The standard alignment for each skill being worked on is posted here, so that more details can be provided to you.
Good luck on your finals. We will have a comprehensive final exam for the school year content.
Enjoy your summer break. You have access to IXL all summer long. Please see me or write down your log-in before leaving for break.
Students are reviewing course content to prepare for the final exam.
Students are working on arithmetic and geometric number sequences. All students will need to differentiate between the two number sequences, find the common difference/ration, find the value of a term, and find what term equals a particular value. Some will write arithmetic equations in recursive and explicit form. Some will write arithmetic and geometric equations in recursive and explicit form.
Students are working on arithmetic and geometric number sequences. All students will need to differentiate between the two number sequences, find the common difference/ration, find the value of a term, and find what term equals a particular value. Some will write arithmetic equations in recursive and explicit form. Some will write arithmetic and geometric equations in recursive and explicit form.
Students are working on direct variation equations. Some students will work on inverse variation equations, as well.
Students are working on direct variation equations. Some students will work on inverse variation equations, as well.
Students are working on direct variation equations. Some students will work on inverse variation equations, as well.
Students are working on direct variation equations. Some students will work on inverse variation equations, as well.
Students are working on converting between units using the metric system. Some students will be moving on to dimensional analysis. Students will be assessed on a version of converting units based on their skill set.
Students are working on converting between units using the metric system. Some students will be moving on to dimensional analysis.
Enjoy your spring break!
Students are working on finishing their work with ratios and proportional thinking. Students should be able to solve proportions for a missing variable. Some students are working on solving when multiple pieces of information is missing or more complex pieces of information are missing.
Students are working on understanding what unit rates are and how to compare unit rates.
Students are working on solving proportions at different levels of understanding.
Students are working on finding the constant of proportionality and working with word problems.
Students are working on finding rates, equivalent rates, and solving word problems involving ratios.
Students are working on finding rates, equivalent rates, and solving word problems involving ratios.
Students are working on how to solve one step equations using algebraic principles. Some students are working on more advanced skills, such as two step and multi-step equations.
Students are working on how to solve one step equations using algebraic principles. Some students are working on more advanced skills, such as two step and multi-step equations.
Students are working on how to solve one step equations using algebraic principles. Some students are working on more advanced skills, such as two step and multi-step equations.
Students are working on how to solve one step equations using algebraic principles. Some students are working on more advanced skills, such as two step and multi-step equations.
Good luck on your classroom finals! Students will be taking an assessment related to math concepts on IXL as a diagnostic test rather than a traditional final exam.
Students will be working on review for the final exam.
Students are working on how to solve one step equations using algebraic principles. Some students are working on more advanced skills, such as two step and multi-step equations.
Students began work on understanding the difference between variables and constants and are working on how to combine like terms. Students have also been introduced to the distributive property. Students are learning the difference in vocabulary between an expression and an equations.
Students are working on review of algebraic expressions.
Students are working on how to simplify an algebraic expression by combining like terms. Students are also working on multiplying and dividing integers. Students will start using the distributive property to simplify expressions.
Students are working on integer rules (adding and subtracting positive and negative numbers).
Some students will be continuing to work on fraction concepts- equivalency, adding/subtracting, and multiplying. Other students are working on square roots of perfect and non-perfect squares. Workload depends on student's current success with fraction concepts, as well as individual student goals.
Students are working on adding and subtracting fraction with like and unlike denominators. Students are working on multiplying a whole number and a fraction, as well as a fraction times a fraction.
Students are working on adding and subtracting fraction with like and unlike denominators. Students are working on multiplying a whole number and a fraction, as well as a fraction times a fraction.
Students are working on equivalent fractions and simplifying fractions.
Students are working on basic laws of exponents- including product rule, quotient rule, and power rule. Some students will work on questions that require multiple steps, have variable bases, and/or have multiple bases at a time. The extent of the exponent laws will vary by student.
Students are working on order of operations, which include exponents (0, squared and some cubed). Students are also reinforcing inequality statements.
Students are working on order of operations, which include exponents (0, squared and some cubed). Students are also reinforcing inequality statements.
Students are continuing to work on order of operations and complete a test on inequalities.
We have been working on inequality statements and exponents (whole numbers). Reference student notebook for specifics.
This week we have been working on addition, subtraction, multiplication, and division. Students have begun work on skills in small groups based on ability levels.
This week we discussed conceptual understanding of rounding. Students were taught how number lines and the midpoint between two numbers determine why a number rounds. They can be expected to explain why 342 rounds to 340 using a similar phrasing to "342 when rounded to the nearest 10 comes between 340 and 350. Since 342 is less than the midpoint of 345, it is closer to 340". This emphasis works on understanding connects of numbers and why the traditional rounding algorithm (5 or more, 4 or less) works the way that it does. Students were assessed and began working on rounding numbers with decimals to any place value, including nearest whole number.
This week we assessed on students' understanding of how to read and write large numbers and added in reading, writing, and comparing numbers with and without decimals to the thousandths place.
This week we began working on understanding how to read and write large numbers up to one billion. Students were introduced to standard form, written form, expanded form, and non-traditional forms.