This is the lesson for performing a sequence of rotations that you will watch and take notes on during my absence on October 5. If you'd rather open in another browser, I think you can do that by copying and pasting this link: https://www.educreations.com/lesson/view/sequencing-rotations/33636919/?s=dcrmPg&ref=appemail. Please let me know what you think. Thanks!
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In this lesson, we practiced performing rotations on a coordinate plane, first using the origin as our point of rotation, and then using other points.
In this lesson, we continued using patty paper to draw two more rigid motion transformations: rotations and reflections. It's very important that students get practice performing these transformations on paper, and while we will eventually move on to using a coordinate plane, doing the transformations using patty paper is crucial to developing a deeper understanding of the movement of objects along a plane.
This first lesson of module 2 introduced students to the concepts of transformations--specific basic rigid motions that maintain size and shape. We used patty paper in the second half of class to actually perform translations on paper (which is why page 4 is blank).
Attached is the student study guide I put together in advance of our assessment on exponents and scientific notation. This contains review material (all the rules that will be necessary to follow) and also practice problems that should be completed before students take their exam. As this is a study tool, I am also attached the answer key. I am hoping that you will complete the study guide prior to checking the answer key.
On Friday, we examined four tasks--we compared the mass of ants v. elephants, the mass of all the ants in the world v. all the humans in the world, the size of a giant sequoia tree compared to the size of its seed, and the height of a piece of paper if you folded it in half 60 times. All of these activities gave students practice comparing numbers and using scientific notation operations to help answer some challenging questions.
Yesterday, we looked at two numbers written in scientific notation and determined which was larger, and began to talk about how much larger one was than another.
In this lesson, we multiplied and divided numbers written in scientific notation. We found that sometimes the hardest part about a word problem was determining whether to multiply or divide based on the situation.
This lesson formally introduced the concept of scientific notation and gave students the opportunity to add numbers using scientific notation, making sure the numbers has the same magnitude.
In this lesson, we multiplied single digits by powers of ten and estimated very large quantities and very small quantities with more accuracy than we did in the previous lesson.
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May 2016
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