Feb. 5, Division and Beginning Fractions

Okay, we have done Integers and Order of Operations.  We have worked on our multiplication table and problems.  So now its time to finish up with division and start on fractions.

I will do some examples for you.  I will have each person come up and work 3 problems on the board.  Then we will do the  Division Worksheet .

After I have checked everyone's sheet then we will go into long division for a few minutes.  I will get each student to work one problem on the board.  Then we will do three problems on the back of the division worksheet.

1.  200 divided by 5.

2.  125 divided by 4.

3.  321 divided by 3.

After this turn in your division sheets to me please for a daily classwork grade.

Now let's start talking about fractions.
I will draw example on the board and ask students for help.  If you miss today's lesson at school you can follow the lesson at Coolmath Fractions.  If that was easy then try the next step up at Next level Fractions


TEST WILL BE FRIDAY ON EVERYTHING WE HAVE COVERED SO FAR!!!!

Tuesday Feb 4, 2014

First, I want everyone to create a multiplication table, grab a construction piece of paper and create a table that looks like this one.  Make sure to write your name on it when you are done and turn it in.  Also make sure if you borrow one of my charts to return it.




Now you will get a multiplication worksheet and I want you to work it only using the table above, no calculators for this please.

After we do this, I want you to do another worksheet for Order of Operations and another worksheet for Integers.

If you finish then you need to work on Review Games on the top link on MathXP.


Worksheet 1- looks confusing but you can do it!!!

Order of Operations (A)

Perform the operations in the correct order.

1. ((−2.6)×(−5.5))÷(−2.6)
2. 3.4−(5.3−(−7.4))
3. 8.8×1.5+1.4
4. 2.6+1.6+(−6.7)
5. (−4.7)×(−4.6+(−0.4))

6. (−2.9+6)÷(−3.1)
7. −3.9−(−5.5+(−4.9))
8. 5.2×(−10)−5.9
9. ((−3.3)÷(−2.2))÷0.6
10. (−0.1)÷(2÷(−2))

Worksheet #2

Multiplying Integers (A)

1×8= 6×8= (−6)×5 = 0×(−9) = 5×2= 4×7=
(−9) × (−2) = (−8)×6 = 4×0= 0×(−5) = (−6)×6 = 3×(−3) = (−5) × (−2) = (−5)×9 = 4×(−4) = 6×5= (−3)×9 = 6×(−3) = (−9)×3 = 9×7= 7×(−4) = 0×(−6) = 9×2=
(−2) × (−4) = (−6) × (−3) =

Find each product. (−5)×1 =
(−7)×5 = 3×4= 8×(−3) = 7×8= (−4)×2 = 4×4= 3×(−1) = 3×(−2) = 3×(−9) = 0×8= (−2)×5 = 8×9= (−2)×1 = (−2) × (−3) = (−7) × (−4) = (−2)×8 = (−5)×2 = (−5) × (−5) = (−8) × (−1) = 3×2= (−3)×8 = 8×(−7) = (−9)×2 = 7×2=

(−9) × (−1) = (−7) × (−2) = (−4)×6 = (−3) × (−8) = (−2) × (−9) = 5×(−1) = (−1) × (−2) = 2×(−7) = 5×(−9) = (−3) × (−9) = (−5) × (−4) = (−8)×1 = 9×1= 3×9= 4×(−5) = (−4)×4 = 1×(−8) = (−5)×6 = (−7) × (−8) = 9×(−9) = 2×3= 4×6=
(−3) × (−4) = (−8) × (−8) = (−8)×2 =

0×2=
(−1) × (−6) = (−6)×8 = (−1)×5 = 1×(−1) = (−2) × (−5) = (−1)×9 = (−9) × (−9) = 8×1= (−2)×6 = 5×4=
(−1) × (−1) = (−1)×2 = (−1) × (−7) = 8×0= 8×(−4) = (−2)×9 = (−1)×0 = (−9)×5 = 5×(−2) = 3×(−6) = 0×3= 3×(−4) = 6×(−5) = 8×(−9) =

Multiplying Integers (A) Answers

1×8=    6×8=    (−6)×5 =      0×(−9) =        5×2=        4×7=
(−9) × (−2) = 
(−8)×6 = 
4×0= 
0×(−5) =
 (−6)×6 = 
3×(−3) = 
(−5) × (−2) = 
(−5)×9 = 
4×(−4) = 
6×5= 
(−3)×9 = 
6×(−3) = 
(−9)×3 = 
9×7= 
7×(−4) = 
0×(−6) = 
9×2=
(−2) × (−4) =
 (−6) × (−3) =

Find each product. (−5)×1 =
(−7)×5 = 
3×4= 
8×(−3) =
7×8= 
(−4)×2 = 
4×4= 
3×(−1) = 
3×(−2) = 
3×(−9) = 
0×8= 
(−2)×5 =
8×9= 
(−2)×1 = 
(−2) × (−3) = 
(−7) × (−4) = 
(−2)×8 =
 (−5)×2 =
 (−5) × (−5) =
 (−8) × (−1) = 
3×2= 
(−3)×8 =
8×(−7) = 
(−9)×2 = 
7×2=

(−9) × (−1) = 
(−7) × (−2) =
 (−4)×6 = 
(−3) × (−8) =
 (−2) × (−9) = 
5×(−1) =
 (−1) × (−2) = 
2×(−7) = 
5×(−9) =
 (−3) × (−9) = 
(−5) × (−4) =
 (−8)×1 = 
9×1= 
3×9= 
4×(−5) = 
(−4)×4 = 
1×(−8) = 
(−5)×6 = 
(−7) × (−8) = 
9×(−9) = 
2×3=       4×6=
(−3) × (−4) =          (−8) × (−8) =           (−8)×2 =

0×2=
(−1) × (−6) =       (−6)×8 =              (−1)×5 =       1×(−1) =        (−2) × (−5) = (−1)×9 =           (−9) × (−9) =           8×1=         (−2)×6 =            5×4=
(−1) × (−1) =            (−1)×2 =            (−1) × (−7) =                  8×0= 8×(−4) = (−2)×9 =             (−1)×0 =             (−9)×5 =             5×(−2) =              3×(−6) = 0×3=            3×(−4) =            6×(−5) =              8×(−9) = 


TURN IN ALL WORK AND RETURN ALL CALCULATORS

Integer Worksheets-Feb. 3rd

Worksheet 1
Adding Integers 

1+4= 
5+2=
(-2) + 6 = 
(-3) + 7 = 
(-1) + 9 = 
5+3= 
3+6= 
1+1=
(-1) + 9 = 
(-2) + (-1) =

6+(-7)= 
5+(-7)=
 5+(-9)= 
6+5=
(-4) + (-5) = 
4+3=
(-1) + (-4) = 
4+9= 
4+(-4)= 
(-4)+4=

7+(-7)= 
(-2)+3= 
8+(-2)= 
3+(-1)= 
(-2) + (-2) = 
2 + (-2) = 
(-7) + (-9) = 
(-6)+5= 
8+(-6)= 
(-2)+9= 

Worksheet 2
3 + (-8) =
6 - (-4) =
6 - 5 =
(-8) + (-2) =
8 + (-10) =
8 - (-2) =
(-2) + 6 =
(-1) - 0 =
(-1) - (-2) =
7 - 4 =
8 - (-2) =

(-9) - (-4) =
(-4) - (-2) =
(-2) - 5 =
8 + 6 =
2 - (-10) =
1 - (-7) =
(-4) - 4 =
7 - 5 =
(-5) - (-6) =
(-2) + 5 =
(-6) + 2 =

7 - 5 =
(-4) - 10 =
(-2) - 7 =
(-9) + 10 =
8 - 5 =
4 + 2 =
9 - (-7) =
(-5) + (-10) =
9 - (-9) =
(-4) - (-10) =
4 + 1 =

Adding and Subtracting Integers- Feb 3rd

OK, so what do we do it the numbers are too big for a number line?

How do we know if the answer will be positive or negative?

Let's look at one we did with small numbers:

Look at these numbers without their signs:  3 and 7

Which is bigger?  The 7.

So, the answer will have that guy's sign... which is positive!

Look at this one:

Look at these and ignore the signs:  2 and 5

Who's bigger?  The 5.

What's his sign?  Negative.  So, the answer is negative!

Next Example!!!

Who wins the sign smack down?  75

So, the answer's going to be negative.

1	Ignore the signs
2	Take the biggest number and subtract off the smaller one

And it needs to be negative.

GREAT JOB, NOW ITS TIME TO SEE IF YOU UNDERSTAND.

Integers 101- February 3

What are Integers???

Integers are whole numbers just not fractions.  They can be a positive numbers, a negative numbers or zero.  JUST NO FRACTIONS!!!!

The Integers:

Integers = { ... , -3, -2, -1, 0, 1, 2, 3, ... }

Remember what these arrows mean!  The positive numbers go on forever to the right... and the negative numbers go on forever to the left!

The Real Numbers:

Real Numbers = All of the integers and all the numbers in between

The Natural Numbers:

Natural Numbers = { 1, 2, 3, 4, ... }
 

The Whole Numbers:

Whole Numbers = { 0, 1, 2, 3, 4, ... }
 

The Positive Numbers:

Positive Numbers = All numbers greater than 0

These are all of the natural numbers and all the numbers in between (including between 0 and 1).

Now you are on a roll.  What about Absolute Value????  That is the distance the number is from the zero.  

Find the absolute value of 4:

Find the absolute value of -5:

Okay we have learned a lot today, let's review with some worksheets now.  Good Luck!!!

Syllabus

Syllabus

Instructor: Ms. Miller

Email: smiller@bcbe.org  

                                             Course Description

Math Makeup Syllabus

Foley High School 2014

“Believe you can and you are halfway there.” Theodore Roosevelt.

All school procedures and policies from the Foley High School handbook will be followed.  Accommodations for students with IEP’s and/or ESL will be followed.  It’s the law.

Proposed Objectives:  The objectives that will be covered are obtained from the state curriculum guide.  The goal is to prepare you to be successful for next year’s Algebra Class/Geometry Class.

This course focuses on the useful application of course content and on the development of student understanding of central concepts.  Appropriate use of technology allows students opportunities to work to improve concept development.  As a result, students are empowered to perform mathematically, both with and without the use of technological tools.

Student Resources:

Materials Needed:  Students are required to have the following materials each day:

  1. Three ring binder with wide ruled paper and graph paper

  2.  Writing utensil (pencil, not pen)

  3.  FULLY charged MAC.  If you need to charge your computer,  you may but you will not be able to use it while it is charging.

          

*Other supplies may be required at a later date!

           

Assessment and Grade Determination:  The student’s grade will be determined using the category point system.  Tests, class work, homework, quizzes and projects are examples of ways that progress is assessed.  Grades will be divided into categories:                   

Assessments                            50%

Classwork                                 30%

Exam                                        20%

The semester average is calculated by averaging the two nine week’s grades.  It is of the utmost importance to complete all assignments on time.  Late work MAY be accepted for partial credit.

Make-up Work:  Make-up work will not interfere with regular class activities.  It is the responsibility of the student to find out what work was missed due to an excused absence.  This includes notes, homework, class work, quizzes, tests and/or projects.  The student will have three days to make-up work missed due to an excused absence.  Assignments/tests missed because of an unexcused absence CANNOT be made up.  No exceptions will be made!  Absences are marked as unexcused on the third day after the student’s return. Work that will be missed due to a field trip should be discussed prior to the trip.

General Classroom Procedures: 

1. All school rules and regulations are to be followed (including not using cell phones).

2. Treat others the way you wish to be treated.

3. Respect others who are in this room.

4. Be prepared and bring required materials to class everyday!

5. Be prompt and in your seat when the tardy bell rings!

6. Students will not interfere with the learning process of others.

7. Students who misuse their computers will be put on computer restriction and will not be allowed to use their computer for ANY reason during the restriction period.

*Other rules may be added if the need arises.

Consequences:

            1. Verbal warning

            2. Student/teacher conference

            3. Parent contact         

4. Disciplinary referral---note some behaviors will result in immediate referral

Discipline Procedures as Directed by FHS Handbook

Behavior Exhibited	Action
Tardiness to class per term	1st-3rd tardy-document in grade book 4th onward tardy-office referral
Cheating	Record a grade of zero for that activity and office referral describing details
Appropriate materials not brought to class	Any consequence listed below
Nuisance item (I-Pods, cell phones, I-Phones, etc…)	Collect item and turn in to office
Profanity, physical behavior, etc.	Office referral
Non-uniform compliance	Office referral
4th Hall pass per quarter	Break detention
5th Hall pass per quarter	Period OCS
6th Hall pass per quarter	All-day OCS

.

Order of Operations

Today's lesson is "Order of Operations".  Great News!!! I have found some really great ways besides just a textbook to learn about this topic.

Let's begin.  The first website that I will be using is Cool Math.  We are going to break down the "Order of Operations".  The lesson is under the PreAlgebra tab and then click Order of Operations.

Now that we have done several together, I want you to practice the ones below (30 total).  Answer them on your sheet of paper or on a page.doc.  After you have finished either email me your work smiller@bcbe.org or turn in your paper to me (make sure your name, date and which block you are is on it).