Week+6+September+24

8th and 7th __Variable and Patterns__: Investigation #2: September 24-October 17
> **8.EE.7. Solve linear equations in one variable.**
 * **Standard(s) addressed:**
 * **7.RP.2c and d**
 * **Represent proportional relationships by equations. //For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.//**
 * **Explain what a point (//x//, //y//) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, //r//) where r is the unit rate.**
 * **7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.**
 * **7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. //For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.//**
 * **7.EE.4.Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.**
 * **Solve word problems leading to equations of the form //px// + //q// = //r// and //p//(//x// + //q//) = //r//, where //p//, //q//, and //r// are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. //For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?//**
 * **8.F.1. Understand that a function is a rule that assigns to each input exactly one output . The graph of a function is the set of ordered pairs consisting of an input and the corresponding output**.
 * **8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (//x, y//) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.**
 * Monday: Launch 2.1. ACE homework:
 * Tuesday: Discuss homework, do 2.2, ACE homework:
 * Wednesday:
 * Thursday:
 * Monday:
 * Tuesday: 2.3 lab assigned in class and and for homework "What's the Story?"
 * Wednesday:
 * Thursday: activity centers and J-Lab testing
 * Monday: Native American Day ... discussing graphs for 2.3
 * Tuesday: 2.3 graph discussion
 * Wednesday: reflection for investigation 2 for VARIABLES AND PATTERNS due; partner quiz
 * Thursday: activity centers and J-Lab testing
 * Thursday: activity centers and J-Lab testing

= 6th GRADE: __Bits and Pieces__ September 20, 24, 25, 26, 27, October 1, 2, 3, 4, 8, 9, 10,15 =

> **every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”** > **a number line oriented from left to right**. >
 * Standard(s) addressed:**
 * **6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.**
 * **6.RP.1 Understand the concept of a ratio and use ratio language to describe** **a ratio relationship between two quantities. For example: The ratio** **of wings to beaks in the bird house at the zoo was 2:1, because for**
 * **6.RP.3** **Use ratio and rate reasoning to solve real-world and mathematical** **problems, e.g., by reasoning about tables of equivalent ratios, tape** **diagrams, double number line diagrams, or equations.** **a. Make tables of equivalent ratios relating quantities with whol enumber ** **measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compareratios.**
 * b. Solve unit rate problems including those involving unit pricing and constant speed.**
 * // For example, if it took 7 hours to mow 4 lawns, then //at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?**
 * c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems**
 * involving finding the whole, given a part and the percent**.
 * **7.RP.1**
 * Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. // For example, if a person walks 1/2 mile in each 1/4 hour, compute //the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.**
 * **6.NS.6**
 * **Understand a rational number as a point on the number line. Extend** **number line diagrams and coordinate axes familiar from previous** **grades to represent points on the line and in the plane with negative** **number coordinates.**
 * **6.NS.7** **Understand ordering and absolute value of rational numbers.** **a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.** **// For example, //interpret –3 > –7 as a statement that –3 is located to the right of –7 on**
 * Monday: Discuss our 3.1 "Making Smaller Parts" in **//Bits and Pieces. We struggled last week to get this investigation launched, but I think we have it now. :)//**
 * //Tuesday:// Do 3.2. "Making Even Smaller Parts" ...Homework:
 * Wednesday: Do 3.3. "Decimal Benchmarks" ....Homework:
 * Thursday:
 * Monday:
 * Tuesday: still working on building fraction and decimal benchmarks with hundredths grid and some on the number line
 * Wednesday: 3.3 finish and lead into 3.4 where fourteen families need to share our grocery pile. Will we get to our decisions on what we should know for benchmark fractions and decimals?
 * Thursday: activity centers and J-Lab testing
 * Monday: Native American Day ... Headlines: Fourteen Families Hit By Hurricane!
 * Tuesday: 3.4 distributing food to 14 families... decimals... fractions/improper fractions... Conjecture on how to turn a fraction into a decimal
 * Wednesday: 3.5 ordering decimals; reflection
 * Thursday: activity centers and J-Lab testing

AMERICAN HISTORY/READING
Week 1-6

**Week 1-7 :** **Go to Era 3 on my wiki pages and I have activities and dates posted there! Email me if you have questions. :)**

 * Week 1-8: Go to THIRTEEN MOONS ON TURTLE'S BACK page**