Mr. Ohashi's Math Homepage

DAILY MATH CLASS SUMMARY
What did we do in class today?

1ST QUARTER ~ 2nd Quarter ~ 3rd Quarter ~ 4th Quarter

Friday, 11/4

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: Starting With Story Problems (Turn in: Mon, 11/7)

Today, I gave you several story problems and you had to make equations, table, and graphs to match. The focus today, however, was being able to explain how to make each of those three from the story problem... what do you look for and how do they affect each representation? We found that in all three instances, you needed to find the starting point (y-intercept) and the rate of change (slope) in order to make the representation.

By Monday, you should have #1-3 complete. Have a great weekend!

Thursday, 11/3

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: More Linear Relationships (Turn in: Fri, 11/4)

We continued our work with linear relationships today. We started by taking some notes on writing equations for story problems of linear relationships:

So when you have a linear relationship, you need to look for two things: The "starting" point is the amount that you begin with and that is your y-intercept. The rate of change is how the amount is changing, and that is your slope.

For classwork, finish #1-2c. Your homework is to do #3-4.

Wednesday, 11/2

Purpose Statement: Produce a table, graph, and equation to match the story of a linear relationship.
Handouts: Linear Relationships (Turn in: Thurs, 11/3)

Today we started by comparing the our math vocabulary with science vocabulary. We both use variables, but we call them different things. To help you remember them, we wrote the following in our notes:

Our focus today was on reading a story of a linear relationship and creating a table, graph, and equation for it. A couple things to remember as you are doing this: start your table at 0, make sure your graph has a consistent scale on both axes, and make sure the independent variable goes on the x-axis!

For classwork, finish #1-2. Your homework is to do #4.

Tuesday, 11/1

Purpose Statement: Analyze situations in order to determine the independent and dependent variables.
Handouts: Independent & Dependent Variables (Turn in: Wed, 11/2)

We are taking a little break from the algebra work, and starting on some work with linear equations. Here are the notes we took on our new note sheet:

Our focus today was on identifying the independent and dependent variables in a situation. You need to first figure out which two amounts are changing in the scenario, then figure out which one depends on the other one. For the example, the price of the carpet cleaning is dependent because the price is based on the size of the carpet. Also, don't forget that the variables are amounts of something, so be sure to phrase them in a way that makes them amounts!

In class, you should have finished at least #1-2. Your homework is to do #6-7. Don't forget, all 1st quarter work is due on Monday!

Monday, 10/31

Purpose Statement: Use algebra to solve equations with fractions.
Handouts: Undoing Fractions in Equations (Turn in: Tues, 11/1)

Today we solved algebra equations that started with fractions in them. Each of the problems had a fraction being multiplied by x. Here is the example we did in our notes:

In this problem, we have a fraction (3/2) being multiplied by x. To undo multiplying, we divide... but how do you divide by a fraction? Multiply by the reciprocal (the fraction flipped over)! So we have to multiply both sides by 2/3 to solve for x.

In class, you should have finished at least #1-2. There is no additional homework because it is Halloween!

Friday, 10/28

Purpose Statement: Algebra Quiz today!
Handouts: Brain Teaser (Turn in: Mon, 10/31)

We had a quiz today! Your homework is the Brain Teaser - any 8 on the front, or do a Sudoku on the back. Have a great weekend!

Thursday, 10/27

Purpose Statement: Review our algebra work in order to get ready for the quiz.
Handouts: Algebra Review (Turn in: Fri, 10/28)

For tomorrow's algebra quiz, you should be able to:

Solve multi-step equations

Solve equations with x on both sides of the equal sign

Solve equations whose answers are fractions (reduced)

Simplify by combining like terms

Simplify using the distributive property

Use algebra to find unknown information on geometry diagrams

Your homework is to complete the quiz review. Make sure you bring your calculator tomorrow!

Wednesday, 10/26

Purpose Statement: Solve algebra equations that are at your level.
Handouts: Algebra Levels (Turn in: Thurs, 10/27)

We had a short day today because of the early release schedule. For today's assignment, you got to choose which level you wanted to do. Choose your level based on what you need to work on...
Level 1: If you need more practice doing the steps to solve an algebra equation (combining like terms, distributive property, undoing, etc).
Level 2: If you need more practice solving equations with the negatives (computing with positive/negative numbers, dropping down negatives, etc).
Level 3: If you need harder problems to work on because you have the other two mastered.

Your homework is to do all of the level problems that you chose. Don't forget we have a quiz tomorrow!

Tuesday, 10/25

Purpose Statement: Use the distributive property to simplify equations.
Handouts: Distributive Property (Turn in: Wed, 10/26)

Today we reviewed the distributive property. When you are multiplying a number times a bunch of things in parentheses, the distibutive property says that you have to multiply the number times every single thing in the parentheses. We wrote down an example in our notes (below on the right), then I did an example problem that is not in your notes (below on left):

In class, you should have finished at least #1-2. Your homework is to do #9-10. Don't forget that we have a quiz on Friday!

Monday, 10/24

Purpose Statement: Use algebra to solve story problems.
Handouts: Algebra Story Problems (Turn in: Tues, 10/25)

Today we set up and solved algebra equations to solve story problems. My advice for you was to read through the problem carefully, underline/box key words, and then translate the words into an equation. It is just like translating a foreign language into English... you are just translating words into math numbers and symbols!

In class, you should have finished at least #1-5. Your homework is to do #9-10. We have a quiz on Friday!

Friday, 10/21

Purpose Statement: Use algebra to solve equations with non-whole number solutions.
Handouts: Equations with Fractions (Turn in: Mon, 10/24)

You have had it pretty easy up until now... all of the answers have been whole numbers. Well, that ended today! Here is the example we wrote in our notes:

So if you are dividing and the answer doesn't come out as a whole number, I want you to give the answer as a fraction and then reduce it. Remember, fractions are just numbers that are being divided!

By Monday, I would like you to have finished #1-4. Have a great weekend!

Thursday, 10/20

Purpose Statement: Combine like terms in order to simplify equations.
Handouts: Combining Like Terms (Turn in: Fri, 10/21)

Today we learned how to simplify an equation. Here is the example we wrote down in our notes:

When you have multiple groups of x's on the same side of the equal sign, you can combine them together. When you have multiple groups of anything with the same variable ending, you can group them together! So for our example, that is the first thing we had to do. Since it makes the equation simpler, we call that simplifying. After we've done that, you can solve the equation like we did yesterday!

In class, you should have finished #1-4. Your homework is to do #7-8.

Wednesday, 10/19

Purpose Statement: Use algebra to solve equations with x on both sides.
Handouts: More Algebra Equations (Turn in: Thurs, 10/20)

Today we solved algebra equations that required an extra step. These equations had x on both sides. Here is the example we wrote in our notes:

When you have a set of x's on each side of the equal sign, your first step is to get rid of all the x's off one of the sides. It is usually easiest to get rid of the smaller group of x's. Once you have done that, the equation will look like the two-step equations that we solved yesterday!

In class, you should have finished #1-3. Your homework is to do #7.

Tuesday, 10/18

Purpose Statement: Use algebra to solve equations
Handouts: Solving Algebra Equations (Turn in: Wed, 10/19)

Today we started solving algebra equations. We only solved two-step algebra equations, which should be a review of last year. Here are the notes we took in class:

I want you to be able to solve the equations and show your work EXACTLY like we did in class. Some kids had different ways of showing work that will not work when we get to harder equations, so make sure you understand our method while the problems are still easy!

In class, you should have finished at least #1-2. Your homework is to do #6.

Monday, 10/17

Purpose Statement: Review positive/negative number operations in order to get ready for algebra.
Handouts: Subtracting Integers - Level 1 or Subtracting Integers - Level 2 (Turn in: Tues, 10/18)

We started today by taking notes in our new note packet! The notes were on computing with positive and negative numbers:

Remember, there is no easy rule for adding and subtracting... you have to work it out! My suggestion for subtraction is to change them to addition, they are much easier that way.

In class, you should have finished at least #1-2. Your homework is to do the homework worksheet - it's a riddle worksheet, so make sure you solve each problem and find the answer to the riddle at the bottom!

Thursday, 10/13

Purpose Statement: Review positive/negative number operations in order to get ready for algebra.
Handouts: Positive & Negative Numbers - Level 1 or Positive & Negative Numbers - Level 2 (Turn in: Mon, 10/17)

Today we reviewed the positive and negative number work that you learned last year. The classwork had a mixture of adding, multiplying, and dividing positive and negative numbers. Depending on how confident you felt on the concept, you could choose whether you wanted Level 1 (need more practice) or Level 2 (harder problems).

By Monday, I would like you to have the front side done. If you would like additional practice, you can complete the back of the worksheet (it gives the answer to a puzzle if you get all the answers correct). Have a great weekend!

Wednesday, 10/12

Purpose Statement: Take a quiz to assess your understanding of geometry concepts.
Handouts: Geometry Unit Reflection (Turn in: Thurs, 10/13)

Today was the quiz! Your homework is a unit reflection - I passed them out in class attached to your original pre-assessment. It's amazing to compare what you knew before this unit to what you know now!

Tuesday, 10/11

Purpose Statement: Review geometry concepts in order to get ready for the quiz.
Handouts: Geometry Quiz 2 Review (Turn in: Wed, 10/12)

We spent today reviewing for tomorrow's quiz. Here is what you are expected to be able to do for the quiz:

Identify and name angle relationships using geometry vocabulary.

Use angle relationships to find the measures of unknown angles.

Find the interior angle sum of any polygon, and use it to find unknown angles.

Find each interior angle measure of regular polygons.

Remember, you may use your notes, calculator, and graded work during the quiz, so make sure that you bring what you need!

Your homework is to finish what ever you didn't finish in class.

Monday, 10/10

Purpose Statement: Use angle relationships to determine unknown angle measures.
Handouts: Equal Angles (Turn in: Tues, 10/11)

Today we talked about regular polygons and equal angles. Here are the last bit of notes for this unit:

See the way that the regular pentagon above has all of its angles marked? Those angle markings represent that those angles are equal to one another.

If we wanted to find the measure of one of those angles, we could! Using our polygon interior angle formula, we would find the interior angles must add up to 540°. Since each of the five angles are equal, divide 540° by 5. That means each angle must be 108°!

For classwork, you should have finished #1-4. Your homework is to do #7-9. Don't forget we have a quiz on Wednesday!

Friday, 10/7

Purpose Statement: Use angle relationships to determine unknown angle measures.
Handouts: Geometry Levels - Level 1 or Geometry Levels - Level 2 (Turn in: Mon, 10/10)

We started today by writing down the formula we found yesterday for the interior angle sum of any polygon. Here are the notes:

So now we can find the interior angle sum of any polygon quickly! You don't have to cut it up into triangles, all you have to do is take the number of sides, subtract 2, and then multiply it by 180°!

For classwork, you got to choose which version you needed. If you have been having trouble with angle relationships and vocabulary, you could take Level 1. If you have been doing alright, and are ready to include polygon angle sums into the mix, then you could take Level 2. You need to have #1-4 finished by Monday. I also announced that we have a quiz on Wednesday of next week. Have a great weekend!

Thursday, 10/6

Purpose Statement: Explore polygons to find a formula for the interior angle sum.
Handouts: Interior Angle Sums (Turn in: Fri, 10/7)

Today we worked with the interior angles of polygons. We started by taking some notes on some definitions:

The interior angle sum is all of the interior angles in a polygon added together. In a triangle, the interior angle sum is 180°. We can use this to find the interior angle sum of any polygon! Our goal for today was to find a formula that would calculate the interior angle sum.

After doing the classwork, we found some patterns and rules that we turned into formulas. We found that the number of triangles inside of a polygon is always 2 less than the number of sides. So if a polygon has n sides, then the number of triangles is n−2. Then, to find the angle sum, we multiplied the number of triangles by 180°. So the formula for an n-sided polygon would be (n−2)×180°.

For classwork, you should complete at least #1. Your homework is to do #5-7.

Wednesday, 10/5

Purpose Statement: Use angle relationships to determine unknown angle measures.
Handouts: Finding Angle Measures (Turn in: Thurs, 10/6)

We continued our work finding angle measures and explaining how we know. For each diagram, you had to make a table (like we did yesterday) and explain using geometry vocabulary.

For classwork, you should have finished #1-3. Your homework is to do #8-9.

Tuesday, 10/4

Purpose Statement: Use angle relationships to determine unknown angle measures.
Handouts: Showing Your Work (Turn in: Wed, 10/5)

We continued our work using angle relationships to find missing angle measures, but today I had you show your work in a table. Here is an example we did in class:

We did most of our classwork on a notebook sheet of paper today and made a t-chart for each diagram. You had to find each angle measure and list them on the "statements" side. Across from each statement, write how you know on the "reasons" side. This will allow you to explain for each angle and keep things organized (it is also a nice little intro to the proofs that you'll learn how to do in a couple of years!).

For classwork, you should have finished #1-3. Your homework is to do #8-9.

Monday, 10/3

Purpose Statement: Explore parallel lines in order to discover more angle relationships.
Handouts: Angles and Parallel Lines (Turn in: Tues, 10/4)

We explored a new geometry scenario today. We had parallel lines and a line that intersects them (called a transversal). We found that there were a lot of angle relationships among the eight angles that were formed, and they can help us find unknown angle measures.

There were some specific angle relationships that we needed to know, along with their official names. Here are the ones we wrote down in our notes:

For classwork, you should have finished #1-5. Your homework is to do #8-9.

Friday, 9/30

Purpose Statement: Use angle relationships to identify angle measures.
Handouts: Vertical Angles (Turn in: Mon, 10/3)

We discovered a new angle relationship today. We were given several pairs of intersecting lines and measured the angles that were formed.

We found that angles across from one another (vertical angles) were always equal in measure! This is a very important angle relationship.

By Monday, have #1-6 finished. Have a great weekend!

Thursday, 9/29

Purpose Statement: Use angle relationships to identify angle measures.
Handouts: Angle Measures (Turn in: Fri, 9/30)

Today we started focusing on the angles in geometry. We started with some basics about angles and then talked about three angle relationships. Here are the notes we took on them:

Be aware that you can name an angle in two different ways - using the points on the angle (make sure they are in order!) or using the letter identifying the angle.

If you know that two angles are complementary and are given the measure of one of the angles, you can find the other one. It works the same if the two angles are supplementary. That is how you can figure out the unknown angles in #4!

Your classwork is to finish #1-4. Your homework is to do #7-9.

Wednesday, 9/28

Purpose Statement: Review this week's learning in order to master transformation and symmetry properties.
Handouts: Week In Review (Turn in: Thurs, 9/29)

We had a short period today, so it was a review day. The assignment had problems that kids were getting wrong on homework. For the first part, you were given a shape and its image, and you had to name the transformation that took place. Be sure to pay attention to the labels on the points! The second part was more practice with rotational symmetry.

Your homework is to finish what you didn't do in class.

Tuesday, 9/27

Purpose Statement: Analyze different designs in order to explore the properties of symmetry.
Handouts: Symmetry (Turn in: Wed, 9/28)

Today we talked about designs with symmetry. We worked with two kinds of symmetry - reflection symmetry and rotational symmetry. Here are the notes we took on them:

Reflection symmetry is very intuitive and the only difficulty you may run into is not finding all of the lines of symmetry.

Rotational symmetry is a little harder. We want to figure out how many degrees you would have to turn the design so that it looks exactly the same as it started. To do this, we find the center and draw lines out of the center to places that could rotate up to the top. To find the angle of rotation (the smallest turn), take 360 degrees (one complete rotation) and divide it by the number of sections. To list all of the turns possible, list the multiples of the angle until you get to 360!

Your classwork is to finish #1-2. Your homework is to do #8-9. You also got your quiz back today. We will talk more about quiz revisions tomorrow!

Monday, 9/26

Purpose Statement: Use what we know about transformations to perform multiple transformations.
Handouts: Multiple Transformations (Turn in: Tues, 9/27)

Our assignment today was to perform two transformations on a shape to see where it would end up. This is just like what we have been doing for the past two weeks, except we do two transformations for each! Remember that the first transformation has prime marks and the second transformation has double prime marks (two prime marks).

Because picture day interrupted the class period, you only need to finish #1-12 by tomorrow!

Friday, 9/23

Purpose Statement: Take a quiz to assess your understanding of transformations.
Handouts: Brain Teasers 2 (any 8 or back) (Turn in: Mon, 9/26)

Today we took our quiz! The only assignment is the Brain Teaser - you can do any 8 on the front or a Sudoku on the back. Don't forget that Picture Day is Monday during math class, so be sure to bring your picture orders to class if you plan to buy them! Have a great weekend!

Thursday, 9/22

Purpose Statement: Review transformations in order to get ready for the quiz.
Handouts: Geometry Quiz 1 Review (Turn in: Fri, 9/23)

We spent today reviewing for tomorrow's quiz. Here is what you should be able to do for the quiz:

Perform a reflection, rotation, translation, dilation without tracing paper.

Identify a transformation from a design and its image

Finish the rest of the assignment for your homework. Don't forget your notes and calculator tomorrow!

Wednesday, 9/21

Purpose Statement: Slide shapes on a grid in order to perform translations.
Handouts: Drawing Translations (Turn in: Thurs, 9/22)

Today we learned how to do translations. In math, a translation is when you slide a shape over. Here are the notes we took:

In class, you should have finished #1-3. Your homework is to do #6-9. Don't forget that we have a quiz on Friday!

Tuesday, 9/20

Purpose Statement: Perform dilations on shapes in order to resize them.
Handouts: Drawing Dilations (Turn in: Wed, 9/21)

Today we learned how to do dilations. When you perform a dilation on a shape, you are either enlarging it or shrinking it. Here are the notes we wrote on dilations:

Find the distance from the center of dilation to each point, then multiply that distance by the scale factor. For example, if the distance to point M is right 3 and down 1, then with a scale factor of 2 the distance to the new point M is right 6 and down 2 (the individual distances multiplied by 2).

In class, you should have finished #1-2. Your homework is to do #8-9.

Monday, 9/19

Purpose Statement: Practice rotations in order to master a technique for drawing them.
Handouts: Rotation Levels: Level 1 or Rotation Levels: Level 2 (Turn in: Tues, 9/20)

We spent one more day in class on rotations today. You got back your exit ticket from last week to see how you did. Based on your understanding of rotations, you got to choose which classwork to work on today. If you need more practice on rotations, you chose Level 1. If you already have them mastered and needed more challenging rotations, you chose Level 2. Either way, you should have 90 degree counterclockwise rotations mastered by the end of the day!

In class, you should have finished at least #1-3. Your homework is #5-7 on the other sheet.

Friday, 9/16

Purpose Statement: Take an assessment to measure your problem solving skills.
Handouts: Brain Teasers (any 8) (Turn in: Mon, 9/19)

Today we took a problem solving assessment to see how well you do on story problems. Afterwards, we had a Brain Teaser. The Brain Teaser is not a required assignment - I won't count it missing if you don't do it, but I will give you credit if you do! It's mainly a fun thing to do after an assessment and a good way to practice thinking!

7th graders, you don't have to worry about today's work because you were on the field trip.

Have a great weekend!

Thursday, 9/15

Purpose Statement: Explore rotations in order to find a coordinate rule.
Handouts: More With Rotations WS (Turn in: Fri, 9/16)

Today we worked with rotations again, but this time we wanted to find a rule for the coordinates of a rotated point.

After doing the classwork, we found that there is an easy rule to finding the coordinates... you switch the original x and y coordinates, and then make the new first coordinate the opposite (positive/negative)! This will give you the coordinates of the rotated point! We wrote the rule in our notes (in green):

In class, you should have finished at least #1-2. Your homework is to do #5-6. I also announced that our first real quiz will be on Friday of next week.

7th graders won't be in class tomorrow, so you can turn in your work before school or on Monday. 8th graders, we will be taking a problem solving assessment tomorrow in class!

Wednesday, 9/14

Purpose Statement: Draw figures on a grid in order to show rotations.
Handouts: Drawing Rotations WS (Turn in: Thurs, 9/15)

We started today by writing down some final notes on what we learned yesterday about rotations. There is a rule to quickly find the coordinates of any point reflected across an axis. Here are the notes with the two coordinate rules (in green):

Today, we worked with rotations. In all of our examples, we are rotating 90 degrees counterclockwise around the origin. Here are the notes we took on rotations:

Our goal was to come up with a technique for rotating shapes that did not require tracing paper. We discussed some of those techniques at the end of the period. The most common method share was to look at the location of a point, then rotating the paper and plotting the point on the newly rotated graph. If you repeat that for each corner of the shape, you can connect the dots and draw the rotated shape in!

In class, you should have finished at least #1-3. If you didn't, you'll need to add that to your homework. Your homework is to do #5-6.

Tuesday, 9/13

Purpose Statement: Draw figures on a grid in order to show reflections.
Handouts: Drawing Reflections WS (Turn in: Wed, 9/14)

Today was our first normal day in math class with regular routines! We started our geometry unit with learning to draw reflections of shapes on a grid. Here are the notes that we took:

During the wrap up, we discussed techniques for drawing reflections without tracing paper (counting to the axis) and also talked about the rule to find the coordinates of any point reflected! We'll write the coordinate rule down in our notes tomorrow!

You should have finished #1-3 from the classwork in class - if you didn't, you need to finish it as part of your homework. Your actual homework is to do #8.

Monday, 9/12

Purpose Statement: Take an assessment to see what math you know/remember how to do.
Handouts: Math Questionnaire 2 (Turn in: Tues, 9/13)

Today we took an assessment to see what you know how to do and what you remember from last year. Your only homework is the Math Questionnaire Part 2. We will have a more normal day tomorrow!

Friday, 9/9

Purpose Statement: Go over expectations in order to set up a successful year!
Handouts: Mixed Math Review (Turn in at end of period Fri, 9/9)

Today you got the syllabus for the class. To show that your family has read it, I would like the signature part of the syllabus returned to me by Thursday, 9/15.

After taking a pre-assessment for the first half of our geometry unit, we had a Mixed Math Review worksheet to work on in class. Its purpose was to refresh our memories for Monday's math assessment. You turned in whatever you finished in class. No weekend homework!

We did write some dates down in our planner though. Have the signature part of the syllabus by Thursday 9/15, and have a basic calculator that you can bring everyday to math class by Monday, 9/19.

Don't forget that we will be taking a math assessment on Monday! If you would like to try skipping this course and testing into the next course, you can take that assessment on Monday instead. Just let us know during class! Have a great weekend!

Thursday, 9/8

Purpose Statement: Go over expectations in order to set up a successful year!
Handouts: Math Questionnaire (Turn in Fri, 9/9)

Today we went over the class expectations. I also announced that we would be taking a beginning of the year assessment on Monday.

Your homework is to complete the Math Questionnaire for tomorrow.