUST ME THIS SEMESTER WILL GO BY QUICK SO LET'S MAKE THE BEST OUT OF IT!


HONORS MATH:

WE WILL BE WORKING WITH PROPORTIONS, CONVERTING MEASUREMENTS, AND PERCENTS.   USE THE FOLLOWING LINK TO RECEIVE HELP ON PROPORTIONS.


 http://www.mathsisfun.com/algebra/proportions.html


GEOMETRY CONSTRUCTION:

THIS SEMESTER I WILL BE TEACHING A NEW CLASS CALLED GEOMETRY CONSTRUCTION. HOPE TO SEE YOU SOON!



REMINDERS:

3RD SIX WEEKS REPORT CARDS WILL BE ISSUED OUT.