Felicidades!!

Congratulations on finishing your last math test of the year today! Most of you did really well...I was impressed. However, some of the most common errors I saw had to do with not reading directions, so be careful with that.

I recommend you all continue to practice your multiplication and long division over the summer. Also, work on fractions!!

From here on out, you'll be doing math with Sr. Hester again. I had lots of fun with you all. I think you are great students, and I appreciate how hard you all worked while I was teaching!
Thank you!!

El Salto de Bungee para Barbie - Bungee Jumping Barbie!!

The kids had a fantastic time with the Bungee Jumping Barbie activity. We have been learning about rates, tables, graphs, and algebraic expressions the past couple weeks. In this activity we fist started by collecting data and creating a table and a line graph. We measured how far Barbie fell when she had one rubber band attached to her feet. We then measured again with two, three, four, and five rubber bands. Each time we selected a new jumping point to give Barbie a more thrilling experience.

Once we had five data points we came up with a rule that for each rubber band she would fall about 4 inches more. Our data was not exact, but we talked about how in science and math experiments in the real world things are not always going to come out perfect on the first try. From this rule we developed an algebraic expression that would allow us to estimate how far Barbie would fall with a given number of rubber bands, or how many rubber bands Barbie would need for a given height of a jumping point. We also figured out that Barbie's height needs to be accounted for in our expression. She measured at 11.5 inches tall.

The algebraic expression we came up with was D = 4*R + 11.5 in

We were able to accurately figure out the distance she fell with six rubber bands, but now it was time to take this to the extreme.

We then went out to the playground, and each group had to choose a jumping point and measure the distance to the ground. They then had to figure out how many rubber bands they would need to use to give her the most exciting jump, without crashing into the ground. Below are some photos of the students creating and testing their bungee jumps for Barbie.

We all had a great time, and hopefully this helped in their understanding of how rates function and how we can use tables, graphs, rules, and algebraic expressions to solve for unknown values.

Week of May 18th - 22nd

We will spend the first half of the week talking about and reviewing rates and working with tables, line graphs and rules (algebraic expressions) to identify unknown values.

RATES:
Rates are the relationship between two quantities that have different units. For example, miles and hours (miles per hour - speed), dollars and pounds (how much something costs by the pound), hours and dollars (how much you get paid by the hour).

Rates are often expressed with phrases that include the word per, as in miles per hour, dollars per pound.

When we are working with rates we can use a table that shows the relationship between two value, or a graph with one value on the X-axis and the other on the Y-axis. We can also write a rule or use an algebraic expression to show the relationship.

For example: Joan's car uses 1 gallon of gasoline every 28 miles.

Rule: Distance equals 28 times the number of gallons of gasoline
Algebraic Expression: d = 28*g
Table: The table would just have each value in each column and as the gallons of gasoline increase by one the distacne would multiply by 28.

Graph: A graph would have distance on the Y-Axis and Gasoline on the X-Axis and would have a line that starts at (0,0) and increases up to the right going up 28 miles for every gallon of gasoline.

Looking at Graphs:
We will practice reading different graphs and looking at using our logic to figure out what a graph represents.

PI π

The later part of the week we will begin learning about pi (π) and finding the circumference and area of a circle.

You can use the pi button (π) on your calculator or use 3.14 as an estimation of pi (π).

Circumference of a circle: C = π * diameter

Area of a circle: A = π * radius^2 (squared or radius times radius)

Unit 9 Test Review:

Topics Covered:

- Coordinates and the relationships between ordered number pairs and transformations of figured in a plane.

- Area of rectangles, parallelograms, and triangles.
Rectangle/Parallelogram: A=base * height
Triangle: A=(b*h)/2 or 1/2 (b*h)

- Volume of rectangular prisms and right prisms.
V=area of the base * height

- Capacity and the the relationships between the liter, milliliter, and cubic centimeter. Basic understanding of the US standard system.
Metric System
1 L = 1,000 mL
1 L = 1,000 cubic cm
1 mL = 1 cubic cm
1 mL = 1/1000 L

US Standard System
1 cup (c) = 8 liquid ounces (oz)
1 pint (pt) = 2 c
1 quart (qt) = 2 pt
1 gallon (gal) = 4 qt


Sistema tradicional de EE.UU en Español
1 taza (tz) = 8 onzas líquidas (oz)
1 pinta (pt) = 2 tz
1 cuarto (ct) = 2 pt
1 galón (gal) = 4 ct