Daily Goals
• Today you will learn:
• Students will begin to interpret points and continuous
graphs, understanding that a point conveys two
pieces of information and that a continuous graph
conveys trends. Students will also be given the
opportunity to know the members of their study tams
while interpreting the graphs.
Class Work
Chapter 1.1.1
Pg 12 # 1-2, 1-3, 1-4
Homework
Chapter 1.1.1
Pg 6
#1-5, 1-6, 1-7
TEAMS
Together, work to answer questions.
• Move on to the next question as a team. DO not leave anyone
behind or work ahead.
• Your team is not finished until everyone is finished.
• Clear workspace before getting to work so you can see
everyone’s paper.
Explain and give reasons.
Ask questions and share ideas.
• Helping does not mean giving answers; help by sharing your
thinking, giving hints, and asking good questions.
• Keep your conversations centered on math.
Member of your team are your first resource.
• Discuss questions and issues with your team before the teacher.
Team Roles
Resource Manager
Responsible for keeping your team working together.
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Get your team started by having someone read the task out loud.
Check that everyone understands what to work on.
Making sure that each member has shared his or her ideas.
Make sure no one is getting left out or left behind. Make sure
each person has time to write his or her answer before your team
moves on.
Team Roles
Facilitator
Responsible for keeping your team working together.
• Get supplies for your team and make sure that your team cleans
up.
• Helping your team decide when it needs outside help. Assist in
creating team questions for the teacher. Call the teacher over for
team questions.
Team Roles
Recorder/Reporter
Responsible for verifying that your team is writing justifications
and explanations.
• Make sure that each team member can see that work your team is
discussing.
• Make sure that your team agrees about how to explain and justify
your answers, and that everyone understands your team’s
answers.
• Make sure that each member of your team is able to share their
ideas.
Team Roles
Task Manager
Responsible for facilitating an effective, participating team.
• Help keep your team on task, talking about math, and respecting
each others right to learn.
• Keep track of time if you have been given a time limit and make
sure your team is making progress at an appropriate pace.
• Make sure that no one talks outside your team.
1-2 Mathography
Recorder/Reporter
Task Manager
Facilitator
Resource Manager
Suppose the graph at right
represents something about the
four students in your team. But
what is the graph about?
Decide what information the xand y-axes could represent so
that each point represents a
different member of your team.
Justify your statements.
1-3 Mathography
Write a letter about yourself that will help your teacher get to know you as an
individual. Address each of the general topics below (in bold). Choose a few of
the suggested questions to get you started.
About You: By what name do you like to be called? What are your interests,
talents, and hobbies? What are you proud of? With whom do you live? What
languages do you speak? When is your birthday? What are you like as a member
of a team? In what ways are you excited about working in a team? In what ways
are you nervous about it?
You as a Math Student: Describe your memories as a math student from
kindergarten until now. What experiences in math have you liked? Why? How
do you feel about taking this math class? Have you ever worked in a team in a
math class before? What kinds of math do you imagine yourself doing in this
class?
1-4 Diamond Problems
1-4. DIAMOND PROBLEMS
Finding and using a pattern is an important problem-solving skill you will use in
algebra. The patterns in Diamond Problems will be used later in the course to solve other
types of algebraic problems.
Look for a pattern in the first three diamonds below. For the fourth diamond, explain how
you could find the missing numbers (?) if you know the two numbers (#).
Copy the Diamond Problems below onto your paper. Then use the pattern you discovered
to complete each one.
Fractions to Decimals
to Percents
Daily Goals
• Today you will learn:
• how to extend a tile pattern and how to generalize
the geometric description of the patterns.
Class Work
Chapter 1.1.1
Pg 12 # 1-2, 1-3, 1-4
Homework
Chapter 1.1.1
Pg 27
1-12 to 1-16
Finding and Generalizing
Patterns
Often, mathematics is described as “the study of patterns.” Today
you will preview future work with patterns by studying two tile
patterns and using them to make predictions. As you work on these
patterns, consider the following questions:
How do I see the pattern?
How is it changing?
Is there another way to find a solution?
Finding and Generalizing
Patterns
Finding and Generalizing Patterns
1-9. GROWING, GROWING, GROWING, PART ONE Copy the
tile pattern shown below onto graph paper.
a) Draw the 1st, 5th, and 6th figures on your paper.
b) How is the pattern changing?
c) What would the 100th figure look like? How many tiles would
it have? How can you justify your prediction?
Finding and Generalizing Patterns
1-10. GROWING, GROWING, GROWING, PART TWO
Examine this new tile pattern. Copy it onto your paper or explore
using 1-10 Student eTool (CPM).
a) Draw the 1st, 5th, and 6th figures on your paper.
b) Michael knows that one of the figures in this tile pattern has
79 tiles. What is its figure number? There are many ways to
figure this out − be sure to listen to each person's ideas about
how to find a solution. Be prepared to explain how you
answered this question.
Finding and Generalizing Patterns
1-11. For the pattern that your teacher assigns to you, from either
problem 1-9 or problem 1-10, prepare a team presentation or
poster with your description of the pattern and your
prediction. Every team paper or poster should include:
• Clear drawings of figures from your pattern.
• An explanation of the pattern you found.
• Your prediction. (Make sure your reasoning is clear!)