After figuring out to how to do reflections using patty paper, it was time to look at how to do reflections using the coordinate plane. ![]()
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This lesson spanned over a few days, and we used patty paper to move objects either across a line or around a point. ![]()
This lesson built on the previous one by showing students how to perform translations on the coordinate 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). ![]()
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. ![]()
Today's lesson began the second part of our unit on exponents covering scientific notation. In this first lesson, we introduce the concept of looking at the size of numbers by their integer power of 10--their magnitude. In subsequent lessons, we'll focus on single digits multiplied by powers of ten, and then finally introduce the convention of formal scientific notation. ![]()
In this lesson, we reviewed the rules of exponents and discussed the concept of simplifying to distinct primes. ![]()
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April 2016
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