Working hard on a snow day!
We got new whiteboards up in our classrooms, and we’re working on putting up a number line. 
Sky sceapers
We did problem solving today in grade 9. Each of these skyscraper templates show the number of buildings that can be seen from that perspective. Each row and column can have 4 buildings, one of each height (1,2,3,4 levels). 
We thought about our strategies…
Some groups placed all the tallest buildings first.
Others worked from one corner…
It takes a lot of verification to make sure that the puzzle is solved correctly.
We worked hard, and used our logic and reasoning. We also used our teamwork and communicating!
Teamwork
Today we learned about teamwork in grade 10.
We tried to accomplish the task of circling numbers in order from 1 to 100 on this page of mixed up numbers. After 2.5 minutes, most of us were at about 20.
We put our brain power together, and took turns circling numbers in a group of 4.
The final time we took a minute to strategize. We noticed some patterns about how the numbers were arranged, we changed our positions, some gathered close around one desk, and we helped each other!
With strategy and communication we were able to work very well to accomplish the task. Some groups had all numbers circled in order in less than 2 minutes!
When working together we noticed that people faced eachother, were focussed on the task, communicated with each other, listened attentively, strategized, helped each other, encouraged each other, we did our fair share. People were polite, and respectful. It felt productive, inclusive, and there was a passion for the task, and the team.
We will bring all of these teamwork skills to our problem solving this term!
Number talks
The power of yet
First Day Schedule
Two snow days!?
Ok kids, here’s the plan!
Grade 9’s: work on your portfolio. The test for chapter 7 is cancelled. Here’s the sheet to prepare for your interview.
Here’s the portfolio rubric
And here’s the main page that says what you need in it.
There will be a final task in class tomorrow (weather permitting).
Please share this information wih friends and classmates.
Grade 10’s
You know the review…it’s at the end of the book. Keep working on those questions. Email me if you have tried, and your friends have tried, and you are still stuck on questions. There will be a day of review tomorrow (likely parabola highlights), and the exam on Thursday.
Grade 11’s
You have a financial math portfolio to be working on. Some of you might be looking for the outline…. here it is. It’s due tomorrow. There are good resources listed in the prior blog post.
Your exam (part 2) will be on Friday, and it’s based on quadratics and exponentials, similar to what was on the test, and financial math, including simple and compound interest calculations, and a tiny bit of probability. Email me if you are stuck on what to study.
Financial math resources for grade 11s
Sites for Learning about and Comparing Services
- account comparison tool
- credit card comparison tool
- vehicle lease or buy calculator
Blogs about Budgeting and Saving
- You Need A Budget (they are selling an app, but lots of free advice too)
- Mr Money Mustache (how to save to retire early)
- Gail Vaz-Oxlade (the host of “Til Debt Do us Part“)
Financial Institutions (not a complete list)
Grocery store flyers/market information
Rental companies/search websites
Practice for EQAO
Tomorrow and Thursday we will be writing EQAO. Today we did a practice run to see what it feels like. Bring your calculators tomorrow grade 9s!
Working on representing math concepts
When we look at a visual pattern, we can analyse it in a few ways, and depending on how we view the pattern, we’ll have a different algebraic expression.
We are drawing more figures, and counting squares. We are watching how the pattern grows. Sometimes the numbers of squares increases by the same number each time. Sometimes the increase is not consistant each time.
Sometimes we look at how the parts of the pattern add up. Sometimes we look at what pieces have been subtracted.
We try, no matter what the method to relate the visual representation in terms of the figure number.
It’s very interesting that no matter how we express the original algebraic expression, each time they will simplify to the same expression in the end.
Ms. Bearse's Site 