We are building pyramids with a volume of 300cm^3. We saw that each of the pyramids can be poured 3 times into the prism with the same base and height.

We made plans, decided dimensions, and then we drew out the pieces and cut them and taped them together.

We ended up with pyramids that were often incorrect! This one for example, was supposed to be 10cm by 10cm by 9cm tall. But the height was just over 7cm tall.

To understand what went wrong, we need to look at a few things. Here’s a pyramid. The height of the pyramid is the black pipe cleaner. The base of the pyramid is the pink pipe cleaner. The slant height (génératrice) is the orange pipe cleaner. Together these dimensions create a right angle triangle, and we need to use Pythagorean theorem to calculate the slant height, and use that dimension as the height of each of the triangle sides. Many of us used the pyramid height as the height of each side triangle, which results in a pyramid that is too short.

We built models to correspond to the values in our concept circle. This concept circle has a 100 block as equal to 1. That means that each single block is equal to 1/100 or 0.01

We know that 0.35 ad 0.53 are different, and we can see with our blocks, exactly why they are different.We are working on placing decimal numbers on a number line, including tenths and hundredths. We played a new game where we each rolled 2 dice and then made the largest decimal number we could. The person who got the higher decimal number wins that round. We then ordered the numbers that we made.

Today we had a visit from Emma Jane our adolescent care worker. She talked with us about how to keep calm, how to stretch, and how to breathe.

We learned a little bit about how our thoughts and behaviour are things we can change, and that their changes will influence our feelings.

We then worked on our challenge of the day: building rectangular prisms with a volume of 300cm^3.

We calculated the surface areas of our prisms and will make more (different) prisms with same volume on Friday. We’ll look for patterns in the dimensions and areas of the various prisms which all have the same volume.

We looked at all of our prisms, and ordered them from greatest to least surface area.

We know that the cube has the smallest surface area of all of the prisms we made.

In 1L today we worked on ordering decimals, fractions and percents. We had good learning moments when we connected the number in front of the decimal with the whole number in the fraction, and when we examined the number in the denominator and connected it with the size of piece we’d have. 1/2 of a cookie is bigger than 1/10 of a cookie. When the denominator is big, the piece is smaller.

We represented decimals in a concept circle today also. Today our “one” in the center was a 10 block, and then we built the other values accordingly. We are getting more comfortable with these materials and this skill.

Grade 9s started off by collecting data on their multiplication skills. We are multiplying daily, and discussing strategies to multiply more easily. Eventually we will graph our progress.

After that, we looked at the pythagorean theorem, and how to use it to calculate one of the perpendicular sides, when the hypotenuse is known.

This video really helps us visualize the pythagorean theorem, and why sometimes we add the squares together, and why sometimes we subtract.

We then applied our knowledge to solve a rather complex problem.

We are working at the boards so that everyone can see our work, and we can get help from others easily.

we are working on clear communication of our solutions.We are showing our steps, and writing out our formulae clearly. We have shown good skills with BEDMAS too.

Today in 1L we worked on understanding place value, and rounding numbers to the nearest ten or hundred.

We used a concept circle to show our understanding. The center of the circle defines “one”, and then we used that to build larger numbers out of the base 10 blocks. Sometimes the base 10 blocks were given, and we needed to write the number.

Because of popular requests we did worksheets today with a focus on place value and money. After considerable practice, we learned a new game: tug of war. Each player takes their turn to roll 2 dice and move that number of spaces towards their end of the game board. The winner is the one who gets the game piece to exit the game board on their side.

With the few people that braved the weather on our snow day, we worked on money math in 1L.

We are representing values using different combinations of coins. We’re looking at how to write money as a number of dollars, or also a number of cents. These ideas of place value, will be a theme for a while in our class.

Grade 9s did their first 3 act math task today. For 3 act tasks we watch a video, or see a picture, and then we notice and wonder things about the initial situation. We think about information that we’d want to know, or we make connections to other concepts we’ve learned or questions we’ve solved.

Taco cart act 1 video

After watching the video and doing some initial thinking, we look at what more information would be needed to solve the problems we want to solve.

Act 2 of the problems start with more released information, in this case, 2 distances, and 2 speeds.

And students set about calculating the missing information, and determining who would get to the taco cart first.

We work standing up because it encourages collaboration. The vertical surface can be seen around the room, so we can all learn strategies from each other.

We consolidate the learning (today’s learning was about the pythagorean theorem, and how to communicate math solutions) in a discussion using student work as the starting point.

The 3rd act is a concluding video/image which shows the answer to the problem, so we all can know the answer.

Grade 9s worked today on a task of circling all the numbers from 1 to 100 in order. The task was first done independently.

And then later done as a team to see if it could get done faster that way.

What is interesting about this task is that after a little while, a pattern emerges, if everyone is taking turns and using their own marker.

Every number is in a quadrant. Once we recognize that, we can plan effectively, and improve our strategy!

Groups began to get up, and cluster close together

People helped others find their next number

And we found great success in our teamwork.

What had originally taken over 10 minutes to do independently could be accomplished in under 2 minutes in a well organized team.

We brainstormed what it looks like/sounds like/feels like to be in a good team afterwards, and are going to refer back to our list over the course of the term.