Lesson Plans - Grade 8 Math

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11-13-2000
1. .................2. .................3. .................
4. .................5. .................6. .................

OBJECTIVE: Solve problems by organizing data into a frequency table(4-1, Pp130ff)[1.4.5][1.4.6] ACTIVITIES: Review specifications for a [frequency table], specifically 3 columns, headings, the event, the tally and the frequency. Emphasize the importance of INTERVAL. NOTES: Start on the data collection phase of the Average Personal Space Project. HOMEWORK: P132 #5,7&9; compile all the information for the personal space project to have available for 11/15

Interval Scale

An interval scale is a scale of measurement where the distance between any two adjacents units of measurement (or 'intervals') is the same but the zero point is arbitrary. Scores on an interval scale can be added and subtracted but can not be meaningfully multiplied or divided. For example, the time interval between the starts of years 1981 and 1982 is the same as that between 1983 and 1984, namely 365 days. The zero point, year 1 AD, is arbitrary; time did not begin then. Other examples of interval scales include the heights of tides, and the measurement of longitude.

from: http://www.cas.lancs.ac.uk/glossary_v1.1/presdata.html#discdat

11-14-2000
1. HW132 #5, #7, #9.2. Project Data.....3. .................
4. .................5. .................6. .................

OBJECTIVE: Construct and interpret histograms(4-2, Pp133ff)[1.4.5][1.4.6] ACTIVITIES: Collect assembled project data. Emphasize the similarity between a frequency table and histograms as well as the emphasis on interval. See page 135. NOTES: HOMEWORK: P591(4-2) all
[Histograms] [More about Histograms]

11-15-2000
1. HWP591(4-2)all...2. Data Sheets......3. .................
4. .................5. .................6. .................

OBJECTIVE: Accumulate Personal Space Data [1.4.5]ACTIVITIES: Students will fill in the personal data forms on the [personal space project.] Time permitting, have a discussion on how best to disseminate the information so that all students have a set. NOTES: Collect the data sheets. Need an alternative assignment for students who are non-participatory to this point. HOMEWORK: Write the solution to how to ensure all students can acquire accurate data in one class session.

11-16-2000 - Substitute - Mr. LeMieux at Curriculum Meeting
1. HW Collect Soltn.2. .................3. .................
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OBJECTIVE: Problem solving - Multiple step - writing answers[4.3.2] ACTIVITIES: Distribute and have the class read (aloud) the [`Math Forum: Guidelines for Writing Answers to the Problem of the Week.'] Students will them solve and write out their solutions to the following problem: NOTES:(Problem Solving Experiences in Mathematics-8, Addison Wesley)#73 `Frank jogged an average of 2,5 mi a day for 3 days. He jogged 4 mi on the first day and 1.25 mi on the second day. How many miles did he jog on the third day?' HOMEWORK: Written solution to problem 73. Students Bring Calculators
[How to TYPE your math work...]

11-17-2000
1. HW Solution 73...2. *Calculators.....3. .................
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OBJECTIVE: Determine data distribution process:[4.1.1] Find the mean, median and mode of a set of data.(4-5, Pp145ff)[1.4.7] ACTIVITIES: Review Mean, Median and Mode NOTES: *reminder - not an assignment. HOMEWORK: Page 147 9-16

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Problem of the Week (#4)

_|_|_   Video Villa is giving away free tokens to anyone
_|_|_   who can solve this puzzle:  Place the numbers
 | |    1-9 in the squares so that none of the rows, columns 
or diagonals have the same sum. Write you solution using the
handout from Thursday.

Extra Credit:

_|_|_|_   Same as above, but with the numbers 1-16. 
_|_|_|_   Place the numbers 1-16 in the squares so
_|_|_|_   that none of the rows, columns or diagonals
 | | |    have the same sum. Write you solution using
the handout from Thursday.