3D Shapes

This week we've spent some time reviewing a couple of common misunderstandings that occurred in our space and shape check in.

Can you explain what is wrong with the nets for the shapes below?  How would you fix them?






There will be an opportunity for a short check in when we return from Winter break that focuses on calculating surface area and volume of right rectangular and triangular prisms.

Particle Theory of Matter

A key part of our work with the Mix and Flow of matter, a study of liquids and chemistry, is understanding the Particle Theory of Matter, and how this theory impacts a liquids properties.

We're currently developing our understanding of this essential theory, by trying to increase the buoyancy of water, and explaining our strategy at a particle level.

Here are some resources to help understand the theory:

Shape and Space Check in

Last week students completed a check as one way to assess their understanding of calculating Surface Area and Volume.  These check ins were handed back to students today.  They should bring them home to share with a responsible adult.  It's a great time to look at strengths, and next steps for learning.

When analyzing something like a check in it's important to think about why mistakes were made, as this helps us determine how to avoid mistakes in the future.

Were the mistakes due to a lack of understanding?  Were they simple mistakes that might have been fixed with a check over?  Were they due to anxiety or stress connected to the check in?

One common mistake that arose for multiple students was accurately drawing nets for triangular prisms and rectangular prisms, this led to miscalculations for questions involving surface area.  We will be reviewing this mistake in class and some students may choose to take another shorter check in to show their growth in understanding about these types of mistakes.

Updates

It's going to be a busy couple of weeks as we race towards Winter Break.

Few updates:

Math:

We've used visual patterns as an entry to exploring algebra, equations, and solving for the unknown.  The previous post had two links to work we've been doing, I understand they are not working correctly.

Both documents are shared with students and can be accessed through google drive.

We also had a check in for our work with volume and surface area.  These should be returned to students tomorrow.  Please check with you child and review what they did well, and what they need to keep working on.  As a class we'll continue to explore how we can accurately set up nets to understand surface area.


Science:

We have shifted our focus to the Mix and Flow of Matter, with a beginning focus on solubility and mixtures.  Students have been creating their own lab report that explore a relationship connected to solubility.  We will be using these first draft lab reports as a stepping stone to create specific, well organized, precise lab reports.

In order to understand the key vocabulary and concepts for this topic we created class Wiki's where students shared definitions of key words.  This document is shared in Google Drive, and is meant to be a study guide and reference tool students can use to develop an understanding of key vocabulary.  It is worth spending some time at home reviewing the Wiki to ensure students understand key vocabulary words.

Check out the video we used to start our exploration of different types of mixtures:

Visual Patterns

As we start to explore algebra and algebraic reasoning we have examined visual patterns.

Here is a link to the visual patterns we have done.

You should have between 3-5 of these patterns 'Completed' in your Math book.  Next week you will be choosing one that you will hand in. 

Here is a link to the checklist of steps you need to do in order for a pattern to be 'completed'

Progress and Innovation Rubrics

Yesterday students received their rubric for Progress and Innovation.  This a good opportunity to share the project, the feedback, and discuss areas of strength, and next steps for learning.

Math Check In and Spark due date

As we shift our focus from 3D shapes to algebraic thinking we have a couple of things to wrap up.

1) Spark Art work - 5 shapes completed, designed, and calculation sheet filled in.  Due Monday Dec 9th.  APOLOGIES this date was previously incorrect.  Project is due Monday the 9th not the 2nd.

2) Volume and Surface Area check in Thursday Dec the 5th.

There will be some practice sheets for those who are interested, coming Friday.

Learning intentions:

- I can identify a right prism, and explain how it's different from a non right prism
- I can explain what area and volume are, and what units we use to measure them
- I understand the relationship between the area of the base of a shape and it's volume- I can explain what surface area is.
- When given a right prism or cylinder I can draw the net, including accurately placing the dimensions.
- If given a cylinder, right triangular prism, or rectangular prism I can calculate the surface area and the volume using accurate units.

You will also need to remember what we learned about the Pythagorean Theorem in order to find missing dimensions of triangles.  

Updates

We remain in the middle of some key learning in both Math and Science.

In Math we look to wrap up some our work around the Spark project where we are exploring 3D nets, volume and Surface Area.

Students have had time to work on the project in class, and will now need to complete their work in their own time.  Below are links to the task sheet, as well as the documentation sheet.

We will set the due date in the next couple days, but will likely be due the week of the 9th.

Task sheet:  https://docs.google.com/document/d/1Nn5Ig2HRC7AyVriJkyOtezF5fjyGaQkFDwK-T3xsCzY/edit?usp=sharing

Documentation sheet:  https://docs.google.com/document/d/1WGwlvT8k9z078d26VW1V8OC0-heGX2iYGC-DDVtAvGQ/edit?usp=sharing


We have also turned our focus towards Patterns and Relationships, focusing on using algebraic thinking to understand visual patterns.

To start this work we talked about equations and the equal sign. We determined that the equal sign shows that the two sides are the same, and that a scale is a good way to represent equations, and will be helpful as we explore algebraic equations.

Weekend Update

Couple of notes:

Progress and Innovation is due on Monday.  You can hand it in physically or share it digitally in a shared folder.  I'll show you on Monday where the folder is.

The checklist for self or peer assessment is shared with you on Google Drive.

We've been practicing finding the surface area of a variety of shapes.  You should have 2 worksheets, one with a variety of prisms, and one with just cylinders.  You need to complete both sheets and have them glued or stapled into your yellow journal sometime next week.

Remember the learning intentions for Shape and Space in Grade 8 include:

- I can explain what volume and surface area mean and what units we use to measure them
- I can find the volume of right triangular prisms and cylinders
- I can find the surface area of right rectangular prisms, right triangular prisms, and cylinders.

Below is a visual that we created to find the surface area of a right triangular prism.

Next week we will set a due date for the Spark art project, as well as when we'll be having a surface area and volume check in (both will likely be the week after next).

Have a great weekend and see you on Monday

Surface Area

This week we talked about Surface Area. Finding the surface area of a 3D shape involves taking what we know about area and shapes and combining them. Below are the notes from our conversations. Next week we will take some time to practice finding the Surface area of shapes, and you will need to calculate the surface area of your shapes for your Spark project. 

Progress and Innovation

We have been working hard at sharing our views about the Purpose of Progress and Innovation. Students have formed arguments and worked at supporting those arguments with specific examples, and detailed explanations.

 There will be no more full class time to work on the project, and it is due Monday November the 25th. You will have a chance to gather feedback about your work with peers early next week, and with parents or guardians during interviews. This will give you information to help refine and perfect your project.


 Here's a link to the project task sheet. It includes the criteria of an "Excellent" project 

https://docs.google.com/document/d/1H8d-
V2f6GVYZQQzCXcBconqRKOUYMITUINH9T3xPfZU/edit?usp=sharing

Mechanical Advantage

As we continue to explore mechanical systems we are completing a cumulating project where students have been tasked to show their understanding of mechanical advantage through whatever media they feel most comfortable.

This will be an ongoing project, and for right now students responsibility is to be coming up with a plan and start to plan and create their project.

To understand mechanical advantage we have explored levers, pulleys, and gears, and students are encouraged to use any of these machines as a part of their project.  Below is a link to the task planning sheet, which includes a list of the concepts that the final project is required to demonstrate. 

The videos below may also be helpful to help review the key ideas of mechanical advantage.

https://docs.google.com/document/d/1OfreXgZstwptoijtoY6dh7ew_l-nGJhR_SAOdN2irP0/edit?usp=sharing

Purpose of Progress and Innovation

We have continued to create representations of our opinion about the Purpose of Progress and Innovation. 

This week students filled out a quick check in slide summarizing their work so far.  They then received feedback about their ideas and can share that feedback with someone at home.  In order to create a thoughtful project it's also helpful for students to receive as much external feedback as possible.

https://docs.google.com/document/d/1H8d-V2f6GVYZQQzCXcBconqRKOUYMITUINH9T3xPfZU/edit?usp=sharing

Based on the checklist on the attached document students can find a trusted adult to share their work so far with, and receive feedback about ways of improving the clarity, or specificity of their work.

3D Spark Art Project.

We've been working on representing our Spark through building 3D art.

Here's a general explanation of the project:



Here's a link to the projects task sheet that includes the learning intentions as well as checklist we filled out in class.

https://docs.google.com/document/d/1Nn5Ig2HRC7AyVriJkyOtezF5fjyGaQkFDwK-T3xsCzY/edit?usp=sharing


The checklist is designed to help identify the steps necessary to complete the project and find where students might need some help understanding the key learning intentions.  To help students make sure they are accurately analyzing their work ask them to show evidence that they understand each step in the process.  Here they can show their work to someone at home, and make sure that they have an accurate understanding of the key mathematical process.

Science Journals

Last week students handed in their Science journals for feedback based on the first 2 months of the year.  Today students were given back a rubric with feedback about their journal work so far.  Take time to ask students to see their rubric and journals and talk about strenghths, and what their next steps are for improving their work moving forward.

Overall the biggest learning for students is making sure that they are adding details, and specific information and visuals to explain their full understanding.  Here guiding questions, explanations, and accurate vocabulary are all helpful tools to add detail and specificity.

Week Update

Apologies for the lack of blog updates, here's a quick recap of the week.

In Science we are working hard on our responses to:

What Should be the purpose of innovation and technology.  Below is a link to the task sheet that includes a summary of the task, and the checklist that will be used to asses it.

https://docs.google.com/document/d/1H8d-V2f6GVYZQQzCXcBconqRKOUYMITUINH9T3xPfZU/edit?usp=sharing

You should have your idea and be creating your piece of media.  We will be doing a check in and gallery walk early next week.


Math:

We are applying our knowledge of volume and surface area of 3D prisms by creating artwork that represents our Spark.  Check out this video that explains the concept of Spark




Below are the directions of the task



For now you should:

Have your Spark, and your 4-6 subsections chosen
Be ready to start building your shapes on Monday.

Science Journal Rubric

Next week you will be handing in your Science journal.

Today in class we created a checklist that will be used to assess your journal.  There are 2 checklists, one for each class, but they are almost identical.

Also included is a list of all the tasks or pages you should have in your book.

Here's a link to the checklist:

https://docs.google.com/document/d/1Z-TarICXwA555I4Q3pEm9knTccflZO8wmMaMZ9THALg/edit?usp=sharing

Here are the actual checklists and list of tasks.

Sorry about the formatting issues



104

Here are the pages your book should include:

• 1st Telus Spark reflection
• Testing Levers
• 3 Lever station questions (Balance beam, Type 1 lever, Type 2 lever)
• 4 configuration of lever calculations
• Initial water testing
• Rivers of Calgary water testing
• Perfect machine web
• Purpose of innovation
• Surviving progress notes
• Machine Web - impacts of your machine
• 2nd Telus Spark reflection - 20 min for marble race, 15 min for action reaction.

The Purpose of Progress Part 2

We've finished our video about Progress and students have been tasked with creating a project that demonstrates and thoughtful, complex, and thorough understanding of the prompt we have been discussing:

What should be the purpose of innovation and progress?  Support your response

More details will follow about the project, but to start students have been asked to have a short conversation with someone they respect/trust about the topic to gather another perspective.

Some questions to think about:

- What are the positives of progress/innovation?  Can you think of examples?
- What are some negatives progress/innovation?  Can you think of examples?
- What is good progress?  What is bad progress?  Is that the same for everyone?
- Who should benefit from progress?  Who gets to decide what is good or bad progress?
- What are the dangers of letting progress/innovation go without any rules?
- What are the dangers of putting rules around progress/innovation?
- Is progress inevitable?  Can we stop progress from happening?  Can we shape how it grows?
- Do you have any thoughts about solutions to some of the challenges that progress poses?

The Purpose of Progress

We've continued to explore the impacts of machines

Our next step will be to make improvements to our machines. 

In order to do that we are going to spend some time exploring the question:

What should be the purpose of progress and Innovation?

You will be creating a small project that reflects your thoughts about this complex question.  

Start thinking by talking to someone at home about the video we watched in class.

- What were some things you found interesting?

- What were some things you learned?

- What were some questions you had?

- What was some of the bias from the film?  How do you know?

Area and Volume

We have been exploring the topic of measurement with a focus on volume and surface area.

In grade 8 we need to work with right prisms.  A right prism is defined as:

A right prism is a solid (or 3D) object with two parallel bases that are the same shape and several rectangular faces depending upon the shape of the bases. They are called right prisms because where the bases and rectangular faces meet are perpendicular lines that meet at a 90 degree or right angle.


We started by reviewing some key grade 7 concepts.  The area of triangles and circles.  These are formulas and ideas that you will need to refer to a lot in grade 8 here's a picture of our conversation.



Today we talked about the relationship between area and volume in right prisms.

In order to find the volume of right prisms we need to:

- Find the area of the base (using whatever formula matches the shape, e.g.  The area of a circle for cylinders)
- Take that area and multiply it by height to find the volume. 

This strategy works for ANY right prism.  The area tells us how many cubes would cover the base, and the height tells us how many groups of that exact area would be stacked on top of each other.

We will continue to explore and practice finding the volume and surface area of right prisms. 

Learning Intentions:

- I can identify a right prism, and explain how it's different from a non right prism
- I can explain what area and volume are, and what units we use to measure them
- I can explain what surface area is.
- If given a cylinder, right triangular prism, or rectangular prism I can calculate the surface area and the volume using accurate units.

Impact Webs

We've been exploring all the different ways that machines have impacted society, both intentional as well as unintentional.

Today we looked at our machine webs and did some self and peer assessment making sure our work is thorough, and includes all the necessary aspects.  Based on this reflection we set goals for our next steps in completing our webs.  You will have about 20 more minutes in class to improve your webs, and the rest will need to be finished in your own time.  They will be handed in as a part of your final project where you will "improve" your machine.  Details to follow.

In Math we are shifting our focus towards 3D shapes, specifically working on finding the volume of cylinders and right triangular prisms.

We've started by talking in general about measurement (see picture below) and talking about the relationship between the area of the bottom of a prism and its height.  Can you explain that relationship?

Next week we'll be focusing on calculating volume and surface area.  To do that we need to review what we know from grade 7.

What do you know about:
- The area of triangles?
- The area of circles?

Updates

Roots/Squares/Pythagorean Math assessment was returned today.  Share them at home and try to identify where you made mistakes?  How might you avoid making those mistakes next time?

We are exploring the impacts of machines on society.  Take a minute to tell someone at home what your machine is.

         - Can they think of any impacts you may have missed?
         - Are your impacts detailed and thorough?
         - Have you included multiple perspectives?


We've also had some interesting conversations about innovation and what the purpose of machines are.

The conversation prompts we've used are:

Technology and innovation are necessary and good for humanity.  Discuss

and

To me, the perfect machine is ......

Rivers Of Calgary

In order to gather data for our upcoming (likely in the Spring) exploration of the relationship between Calgary and the rivers that run through it we collected some fall data about the water in the Bow, the Elbow, and the Bow river after the Elbow runs into it (post confluence).

We collected water samples and analyzed them for pH and conductivity.  Below is what your journal page should have for for this Field Study:

1) Start with jotting down your observations what did you notice about the river or the river bank at each of the 3 locations

1 - Bow

2-  Elbow

3 - Post confluence Bow

2) Test and record the pH and conductivity of the 3 samples.

3) Provide a general summary of each sample.  For example:

The water from the Bow sample had a pH of _____ this means ____

4) Analyze your results.  

- What did they tell you about the 3 water samples?

- How were the samples the same?  How were they different?

- What are at least 3 questions that have about the water quality of the rivers of Calgary based on your results.

Squares/Roots/Pythagorean Theorem Independent Assessment

Next Tuesday we will be doing a check in for all the work that we've done so far with roots, squares and the Pythagorean theorem.

This check in will just one piece of your overall mark, but will help give you a sense of what you understand and what you need to practice.

Here is the checklist of learning intentions for this topic:

I can Explain what an exponent is
I can explain what a square root is using a visual (array)
I can Identify numbers that are perfect squares to 200
I can Calculate the square of one and two digit numbers in my head or on paper (no calculator)
I can  Calculate the square of any number with a calculator
I can Find the square root of perfect squares (without a calculator to 200, with a calculator beyond 200)
I can estimate the square root of non-perfect square  Determine which whole numbers it is between   Determine which whole number it is closest to Provide a reasonable estimate to 1 decimal place with reasoning.
I can use visuals to explain the relationship between the 3 sides of a right angled triangle
When given ANY 2 sides of a right triangle I calculate the 3rd side, and estimate its length. This includes calculating the opposite or adjacent side when I know the hypotenuse.  I can do this without a calculator with side lengths to 15 and with a calculator for any number.
I can solve problems by applying the pythagorean theorem.
I can use the Pythagorean Theorem to determine if a triangle is a right angled triangle or not.

Here is a video that might help review some key ideas:

Practice

If you want some practice try these things:

I'd be happy to check over your work to see if you're on the right track.

- Choose a number between 1 and a hundred - can you square it?

- Choose a number between 1 and 200 - can you estimate it's square root with an explanation?

- Draw a right angled triangle.  Choose 2 side lengths and calculate the third.  Make sure to try some where you know the hypotenuse and need to calculate the opposite or adjacent.

- Draw a triangle and choose the lengths of the 3 side lengths.  Is it a right triangle?  How do you know?

- Can you make your own word problem that includes the Pythagorean Theorem.

Physics

We've been exploring how we can use levers to make work easier as a way to demonstrate the concepts of work and mechanical advantage.

Here are a couple learning intentions for this topic:

- I understand what work and mechanical advantage are.

- I can calculate the amount of work and mechanical advantage of a lever (and eventually other machines).

We jotted down some key info and vocabulary:

Pythagorean Theorem

We've been exploring the relationships between the sides of a right angled triangle, and discovered that if we create squares using each of the 3 sides, the two smaller squares will always add up or exactly equal the size of the third square.

This is the the Pythagorean Theorem, and we're spending time applying and practicing this relationship.

The learning intentions for this topic are:

• I can use visuals to explain the relationship between the 3 sides of a right angled triangle

• When given ANY 2 sides of a right triangle I calculate the 3rd side, and estimate its length. 
• This includes calculating the opposite or adjacent side when I know the hypotenuse.

• I can do this without a calculator with side lengths to 15 and with a calculator for any number. 

You need to complete the garden problems in your book. That includes drawing 5 triangles that have an opposite side of 7m, and finding the largest area triangle you can make that have a hypotenuse of 13m.

Here's a couple videos we watched

Weekly Update

It was a busy week as we spent time at Spark, met our Grade 4 buddies, and ran in the Terry Fox Run.

In Math we explored the relationships between the sides of right angled triangles, and started to look for patterns through a visual problem.

In Science we are exploring the 'Impact of Machines'.  We're going to explore the direct, predictable, and intended impacts of machines by looking at how we can calculate mechanical advantage of simple machines.  We're also going to explore the interaction between societies and machines by looking at how the same job might be done in different ways with different impacts.

Today we spent a half hour reflecting on our trip to Spark yesterday.  Students needs to make sure they finish up their visual journal pages.  These pages should show what you learned, discovered, and questioned on our study yesterday.  The page should take between 30 -45 minutes, so if you used your time properly in class you may be almost done.

Exponents and Roots

Our first focus of the year has been exploring the relationship between exponents and roots as we learn to work with square numbers, and square roots. 

Check out our notes:

Multiplication and Division

At the start of the year we spent time doing a thorough review of what it means to multiply and divide.

We'll be using this understanding throughout the year as we explore roots, exponents, integers, percents, rates, and fractions.

Here are some notes that we took about what it means to multiply and divide

Mechanical Systems

We're going to start the year by exploring machines and mechanical systems.

To start we built, tested, and improved catapults.

Here the focus was on the engineering process, and taking accurate observations in order to test whether our ideas improved our catapults and by how much.

We also started talking about machines, mechanical advantage, and energy.

As we move forward we're going to look at how machines impact the world around us, including the relationships between machines and society, as well as the relationships, and physics behind how machines work.

Here are a couple of videos to start and explore key concepts.




https://youtu.be/A-QgGXbDyR0

3 Word Artwork

We started the year exploring what Science was, and how it differed from "non-Science".

Your three word artwork is due Wednesday.

Along with your artwork you need to write a short 2-3 sentence explanation for each word.  Below are the exemplars that we made in class.

We decided a strong explanation:
- Is detailed
- Specific
- Includes accurate scientific vocabulary.

Word:  EVIDENCE

2- Basic:

I chose this word because I think scientists need evidence.  They run tests to find out if stuff is true. If it’s not they do new tests.

4- Excellent

1) The reason that I chose this word is that a critical aspect of scientists is that they need to back up their work with evidence.  Scientists run experiments to gather measurable data to determine whether their hypothesis or theories are accurate

OR

2) I believe evidence is a critical word in describing Science because essential to scientists is the necessity of data, proof and evidence.  The process of Science is based on not only asking questions, but then carrying out carefully planned, precise tests, to gather evidence to prove, or refute, their ideas and hypothesis. 

Problem Solving

As an ongoing in our class we are going to take up rich mathematical problems to develop our problem solving skills.  We are going to work collaboratively to think like mathematicians, gather data, ask questions, make conjectures, and prove our thinking.

Below are the first two problems that we worked through.  At home talk about:

- What challenges did you run into?
- What helped you make sense of the problem?
- Can you explain your thinking about this problem so far?

1) From the author (and mathematician) Lewis Carroll

If 6 cats can catch 6 rats in 6 minutes.  How many cats do you need to catch 100 rats in 50 minutes?

2)

Squares and Square Roots

To start the year in Math we've been exploring the related concepts of square numbers and square roots.  We'll be using this learning as we move forward exploring relationships in triangles.

The learning intentions so far, and the things that students should be able to do include:

-      Explain what an exponent is

-     Explain what a square root is using a visual (array)

-      Identify numbers that are perfect squares to 200

-      Calculate the square of one and two digit numbers in my head or on paper (no calculator)

-      Calculate the square of any number with a calculator

-      Find the square root of perfect squares (without a calculator to 200, with a calculator beyond 200)

-      Estimate the square root of non-perfect square

§  Determine which whole numbers it is between

§  Determine which whole number it is closest to

§  Provide a reasonable estimate to 1 decimal place with reasoning.

We are currently practicing these skills.  It's useful to identify which of these outcomes your confident in, and what ones you still need to practice.  Remember the more confident you become in these skills the more you can challenge yourself by trying to as much of the calculations mentally as you can.

In order to practice these skills we were challenged to create our own questions.  Here the focus is on picking questions that are hard enough to make us think, but not hard enough that we can't finish them.  The following questions are expected to be finished in your book by next week:

1) Choose 7 - 10 numbers (one or two digits) and then square them.  

                                         For example 5 - 5 X 5 = 25.

- Challenge yourself by choosing harder numbers and doing as much mentally as you can.

2) Choose 10 - 15 one, two, or three digit numbers and estimate their square root to one (or two decimal places).  

- Maximum of two will be perfect squares

- Show your reasoning for your estimate

Welcome

Welcome to our Grade 8 Math/Science Blog

Apologies about the slightly slow start up of the blog, but moving forward the hope of this blog is keep families informed about the learning happening in our Grade 8 Math/Science class, and will be updated at least a couple times a week.

My name is Scott Hassett, and I am the Math/Science teacher for rooms 104 and 108.  We've had a great start up of the year and I'm excited about the energy and enthusiasm for learning from both classes.

I can be reached at sjhassett@cbe.ab.ca, let me know if you have any questions, and I'm excited to meet families on Thursday and Friday at meet the teacher.

Scott Hassett