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.