Polygons on the Coordinate Plane

 Watch the video as many times as you need.  Then,complete the 13 problems throughout the video in your notebook.  

Also include on the page your WSQ.  (Where/when did you watch the video, Summary of the lesson, Question you have about the lesson. (If you have no questions, write a question you think another person watching this video might have.)

Summary Questions: 

1. What two features do you look at when classifying tirangles?
2. What features do you look at when classifying quadrilaterals?

Solutions to Work:

Multiplying and Dividing Integers - Hot Air Balloon

Watch this video as many times as you need, then answer the summary in your notes (the summary questions are at the end of the video.

You will need to glue this companion notes sheet in your composition books.

Adding and Subtracting Integers Using Counters

Watch this video as many times as you need, then create a summary in your notes.  There is no work for this video.  Write any questions you have under your summary.  Be prepared to ask your questions when we discuss this video in class.

Summary:
Copy and complete the following sentences in  the summary of your notes.

1. When adding integers with the same sign, __________________________ and __________________________  the sign.

2. When adding integers with different signs, __________________________  and take the sign of __________________________ .

3. When subtracting integers, __________________________ and __________________________ .
                                              (What do you do with the second integer?)                   (What do you do next?)

What's Your Sign Explained

Use this short video for more information on how to complete this quadrant.  Choose at least one problem per page and complete at least five problems.

Describing Integers

Watch this video as many times as  you need, then WSQ in your notes.

Summary:

1. Define Integers and Additive Inverse.
2. Copy the Venn Diagram presented in this video and add two more examples of Natural Numbers and Integers to your diagram.

Reflections

Watch this video as many times as you need, then WSQ in your notes.

W = work out any problems given throughout the video.  Here is the worksheet companion to this video.
S = answer the summary questions below.
Q = ask a question about the skill or ask a question that will deepen our class discussion. (This is NOT optional!)

Summary:
1. What is a reflection?
2. How do you create a reflection?
3. What patterns do you notice in the coordinates of reflected points? (ie. What happens to the original points when reflected over the x-axis/y-axis?)

Opposites

Watch this video as many times as you need. WSQ in your notebooks.  

Despite what is said in the video, this is NOT an optional video.  Also, there is no need to complete the survey mentioned at the end of the video.

Summary: 

1. What are opposites?
2. How are opposites different from Absolute Value?
3. What happens if you have a number in parenthesis with a negative sign outside of the parenthesis? (ex. -(-3))

Distance Between Two Integers

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems assigned during the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video. This can also be a question that sparks discussion or causes other to think about the topic more deeply.

Summary:
1. How do you find the distance between two positive integers?
2. How do you find the distance between two negative integers?
3. How do you find the distance between a negative and a positive integer?
4. Copy and complete the following statement in the summary section of your EDN.

When finding the distance between two points, your answer will (always, sometimes, never) be positive.

Least Common Multiple

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Greatest Common Factor

This video is a review of GCF that you learned about last year.  

Watch this video as many times as you need. WSQ in your notebooks.  The "Work" portion of this assignment can be found on Blackboard OR below.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary:

1. What is your favorite method for finding the GCF?
2. Describe how to use this method to find the GCF.
3. Complete at least 5 of the problems below using the method you described above. (In the work section of your WSQ.)

Review of Greatest Common Factor Worksheet (Answers will be provided in class.)

Name______________________________________________________                    Date________________

Find the GCF of each.

1) 36, 27

2) 8, 24

3) 40, 12

 4) 24, 32

5) 18, 27

6) 24, 18

7) 16, 32

8) 39, 36

9) 15, 33

10) 20, 40

11) 12, 36

12) 9, 39

13) 2, 26

14) 14, 4

15) 36, 18

16) 36, 26

Accentuate the Negative Level 3: Coordinate Geometry

Watch these videos as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Be prepared to discuss each video.  See Mrs. Sopko or Mrs. Carr to check your work on the videos as they are completed.  You do NOT need to wait until you have finished every video in the level to discuss/check your work with a teacher.

After each video has been discussed/checked by a teacher, complete one of the "LEVELING UP" assignments.  Requirements and rubrics can be found on the STEM Blackboard page by clicking on the "LEVELING UP" tab in the menu on the left side of the screen.

DO NOT wait until you are "LEVELING UP" to let us know you do not understand a concept.  Extra practice and/or tutoring is available.  Please ASK if you need additional help.

CLASSIFYING POLYGONS

AREA AND PERIMETER
For the Work Section #5, the height is 59.3.

DISTANCE BETWEEN 2 POINTS

REFLECTIONS ON THE COORDINATE PLANE

You will need to print the following sheets in order to complete the work section of this lesson.  Mrs. Sopko has sheets printed out if you need them.  Please note:  there are TWO (2) pages to the WSQ.
You ONLY need to complete #1-10.  However, feel free to attempt #11-12 for an extra challenge.

Accentuate the Negative Level 2: Fractions

Watch these videos as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Be prepared to discuss each video.  See Mrs. Sopko or Mrs. Carr to check your work on the videos as they are completed.  You do NOT need to wait until you have finished every video in the level to discuss/check your work with a teacher.

After each video has been discussed/checked by a teacher, complete one of the "LEVELING UP" assignments.  Requirements and rubrics can be found on the STEM Blackboard page by clicking on the "LEVELING UP" tab in the menu on the left side of the screen.

DO NOT wait until you are "LEVELING UP" to let us know you do not understand a concept.  Extra practice and/or tutoring is available.  Please ASK if you need additional help.

ADDING AND SUBTRACTING FRACTIONS

MULTIPLYING FRACTIONS

DIVIDING FRACTIONS

ESTIMATING WITH FRACTIONS

Accentuate the Negative Level 1: Decimals

Watch these videos as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Be prepared to discuss each video.  See Mrs. Sopko or Mrs. Carr to check your work on the videos as they are completed.  You do NOT need to wait until you have finished every video in the level to discuss/check your work with a teacher.

After each video has been discussed/checked by a teacher, complete one of the "LEVELING UP" assignments.  Requirements and rubrics can be found on the STEM Blackboard page by clicking on the "LEVELING UP" tab in the menu on the left side of the screen.

DO NOT wait until you are "LEVELING UP" to let us know you do not understand a concept.  Extra practice and/or tutoring is available.  Please ASK if you need additional help.

1. ADDING DECIMALS

2. MULTIPLYING DECIMALS

3. DIVIDING DECIMALS

This is a rather long video with a lot of information.  You can choose to watch this video OR the two below (you do not need to watch all 3 unless you think it would be beneficial).

OR you can break up the work by watching these TWO videos (these are also a bit more entertaining):

4. ESTIMATING WITH DECIMALS

The Distributive Property

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary Guide:

1. Give an example (your example can be from the video) of the three ways to rewrite an expression using the Distributive Property.

2. How can you use the distributive property to multiply numbers mentally?

3. How can you use the distributive property when finding sums?

Use this companion to compelete the work in the video.  Work can be compelted in  your composition book!  This is NOT Quandrant I despsite what the video says.  Here is the KEY.

Need help? Here is an additional video explanation of the Distributive Property.

Extra Help: Commutative and Associative Properties

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Properties

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary:
1. Define and give an example for the commutative property, the associative property, and the distributive property.
2. Include any additional information on this topic as instructed throughout the video.

Order of Operations - Review

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.