# Sept Lesson summaries

Monday, 9/11:

Today was our first Monday, and it was still awesome. We used the period to make the most effective posters our teams could. First we had some time to work, then we completed a self-grading rubric for the 3 standards we've been focused on, then we had time to look at other posters while we completed a reflection and left comments. Then we got to read the comments and make revisions and improvements to our posters before completing a final self-grade! The homework is two surveys about your beliefs regarding math and this class. It will be turned in tomorrow. **HW: complete surveys**

Tuesday, 9/12;

Today opened with time to reflect on the questions "Is intelligence something you're born with, or can it be developed? What about math ability?" Then we read an article on brain development and the growth mindset. To get the most out of our reading we completed activities, like finding and sharing the paragraph we found the most important or on-point. As a team we shared these ideas we found and eventually created "found poems" from key words in the article. The homework will help us be more effective learners too- it's a survey that will help you understand how you learn best. There are also some questions that go with it, but if you didn't get the handout, the link to the survey in a tab on this website (so you can still find our your style). **HW: complete learning style survey and handout**

Wednesday, 9/13:

Today we started by recording our learning styles on a chart- so we could see what works best for our class. Then we did a kinesthetic lesson about our brains and neurons. We finished by reading the abstract of tonight's homework article. For homework each team was assigned a small section (breaking up the topics in the article). You'll need to read your section as best you can, try to answer the questions from the handout, and record any words you want defined and any questions you have. Tomorrow we will use this in our teams, so don't drop the ball. The homework article and handout are now on the September Handouts tab. **HW: read you section of the Opening Our Ideas article and try to complete your handout.**

Thursday, 9/14:

We used most of today to "jigsaw" the article about Railside HS from yesterday. This means that teams worked together to understand the small section they were each assigned (and read last night)- then we were all regrouped so that the new groups had one person from each section. We used these new groups to share and cover all the material in the article. We finished the period listening to a radio piece (or Mrs. Roscoe's version of it) about the way different cultures run math classes and view academic struggle. We all agreed it sounded great, so we are going to work towards creating the dream math class. To this end we completed an exit ticket about habits and beliefs that we will use tomorrow, and tonight's homework is to write about respect. This homework will be turned in, and I will read every word. **HW:**

**Write a least a paragraph about each respect prompt:**

**What does Respect...**

**1) Look like? ****2) Sound like??****3) Feel like?**

**4) How can a teacher show respect for students?**

Friday, 9/15:

Today we got the class syllabus, it's on the September handouts page if you need another copy. After doing some quick reading of it, we discussed a few of the procedures and responsibilities of this class. If the information is in the syllabus you are now responsible for knowing it (and/or asking clarifying questions if you have them). Then we worked on puzzles called "get it togethers." For this activity each team member got a clue, and then the team members had to share their clues with each other and work together to solve the puzzle. We will do different ones in the future as they apply. **HW: read syllabus carefully and sign, and get a parent/guardian or school administrator/counselor to sign. **

Monday, 9/18:

Today we just did iready testing... boring, but useful. Students also got credit for reading and signing their syllabus, and having their binder/notebook set up. Be sure to bring something to do in class tomorrow when you finish your iready testing (not everyone will finish at the same time).

Tuesday, 9/19:

More iReady testing....

Wednesday, 9/20:

Today we explored algebra tiles! We learned how to use them to represent algebraic expressions and like terms. In class we created a key for the tiles- if you need these notes they are on the September Handouts page of this site. Then we started to use them to model adding algebraic expressions (like (2x + 4) + (3x -1)). This activity helped us better understand how algebra tiles work, and gave us an even better understanding of what like terms means. We also used the tiles to explain, understand and justify why x^{2} and 2x are not the same thing. The homework is a color handout will be a challenge, and you'll probably want the key to help you remember dimensions and areas. If you are stuck anywhere, try writing the dimensions on the pictures, and you can write any questions you have on the handout too, that counts as trying the problem. if you get overwhelmed by the number of problems, do the ones you can for now. The homework handout is also on the September handouts page. **HW: attempt to complete the algebra tile perimeter and area handout**

Thursday, 9/21:

Today we started by reviewing what we learned about algebra tiles from yesterday... and that made us realize how to do the homework! The difficulty of the homework was intentional, and it worked- because we were stuck but we tried our best for real, when we reviewed we actually learned the answers. After that we did more work with algebra tiles, practicing using them to model addition of expressions, and learning how to use them to model subtraction. There wasn't new homework, but if you wanted to go back to last nights and try it more that would be recommended.

Friday, 9/22:

Today we started by practicing expression subtraction with algebra tiles. Then we used tiles to model (and review) the distributive property. We finished the day by finalizing our classroom norms and agreements. Our agreements are the rules, and they came from our respect writing assignment. They will be enforced by Mrs. Roscoe, and violations can result in detention. There was no weekend homework.

Monday, 9/25:

Today we got our textbooks! These are also workbooks, so we can write in them! You can also choose to write in a different book, like maybe your composition notebook if that works better for you. If you ever forget your copy at home, you can view each unit on-line, just use the link on this site. Our first lesson using the workbooks was 1.1, the pattern of squares/blocks/bars. If you were absent, be sure to do this one on your own- it's really important you let yourself find the way you see the pattern. In class we had fun sharing and comparing the different ways we saw the pattern and tried to find the future figures. Then we learned how to use the "Rule of Four" that's in our white board. It's just a template that organizes multiple representations of functions (patterns)- so it has a place for the written description, the t-table, the graph and the equation (also called formula or rule). We completed what we could for the 1.1 focus pattern and saw the t-table and graph of the pattern. We did the written form in our workbooks. Then we started to look at the homework. We saw that we might want to use algebra tiles or the generic rectangle (or a drawing of tiles in a rectangle) to complete these distributive property problems. We also shared how we might deal with the fraction problems. Then we looked at the ready- it was about patterns, and telling if the pattern is linear or exponential. So we did some quick review- recording what we remembered about each on note taking templates. There is a copy of the clearest and most complete set of notes from today on the handouts page. **HW: 1.1 Ready, Set and Go (all problems on pages 2-4).**

Tuesday, 9/26:

Today we spent most of the period using our questions about the homework to expand our understanding of the new and review topics. We also reviewed the old algebra tile perimeter and area homework to develop our ability to use and understand the "generic rectangle" to multiply expressions (like 3(x+4) or (x +2)(x -5)). Tonight we'll practice all these ideas in the homework. **HW: 1.2 Ready, Set and Go, ODD problems only. **

Wednesday, 9/27:

Today we investigated the "I" patterns in 1.2. We shared different ways we saw the patterns, and created equations that fit our different "ways of seeing." We put the 1st pattern into a rule of 4 too- and then we made connections between the parts of the pattern, the t-table, the graph, and the simplified equation. We finished class with the comparision question, noting some similarities and differences between the 2 patterns. Homework is to finish the 1.2 lesson and ready set go. **HW: finish 1.2 Ready, Set and Go (even problems) and the pattern questions (if you didn't in class). **

Thursday, 9/28:

Today we started by making short work of describing the push up pattern in lesson 1.3, and putting it into a rule of 4. We also wrote our the verbal models for the 3 ways people saw the pattern on the board. Next we determined which ways to see the pattern were explicit, and which way was recursive (this meant reviewing what those 2 things are). Next we created explicit and recursive equations from the verbal models! Then we put all these ideas, all this knowledge we have, down in notes- using the blue linear notes template we started the other day. We didn't finish the notes in any class, so that will be first in homework- then once you have the completed notes, use them to complete the remaining push up pattern questions. The completed notes are on the September Handouts page of this site. **HW: complete the 1.3 push up pattern questions, and complete the notes**

Friday, 9/29:

Today we reviewed the different strategies used on the pattern questions assigned for homework. We shared some great ways to add up a series (a pattern of numbers), some great ways to represent the pattern of the total number of push ups, and some great ways to find the equation of the total number of push ups! Then we reviewed using a generic rectangle to complete the multiplication problems like the ones in the homework set- and then we used the rest of class to work on the homework. **HW: 1.3 Ready Set and Go all problems**