Lesson Plans - Grade 8 Math
[ Family Math]
1-18-2000 1. HW P225 1-4......2. Problem/Week ....3. Daily Problem 12. 4. .................5. .................6. .................
OBJECTIVE: Express rational numbers as decimals and terminating decimals as fractions (6-6, Pp227ff) ACTIVITIES: Provide a list of decimal equivalents to memorize.[2/4/8/3/6/5/10 and maybe 9 and 11ths] Review the procedure with the new vocabulary and relate the procedure to the concept of rational numbers. Provide references to irrationals and demo where they fit in to this scheme of things. NOTES: DP12 Phil was supposed to meet Jake early to go fishing. When Jake got up, the number of hours left in the day was three times the number of hours that had already passed. Did Jake get up early enough to go fishing? HOMEWORK: P229 Mid Chapter Review even numbered problems.
Rational Numbers 5/1, 1/2, 1.75, -97/3 ... A rational number is any number that can be written as a ratio of two integers (hence the name!). In other words, a number is rational if we can write it as a fraction where the numerator and denominator are both integers. The term "rational" comes from the word "ratio," because the rational numbers are the ones that can be written in the ratio form p/q where p and q are integers. Irrational, then, just means all the numbers that aren't rational. Every integer is a rational number, since each integer n can be written in the form n/1. For example 5 = 5/1 and thus 5 is a rational number. However, numbers like 1/2, 45454737/2424242, and -3/7 are also rational, since they are fractions whose numerator and denominator are integers. So the set of all rational numbers will contain the numbers 4/5, -8, 1.75 (which is 9/4), -97/3, and so on. Is .999 repeating a rational number? Well, a number is rational if it can be written as A/B (A over B): .3 = 3/10 and .55555..... = 5/9, so these are both rational numbers. Now look at .99999999..... which is equal to 9/9 = 1. We have just written down 1 and .9999999 in the form A/B where A and B are both 9, so 1 and .9999999 are both rational numbers. In fact all repeating decimals like .575757575757... , all integers like 46, and all finite decimals like .472 are rational. |
1-19-2000 1. HW P229 MidChRev.2. Daily Problem 18.3. ................. 4. .................5. .................6. .................
OBJECTIVE: Express rational numbers as decimals and terminating decimals as fractions (6-6, Pp227ff) ACTIVITIES:[Distribute Progress Report #8]Provide a list of decimal equivalents to memorize.[2/4/8/3/6/5/10 and maybe 9 and 11ths] Review the procedure with the new vocabulary and relate the procedure to the concept of rational numbers. Provide references to irrationals and demo where they fit in to this scheme of things. Practice the conversion in class (possible competition) NOTES: DP18 A train is going through a tunnel that is 650 feet long. The train is traveling 100 feet per second. The train enters the tunnel on one end. Twenty-six seconds later, the last car exits the other end of the tunnel. How long is the train? HOMEWORK: P596(6-6)even Be sure to show set up and procedure. LISTS OF ANSWERS ARE NOT ACCEPTABLE.
1-20-2000 1. ProgReport #8....2. HW596(6-6)even...3. Daily Problem 19. 4. Repeats Copy.....5. .................6. .................
OBJECTIVE: Express repeating decimals as fractions(6-7, Pp230ff) ACTIVITIES: Students will copy the modeled procedures onto a sheet of notepaper for personal reference. Provide references to irrationals and demo where they fit in to this scheme of things. Time permitting, solve some in class. NOTES:DP19 I have $.99, but I can't give you change for a half-dollar, a quarter, a dime or a nickel. What coins do I have? HOMEWORK: P597(6-7) column 3
Interactive display of multiples; (click on multiples in the TOPICS box)
1-21-2000 1. HW597(6-7)col 3..2. Daily Problem 20.3. Frac<>Dec Quiz... 4. .................5. .................6. .................
OBJECTIVE: Find the least common multiple of two or more integers (6-9, Pp236ff) ACTIVITIES: Discuss the differences between least common multiple and greatest common factors with the emphasis on the idea of common factors and common multiples - show the relationship of the two. Be sure to have students attempt to form a meaningful difference between the two concepts. NOTES:DP20 (Use a grid) A farmer has been growing crops very successfully. He started with two 10-acre plots(1 square= 10 acres). At the end of the first year, he earned enough money to buy the 10 acre plots on the border of his fences. This pattern continued year after year. How many years will it take for the farmer to own 500 acres of land? HOMEWORK: P238 17-20 SHOW all work
Problem of the week (check the scoring guide) The problem of the week is due next Monday. Students are to use diagrams, charts, and tables as needed. Explain the process used to solve the problem. Be neat. Last Week's solution...
Winter Olympic Training
Four members of the Olympic Team were enjoying an evening meal together. The two women were Margaret and Naomi. The two men were Ralph and Saul. The four athletes were a speed skater, a down-hill skier, a snowboarder, and a figure skater. They sat at a square table. The speed skater sat on Margaret's left. Across from Ralph sat the figure skater. Naomi and Saul sat next to each other holding hands. A woman sat on the downhill skier's left.Who is the snowboarder?
Please be sure to explain your answer in full detail. You will not receive credit if you just say, "I guessed and checked until it worked out." I want ALL the details.