Week+3+September+4+(Tues.)

Example of math goals: LONG TERM GOAL: //I will improve my division of all numbers.// SHORT TERM GOAL: //I will work on decimal division first quarter.// LONG TERM GOAL: //I want to learn more about algebra.// SHORT TERM GOAL: //I want to nail down all the properties I need to know to do algebra.//
 * ==Go over last Thursday Participation Grade. Students are still making errors on these tickets.==
 * ==Check homework for 7th and 8th, as they are J-Lab busy. J-Lab will be completed after today (Tuesday) during study halls.==
 * ===After J-Lab tests are completed, math goals must be completed in Reflection Journal along with self-assessment of checking challenge.===
 * == * Math Goals and checking challenge reflection are due by week 1-4. ==
 * ==Tuesday homework: cut out your checks and make your checkbook. Some students need to pay some bills after the first two weeks of school.==

> **8.EE.7. Solve linear equations in one variable.**
 * ==Math Talk Wednesday:==
 * 8th HOW TO FIND PERCENTAGE
 * 7th HOW TO MULTIPLY FRACTIONS
 * 6th SETS TO PRACTICE OPERATIONS
 * ==8th and 7th __Variable and Patterns__: Investigation #1 (This investigation is supposed to take six days.) Counting...September 5, September 6,...==
 * **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.**
 * We recorded our big ideas and questions in our MATH TAB in section two. We recorded the vocabulary we are to be hunting for in our reflection journal.
 * Work on 1.1, 1.2, 1.3, 1.4 in your small groups. Record your work in your MATH TAB section two.
 * DETERMINE WORD WALLS...
 * SAVE FOR AFTER THIS INVESTIGATION: Mrs. Schlechter meet with 8 SMP teaching groups as others work on investigation one problems. One group determined so far: SMP7 and SMP8 has Noel, Colton, Kaitlin, Ashlee, and Morgan P. SMP2 and SMP3 has Rachael... who else is in your group, Rachael? (If we do a great job at translating these standards into kid friendly terms, we will video our presentations and share with grades 4 and 5.)
 * **//Work on homework each night://**
 * Wednesday in ACE do C #13-17, C #18-20
 * Thursday in ACE do A #1-12 ... did work on #1-6
 * Friday in ACE do C#21-24, for level 4 work do E #28 too.... save for next week! Did not get this done.
 * Wednesday in ACE do C #13-17, C #18-20
 * Thursday in ACE do A #1-12 ... did work on #1-6
 * Friday in ACE do C#21-24, for level 4 work do E #28 too.... save for next week! Did not get this done.


 * ==6th Division Packet: plan how to complete it in the next three days and what is homework (this is a review project) - counting September 5, September 6,...==
 * **Standard(s) addressed:** **6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.**
 * Mrs. Schlechter meet with 8 SMP teaching groups as others work on investigation one problems. DO THIS AFTER DIVISION DISCUSSIONS ARE DONE.
 * Finish umbrella discussions about practice standards with remaining students
 * ==Math Talk Thursday: homework questions from Wednesday night (Frau check off those who have work done.)==
 * ==Math Talk Friday: quick set of warm-up problems, then Thursday night homework questions==
 * ==Edmodo Visit-? Who has been here working on the weekly problem presented? Who still has not taken the first quiz?==

=READING/AMERICAN HISTORY:=
 * 1) Vocabulary Lesson #3 is due by Friday.
 * 2) Listen to "Loser" being read aloud and listen for literary elements. Think about the plot as Mrs. Schlechter reads. What is the main character's problem? What challenges does he face?
 * 3) Read daily for DEAR time and hunt for literary element target determined by class at the beginning of the week.
 * 4) American History: working on "Setting the Stage" unit. Will our video stream this week? Take a look at Edmodo discussion questions that we launched after listening to "Stomp Dance" last week.