Math with Miss Lail

Period 1: This week students know slope is a number that describes the steepness or slant of a line. They are also able to interpret the unit rate as the slope of a graph. Students use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in a coordinate plane. They were able to use the slope formula to compute the slope of a non-vertical line. Then students show that the slope of a line joining any two distinct points of the graph of y = mx + b has a slope, m. Students then transformed the standard for on an equation into y = mx + b. Students graph equations in the form of y = mx + b using information about slope and y-intercept. They know that if they have two straight lines with the same slope and a common point that the lines are the same.

Period 2: This week students used a table to find solutions to a given equation and plot the solutions on a coordinate plane. They also predicted the shape of a graph of a linear equation by finding and plotting solutions on a coordinate plane. Students informally explained why the graph of a linear equation is not curved in terms of solutions to the given linear equation. Students then graphed linear equations in standard form, ax + by = c, that produce a horizontal or a vertical line. They know slope is a number that describes the steepness or slant of a line and they interpret the unit rate as the slope of a graph.

Here are some helpful websites looking at standard form and slope:

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/point-slope-and-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-point-slope-form

http://www.mathplanet.com/education/algebra-1/formulating-linear-equations/writing-linear-equations-using-the-point-slope-form-and-the-standard-form

Period 3: This week students used a table to find solutions to a given equation and plot the solutions on a coordinate plane. They also predicted the shape of a graph of a linear equation by finding and plotting solutions on a coordinate plane. Students informally explained why the graph of a linear equation is not curved in terms of solutions to the given linear equation. Students then graphed linear equations in standard form, ax + by = c, that produce a horizontal or a vertical line. They know slope is a number that describes the steepness or slant of a line and they interpret the unit rate as the slope of a graph.

Here are some helpful websites looking at standard form and slope:

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/point-slope-and-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-point-slope-form

http://www.mathplanet.com/education/algebra-1/formulating-linear-equations/writing-linear-equations-using-the-point-slope-form-and-the-standard-form

This week we began our research for our Ancient Greek projects! Students chose groups and topics, and spent two days pouring over books to learn information about their topic. They then began designing a project around their topic that they will present on December 18th! On Thursday the students read about The Persian Wars and wrote news story about the details of the wars, taking the point-of-view of their choice! Attached are the slides used for assignments and vocabulary!

Student artists spent time this week studying artist Georgia O’Keeffe and her work. They put finishing touches on their oil pastel apple compositions inspired by O’Keeffe’s

Period 1: This week students know slope is a number that describes the steepness or slant of a line. They are also able to interpret the unit rate as the slope of a graph. Students use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in a coordinate plane. They were able to use the slope formula to compute the slope of a non-vertical line. Then students show that the slope of a line joining any two distinct points of the graph of y = mx + b has a slope, m. Students then transformed the standard for on an equation into y = mx + b. Students graph equations in the form of y = mx + b using information about slope and y-intercept. They know that if they have two straight lines with the same slope and a common point that the lines are the same.

Period 2: This week students used a table to find solutions to a given equation and plot the solutions on a coordinate plane. They also predicted the shape of a graph of a linear equation by finding and plotting solutions on a coordinate plane. Students informally explained why the graph of a linear equation is not curved in terms of solutions to the given linear equation. Students then graphed linear equations in standard form, ax + by = c, that produce a horizontal or a vertical line. They know slope is a number that describes the steepness or slant of a line and they interpret the unit rate as the slope of a graph.

Here are some helpful websites looking at standard form and slope:

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/point-slope-and-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-point-slope-form

http://www.mathplanet.com/education/algebra-1/formulating-linear-equations/writing-linear-equations-using-the-point-slope-form-and-the-standard-form

Period 3: This week students used a table to find solutions to a given equation and plot the solutions on a coordinate plane. They also predicted the shape of a graph of a linear equation by finding and plotting solutions on a coordinate plane. Students informally explained why the graph of a linear equation is not curved in terms of solutions to the given linear equation. Students then graphed linear equations in standard form, ax + by = c, that produce a horizontal or a vertical line. They know slope is a number that describes the steepness or slant of a line and they interpret the unit rate as the slope of a graph.

Here are some helpful websites looking at standard form and slope:

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/point-slope-and-standard-form

https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/point-slope-form/v/linear-equations-in-point-slope-form

http://www.mathplanet.com/education/algebra-1/formulating-linear-equations/writing-linear-equations-using-the-point-slope-form-and-the-standard-form

**Humanities with Mrs. Axtman**This week we began our research for our Ancient Greek projects! Students chose groups and topics, and spent two days pouring over books to learn information about their topic. They then began designing a project around their topic that they will present on December 18th! On Thursday the students read about The Persian Wars and wrote news story about the details of the wars, taking the point-of-view of their choice! Attached are the slides used for assignments and vocabulary!

**Foundations of Art with Ms. Newstadt (formerly Design)**Student artists spent time this week studying artist Georgia O’Keeffe and her work. They put finishing touches on their oil pastel apple compositions inspired by O’Keeffe’s

*Apple Family*just in time for Fall. They read about the artist in Scholastic Art’s “Georgia O’Keeffe: Working with Abstraction” edition. They then used oil pastels and silk flowers to draw the lines and shapes observed and then creating abstractions similar to the style of the artist.