Today in class students worked on understanding geometric probability (and making sure they are answering the question asked), and how tree diagrams and lists show the probability of combinations of events.
Today in class we reviewed from 6th grade what the radius, diameter, circumference and area of a circle are. (We also peeked at chords and tangents that will be needed for high school math.) We reviewed area of rectangles, squares and parallelograms. Just as you do not lean sideways to measure your own height, you do not take a slanted side for the height measurement of a figure. (We will use slant height for surface area later though.) We also reviewed finding the area of triangles, including determining which side is the base and which is the height of the triangle - neither one is the hypotenuse! We used area, probability ratio, and reason to determine the probability of hitting the target in our word problem examples in class.
Today in class students read through their probability note page, completed the rest of the practice problems (#21 - #32) on the homework practice page, and made a copy of a slideshow of notes about geometric probability into their google drive.
Today in class students remembered what we learned about probability (theoretical) before the holiday break, and added experimental probability to their knowledge bank. (I added a video to the resources tab.)
Homework: 1. Impossible. Ex: My fat cat will not eat today. 2. Unlikely. Ex: My fat cat will eat only one time today. 3. Equally likely as not. Ex: My fat cat will terrorize my skinny cat sometime today. 4. Likely. Ex: If my fat cat takes a swing at my skinny cat, my skinny cat will retaliate. 5. Certain. Ex: My fat cat will stuff her face several times today. And poop as well. 6. 2/13 14. 5/10 or 1/2 7. 8/13 15. 4/10 or 2/5 8. 13/13 or 1 16. 6/10 or 3/5 9. 0/13 17. 4/10 or 2/5 10. 4/13 18. 10/50 or 1/5 11. 5/13 19. 5/50 or 1/10 12. 5/10 or 1/2 20. Experimental probability was twice that of theoretical 13. 0/ 10 Today in class students spent a little time thinking about what they need to review from 1st semester as we move on into 2nd semester. We will use this list of topics to define math SMART Block (as always - Tuesday, Thursday, and Friday) activities. We also thought about how to use SMART Block time for learning, asking questions, using peer tutors, and hearing lessons from other math teachers.
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October 2018
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