Homework for Wednesday, February 11

 Assignment: Flower Power

Due: Friday, February 12

This has been a big, important unit and we are wrapping it up next week. We learned a way of organizing data for ratio, proportions, and percents, and have gained understandings of what a percent represents. These skills will be used in many of their high school classes, so being proficient with them know gets them several steps ahead! It's a fun unit, but it's not over just because we will be taking a test ... stay tuned for the related projects!

Tonight they will be answering questions from a graph. These are identical to the problems we did in class together, but with different numbers. In fact, the problems we solved are shared in the actual document in our Google Classroom, so please have them use it as a reference as needed. 

So, how can you help?

Like I said yesterday, it's time to fill out their Notes Books with any reminders they will need for the test. There will be a section just like today's homework on the test ... with different numbers. There will be conversions, equivalent ratios, and verbal percentages. Help them to be independent thinkers, taking advantage of the resources and practicing the steps. 

I will post more practice resources this weekend! Please let me know if there are any additional resources you would appreciate. 

Homework for Tuesday, February 10

 Assignment: Verbal Percentages

Due: Wednesday, February 11

*Note: it is highly likely our test on this material will be next Friday, February 20! Be sure your child feels like they have the information they need! Right now they need practice. They need to feel confident in the set-up and execution without you present for reminders.

So first, this assignment has them practicing what was, for me, the bane of my mathematical experience. This organizational system helps to set UP the problem so they can SEE how to solve it. From there are a multitude of options, but for now they should be practicing the steps I have laid out for learning this type of organization. This is the same way we are addressing all ratios, and it's a great step towards understanding how these all relate to one another. 

Tonight's homework is the what-is-of organization that gives them the home field advantage. Start there. As I said in yesterday's post, don't skip ahead to how you might solve it now. It's like the way my father, may he rest in peace, would always explain the strategy of a game before I even knew how to play it. Remember that playing T-ball comes before playing baseball. Shooting a penalty kick in soccer comes after learning how to strike the ball consistently. Let your child build on this organizational system and you should literally be able to see them come to realizations as they get more fluent with solving these types of problems. But it takes PRACTICE.

So how can you help?

Again, refer back to the top of this post: they need to feel confident in the set-up and execution of such problems without you present for reminders. Help by having them write notes in their Notes Book, especially for any areas they struggle with. They should have examples and anything that triggers how to organize the critical information. Have them set up the ?/? = ?%/?% and fill in the blanks. 

*There are documents in the Google Classroom that can help. Have them show you these resources if you get stuck. 

*I will be posting ungraded practice sets, with answers, in the Google Classroom this weekend. Look for them!

Homework for Monday, February 9

 Assignment: The Riding Stable

Due: Tuesday, February 10

Welcome back to another week of ratios, rates, and proportions! Today's homework continues on this path with the big steps coming in knowing a) how to organize your work in order to b) set up and solve equations. This skill of tearing apart a problem and figuring out what to do to solve it is huge for the rest of their math careers, regardless of how long or short that may be. ;-)

What I am doing is teaching them a way to first organize their work. When you do not know what to do, can you set up something that cues you in?

For example: we know that 2/4 = 1/2, which most likely means 50% percentage and 0.5 as a decimal. But how did we get there so we can also solve it for other problems? Proportional problem solving is the key, and the beauty of it is that it doesn't matter whether it's a fraction/ratio (part-to-whole), or a part-to-part ratio; it works with either!

So what can you do?

In their notes, they should have part/whole = part/whole (ditto for part/part). If they do not, please have them write it in there immediately! Then we just replace the values. I have this nicely laid out in the resources category of their Google Classroom, and the best thing you can do is use those examples to emphasize this as an organizational tool. Have them log in to our Google Classroom and open it up!

Make sure they USE LABELS for everything and line them up across from their like label. 

Example: Lindsay's horse eats 4 apples every 2 days. (4a/2d) How many apples will her horse eat in 5 days? (?a/5d).  So 4a/2d = ?a/5d. Multiply on the diagonal (4a x 5d) and divide straight. 20 by 2 or 10 apples. This should be equivalent as in 4a/2d = 10a/5d.

*as the brilliant mathematician that you are, you will recognize where the percent equation comes in, you will remember that sometimes you do the same labels on each side (like 5 cookies/15 cookies = 1 bag/? bags) and so on. So I repeat, this is an organizational tool until they are ready to make those shortcuts or adjustments. Once they arrange it consistently, they will start to make it their own, so avoid teaching them a shortcut that, right now, gives them one more thing to consider. Trust me. 

Last Week and Today, February 2

 Last week was one of those weeks, but it seems like you all got through it without any of my blog updates. Carl's mother passed a week ago Sunday during the Seahawks game, then the rest of the week got away from me. I would like to remind you all though, if you ever have any questions, please send me an email! This has been a huge start to a huge unit, but the students (who have been doing their homework regularly) are doing really well. I do have some help in our Google Classroom that you and your child are encouraged to use as needed. 

Today's homework: 

Making Percents, due Tuesday, February 3.

This is an arithmetic worksheet. Simply follow the algorithm and write the answers.

This is a bit backwards from the way I usually handle new units, but in this case percentages make sense after you see how the algorithm fits together. This is not, by the way, I learned the algorithms, so please take notice of the differences before jumping in. They have the directions and the steps, just have them use them. 

So, how CAN you help?

Tell them to follow the steps on the page and do the arithmetic. Write it out. No shortcuts ... it's short enough. We have a lot left to talk about in class so there is no need to go deeper right now. Do you remember the "percent equation?" Try not to. Maybe you will be able to think about this in a new way too! ;-)

Retests & Homework for Tuesday, January 20

Fraction Retests will be this Friday, January 23, in math class. You can help them prepare as much as you'd like, but do read last week's blog entry for how to really dig in and provide help that lasts. These are critical skills and we're moving on!

As for today ...

Assignment: Reading Between the Data

Due: Wednesday, January 21

Today we touched on the idea of interpolation, a big word! Their homework reflects this idea: what assumptions can you make based on the data that you have? Interpolation is looking at the data and deciding what is missing within that range. It's drawing logical conclusions from what you see. It's how we can easily blend the hard sciences together. So tonight, they are looking at data and seeing what they can glean from the data they see. 

So, how can you help?

Don't have them graph the data unless they think of it! We are going to graph it later to emphasize how much better the visual graph of the data is than just the numbers. Instead, have them think about the 5-minute intervals and how far each data point is from the question they are asking. Let them just THINK about what seems probable. There are no single answers, but there are many that wouldn't make sense given the range of the data collected. So, discuss it if they ask, see what they can presume, and have them give what seem to be reasonable answers. It can be difficult to trust your instincts, but sometimes just having an equation doesn't get you to think about why things are the way they are!

So let them go for it. ;-)

Thursday, January 15

Assignment: Test Corrections

Due: Friday, January 16

Here are my instructions:

The instructions for this assignment are ON the test corrections sheet. Reading those directions needs to be a new habit for most of my lovely students. Still, some will make assumptions. IF you happen to see something they missed in the directions, it's not fair to assist your child in noticing those details. Natural consequences (none of which impact their math grade) will help them, perhaps, to read the full set of instructions more carefully in the future. If you do NOT see your child's test results tonight, wait a day (until Friday after school) and then ask ... and then go over the instructions with them. This is a life skill for them, and unless you plan following them around reading directions for them for the rest of their lovely lives, let this go. ;-)

The test was not a wild success for many of them. That's not to say that there weren't several who scored in the 90th percentile, it means that if your child scored below 70% (at the minimum) they have work left to do. I have many resources and practice sets in their math Google Classroom. They should use them. There are flashcards available, there are Quizizz and Kahoot options. But here is the deal: if they don't do something to solidify their skills they will not be prepared for what comes next. Historically there have been students in the world that let their fraction skills sit out in the cold, but that will just make their math journey more difficult. Fractions will come back to haunt them. And this unit was just the basics, so figure out how to practice what they missed so they can feel successful of what's next.

And finally,

Notes Books are available to use on tests. When they are under the stress of knowing they are testing, wouldn't it be nice to have reassurance that you don't need a common denominator when multiplying and dividing? But you definitely do when adding and subtracting? And that you can't multiply a mixed number until you make it improper? These are all things we have gone over in class, and they have been explicitly instructed to write those steps and cues into their Notes Books in words they understand. So if you need to sit down with them to go over the test corrections, help them to take notes that will help them on the test when you are not sitting there with them. I said to the class today, "If you can think of a question you would ask your parents or a friend, write their answer in your Notes Book!" We all preferred open-book tests, right? Take some of the pressure off! That's what this is... open-book ... and THAT is how you can help them feel more prepared for their retest.

Retests will begin on the week January 26!

Monday, January 12 Update

 Sometimes the days just get away from me and I can't seem to find the time to write these posts! I am sorry about that and hope that if any of you have specific questions you will reach out and let me know.

But here we are, and the big news is that the Fractions Unit test will be this Wednesday, January 14.

It's time to move forward, so any way you can help your child prepare would be terrific. Help them take notes in their Notes Book: the steps of multiplying fractions, when to find a common denominator (and when not to), and noticing the wording in different application problems. 

The test is basic: add, subtract, multiply, and divide fractions. Answer 4 application problems where one point is for doing the correct operations and the second point is for calculating the correct answer. All answers should be simplified for full credit. They should see the last two homework assignments this week as indicative of how ready they are, or are not, for the test. 

In addition to the homework, I have full sets of practice problems in the Resource Section of their Google Classroom. Feel free to sit down with them and literally try any (or all) of the practice sets. Help them feel confident and sure of what to do. They can do any of the sets a dozen times if they want to: they're for practice! Just like shooting a free throw over and over again helps improve your free throw shooting, such is arithmetic practice ... without the need for arm strength ... 🏀

Welcome Back! (and Homework)

 Assignment: Adding & Subtracting Fractions

Due: Wednesday, January 7

This should be a review for everyone today. Even those who were less confident admitted that they had done a lot of fraction addition & subtraction in elementary school. Frankly, I don't see a huge difference on this front from what they learned in the 4th grade, but this is considered 7th-grade fraction material, so that is all that is on this worksheet. 

Soon, we will be starting application problems (the bulk of the learning) and the unit review, where they can select how deep they want to dig into fractions. In class, we have moved back to our factors and multiples game to boost-up those important skills, but this time we are playing a cooperative version rather than competing. Repetition breeds familiarity!

So what can you do?

Adding and subtracting basic fractions is considered review, so check-in to see if your child needs support in remembering the necessary steps. We went over them in class today, but if they are super rusty, they could need you to help them add notes. Check to see that they understand common denominators and don't ADD the denominators when working. The example on the paper shows the steps they need to write out and will allow me to see where any errors occur. If they don't want to work in the boxes, they can work on another sheet of paper and staple it to the original ... or just hand in the other sheet with the title listed. 

Next up are ratios, proportions, and percents, so these building blocks are key to being successful moving on!

SocialEmotional Health Class December 2025

 SocialEmotional Health

Today we did a class go-around, as inspired by Ana Homayoun, one of my go-to people for conversations with youth. 

Sharing was done around the topic of developing your own emotional toolkits: what works for YOU?

After sharing each round, we noticed how differently we all think about what the question means to us. What works for one may not be the thing that works for someone else. Being aware of what works for you is such an important thing, whether you are an adult or a youth. So often we look for answers from others when our answers are right inside ourselves. After hearing everyone share today, my hope is that all students felt validated, empowered, and curious about their own emotional toolkits. Do you have one for yourself? Think about it!

Talking points were: Play (things that bring you joy and help you decompress),

 Care (activities that help you reset when you are overwhelmed), and 

Sleep (what helps you to sleep better). 

Their answers were so interesting and insightful! Ask your child what their answers were and listen. Share yours. Then help them to recognize those times they are struggling and what they can do to take care of themselves. 

And take care of yourselves too.

Best wishes,

Mo ;-)

Homework for December 18

 Assignment: Pink Puzzle - 100% optional!

Due for "extra" points (not extra credit) by Friday, December 19.

Today in class, the students solved lock-box puzzles with their table partner, which you will notice inside TeacherEase as a "classroom" grade. They were practicing problem-solving, teamwork, and math (believe it or not!) in order to gain access to a lock-box, which gave them the next set of puzzles to solve.

Overall, they did very well! However, only one team solved the final (red) box code, so anyone that wants to can complete it as an extra assignment for credit. IF they want to. If it's correct they get the 2 points plus access to what's inside the box. If it is incorrect or they chose not to complete it, it will NOT count against them. It's both for the challenge and the desire to complete the lock box sequences. 

So what can you do to help?

Have them tackle regular math assignments first: redos and late papers. These are the necessary skill papers and the ones I do not want to take after break. Although the pink puzzle slip is "due" by Friday for credit, having them using their brains collaboratively in class today was sufficient for many of them. Don't push them to complete this simply for the two points. If they want to do it, you can sit down and partner with them as long as you do not SOLVE the puzzles. You can point out that they forgot a clue or misread a clue, but you should not provide them with any of the answers. I mean, I like making your brain work hard too, but it only benefits their brain if they get to do it. They may bring their code and try tomorrow: it's a one shot deal!

No, there is not a copy of the puzzle anywhere for them to access. They had the choice of taking a copy of it after class today, so if they don't have it the point is moot!

Meanwhile, enjoy the holidays together in whatever you do. Me? I like to hang out and play a lot of board games, eat cookies (and meals with other food involved), sleep in, and just spend time with my family. Along with working with your kids, time with my family is what I value most. 

Sincerely, Mo ;-)