Logic Puzzles: Printable versions (Click here for more puzzle types) Online version (Click here for more options)
New Online Math Practice!
Delta Math: https://www.deltamath.com/
Username is your LSSD email address.
Password: msk12345 (you can change it if you'd like)
I'll post a quick tutorial on it soon. It will just be the basics that I covered in the Teams meeting on May 6. This part of the meetings was recorded, so you can go into where you attend our weekly class meeting in Teams and watch the recording to get started on Delta Math!
Remember that "Circumference in terms of π" means your answers look like and not 31.4! 10π, and not 31.4!
A Note About Mathletics: It is very picky about decimals, but doesn't tell you how many to give in your answer. I am seeing a lot of low scores on certain topics, and it is usually one where decimals are involved. If your answer is super close, then you most likely did the math correctly. The problem becomes though that I can't tell by looking at the scores if you don't get something, or if it was Mathletics' fault, so please please email or message me in Teams if you want some help with any of the topics!
Note about Area of a Circle formula - how I've shown you vs. what you see elsewhere:
New Online Math Practice!
Delta Math: https://www.deltamath.com/
Username is your LSSD email address.
Password: msk12345 (you can change it if you'd like)
I'll post a quick tutorial on it soon. It will just be the basics that I covered in the Teams meeting on May 6. This part of the meetings was recorded, so you can go into where you attend our weekly class meeting in Teams and watch the recording to get started on Delta Math!
Remember that "Circumference in terms of π" means your answers look like and not 31.4! 10π, and not 31.4!
A Note About Mathletics: It is very picky about decimals, but doesn't tell you how many to give in your answer. I am seeing a lot of low scores on certain topics, and it is usually one where decimals are involved. If your answer is super close, then you most likely did the math correctly. The problem becomes though that I can't tell by looking at the scores if you don't get something, or if it was Mathletics' fault, so please please email or message me in Teams if you want some help with any of the topics!
Note about Area of a Circle formula - how I've shown you vs. what you see elsewhere:
Links to YouTube Videos
Calculating Mean
Median and Mode
Multiplying Decimals
Dividing Decimals
Why We Can Move the Decimal to Divide
Intro to 5.2
Whhhhyyyyyyyyyyyyy???????? Explaining the Right Angle Triangle activity in Mathletics
June 12 - THE LAST (OFFICIAL) MATH TASK OF THE YEAR!!!!
Click on this link to go to your final quiz of the year. This one is not an option, I need EVERYONE to do it please! See the email in your Outlook for more information, along with an opportunity to preview the questions if you want to do a little bit of review to get ready. I'm still available daily from 9:30 to 10:30 in Teams, and we will have our weekly class meeting on June 17, before the quiz is due on June 19, if you want me to go over anything in specific. (7-2, your meeting will be at the regular time, 7-1 our meeting will be at 3 pm).
And as I keep saying, I'm leaving all of my review materials up over the summer so that you can feel 100% set for grade 8 in September!
June 10
The not-quite-last math for the year! On Friday I'll be posting a quiz that EVERYONE will have to do. In the meantime, do some more review!
Review
- New Fraction review in Delta Math and in Mathletics - Adding and Subtracting Fractions and Mixed Numbers
- In Delta Math, it's possible to have negative fractions as your answers. Just treat the numerators as you did integers. Or skip those questions and stick to the ones that don't have negative answers. Remember the program requires you to get a certain number correct, and I can see all of the questions you attempt, so it's ok to get a few wrong along the way.
New Material
We're finishing Chapter 12: Working With Data. Now that you know the different "measures of central tendencies" (median, mode, and mean), you can look at sets of numbers and think about which one of those three values is the best description. If all of the numbers are evenly spread out, usually the mean or the median will be a good measure (and often they will be the same number. If your numbers are mostly evenly spread out, but there's an outlier, then the median might be a better value to consider. If you care more about what number is most popular, you would want to know the mode. If you asked 100 people what's their favourite number, does it make sense to take the average of their answers?? No, it would make more sense to figure out the mode and say that's the most popular 'favourite number'.
- 12.5 Choose the Best Measure of Central Tendency, pages 148-149, questions 2, 3, 4 and 5
- If you weren't able to join the mini lesson on using Excel for these calculations, the meeting was recorded and is saved in Teams. Yes, you can use Excel to do your work for this assignment!
Challenge
- Nicole's Adventure - PDF available in OneNote
June 4
Second last posting of new material! I encourage EVERYONE to be attempting review materials. Next week we'll have a quiz!
Review
New Material
We're continuing new material from Chapter 12: Working With Data. Say everyone in the class except for two people got 49% on a test. Those two people got 100%, so now my class average is 50%, which tells me that on average, people passed. Is this an accurate description of how people did?
Challenge
May 29
While I will be working in the school starting June 1, I will still be running all of my online daily drop-in meetings, and weekly class meetings as before!
Review
New Material - all files in OneNote
We're continuing new material from Chapter 12: Working With Data. So far we have looked at what are called "measures of central tendencies" - what's going on in the middle of our data set. It is also valuable to know how our data is spread out. If the average test score was 75%, does that mean everyone got between 70% and 80%? Or were there a lot of people that got 100%, and a few got 10%, so the 'middle' ends up being 75% even though no one got that mark? The 'range' is what tells us this information. 'Outliers' are important too. If everyone got between 50% and 60% on a test, but one person got 100%, do you think I should say "ok everyone should be able to get 100% because one person did", or should I focus on helping students understand the topic better? With so much data in the news right now, it is especially important to think about how we interpret information, and make decisions based on it.
Challenge
May 20
A quick reminder that I am online daily from 9:30 to 10:30 in Science (7-1 and 7-2) on Teams, if you ever want to drop in for help! This week though I am in other meetings and will not be online on Friday. Please email me if you have questions that day.
Review
Second last posting of new material! I encourage EVERYONE to be attempting review materials. Next week we'll have a quiz!
Review
- New Fraction review in Delta Math and in Mathletics - recognizing, reducing, and converting fractions (next week will be adding/subtracting)
- See May 15 Review file "Converting Fractions Practice" below, if you haven't done that yet!
- Any target review is good!
New Material
We're continuing new material from Chapter 12: Working With Data. Say everyone in the class except for two people got 49% on a test. Those two people got 100%, so now my class average is 50%, which tells me that on average, people passed. Is this an accurate description of how people did?
- 12.4 The Effects of Outliers, pages 146-147, all questions (there's only 5!) - PDF available in OneNote. Feel free to use extra paper if you need the space to explain your reasoning. You could also work in OneNote, where you have more space to type, or insert an audio recording of yourself explaining an answer.
- If you have been working on Chapter 12 material, I'm thinking of doing an online mini-lesson to show how to use Excel for this stuff. Watch your emails, I'll be sending something for next week.
Challenge
- Magic Sneakers - PDF available in OneNote
- I added the links to the logic puzzles I used to have for you in class at the top of the math section on my website.
May 29
While I will be working in the school starting June 1, I will still be running all of my online daily drop-in meetings, and weekly class meetings as before!
Review
- See May 20. Make sure these are REALLY solid.
- New graphing practice in both Mathletics (Patterns and Relations) and DeltaMath (Plotting assignment).
New Material - all files in OneNote
We're continuing new material from Chapter 12: Working With Data. So far we have looked at what are called "measures of central tendencies" - what's going on in the middle of our data set. It is also valuable to know how our data is spread out. If the average test score was 75%, does that mean everyone got between 70% and 80%? Or were there a lot of people that got 100%, and a few got 10%, so the 'middle' ends up being 75% even though no one got that mark? The 'range' is what tells us this information. 'Outliers' are important too. If everyone got between 50% and 60% on a test, but one person got 100%, do you think I should say "ok everyone should be able to get 100% because one person did", or should I focus on helping students understand the topic better? With so much data in the news right now, it is especially important to think about how we interpret information, and make decisions based on it.
- 12.3 Range and Outliers, pages 143-144; All of the questions (numbers 1 through 8)
Challenge
- Eloise's Helpful Hints - PDF file available in OneNote
May 20
A quick reminder that I am online daily from 9:30 to 10:30 in Science (7-1 and 7-2) on Teams, if you ever want to drop in for help! This week though I am in other meetings and will not be online on Friday. Please email me if you have questions that day.
Review
- Mathletics
- Patterns and Relations: Patterns (3 sections only)
- Find the Pattern Rule is asking you "What do I do to the top row of numbers to get the bottom row?
- Use the template file below to help with your thinking
- Find the Pattern Rule is asking you "What do I do to the top row of numbers to get the bottom row?
- Patterns - Relations - Variables - Equations (Various Sections)
- Patterns and Relations: Patterns (3 sections only)
- Delta Math (will be available May 21)
- Ok, I know some of you really don't like it. But I've put some Algebra practice up on it because it shows the work the way you should be writing it!!! (Whatever you do to one side you do to the other; "undoing" what's happening to the letter; however you want to think of it) Remember, it's all about the process, and being able to write the steps clearly will make your life easier down the road.
algebrapatternstemplate.pdf | |
File Size: | 99 kb |
File Type: |
New Material - all files in OneNote
We're continuing new material from Chapter 12: Working With Data. This week, we look at the mean (also called the average), while trying not to get this song stuck in our heads.
- 12.2 Mean, pages 142-143; Questions: 1, 2, 3, 4, 6, 8 (for b, c, and d, use time you spend doing school work at home, not time spent studying)
- I've made a video explaining Calculating Mean
Challenge
- Cookie on a Cattle Drive - PDF file is available in your OneNote.
May 15
Review
- See May 7 for more review options (Delta Math and Mathletics)
- Converting Fractions pdf - getting back to basics! You do NOT need to print the file, you can write your answers and work on whatever paper you have. File is posted below and in OneNote.
- Mixed numbers to improper fractions
- Improper fractions to mixed numbers
- Reducing fractions
convertingfractionspractice.pdf | |
File Size: | 209 kb |
File Type: |
New Material - all files in OneNote
The new material we're going into is from Chapter 12: Working With Data. I'm really sad that we don't get to do this as a class together because it's a fun and pretty straightforward topic. If we were in class, we'd get to do surveys and collect different data. It's still math, but this is us thinking about groups of numbers and what they mean, rather than performing operations on them. It's a really important and useful topic! We talk a lot in Science about how we can decide on what is good information, and this is some of the math that helps guide those decisions. This week we learn some basics, but later on we will have to analyze numbers and make decisions based on some of these ideas.
- Get Ready (pages 138-139), all questions except #5
- "sum" is addition; "difference" is subtraction
- a "set" or a "data set" is a collection of numbers
- 12.1 Median and Mode (pages 140-141), all questions except #3
- For each set of numbers, you have to start by writing them in order from smallest to biggest (this counts as "showing your thinking")
- If a number is repeated, you still write it down however many times it repeats
- To figure out the mode, look at the numbers in your list and see which one(s) show up the most often
- To figure out the median, start from the numbers on each end, and move towards the middle. The number in the middle is your median
- If there's two numbers in the middle, the median is the number halfway between those two numbers (this will happen if you have an even number of numbers in your set)
- For each set of numbers, you have to start by writing them in order from smallest to biggest (this counts as "showing your thinking")
- Remember to check your answers in the key at the back of your book!
- I've posted a YouTube video explaining Median and Mode (May 19)
Challenge
- Cloud Watching - PDF file is available in your OneNote.
May 7
Review
- New section of Mathletics has been opened for you - Integers.
- Delta Math
- Visually adding integers
- Circles (area and circumference)
- If you were unable to attend the Teams meeting on May 6, I have saved a recording of the meeting so you can watch it to learn how to use Delta Math. Some things to note:
- Watch when it says how many decimals your answer needs
- "Circumference (in terms of pi)" needs your answer format to be with pi, and not a decimal number. It's like when I didn't let you use calculators for this material and you wrote your answer to look like 10*pi
- If you were unable to attend the Teams meeting on May 6, I have saved a recording of the meeting so you can watch it to learn how to use Delta Math. Some things to note:
New Material
- Section 5.4: Applications of Independent Events, pages 58-59, Questions 2 - 4 (you can do #1 if you'd like)
- Section 5.5: Conduct Probability Experiments, pages 60-61, Questions 1-4, 6
- When you flipped a coin 100 times, you conducted an experiment
- Since there's two sides of a coin, and theoretically it's just as likely to get one side or the other, the theoretical probability is 1/2 or 50:50; in theory, your experimental results should be 50 heads and 50 tails
- When you actually perform the experiment, you may have found that you got heads 43 times and tails 57 times. This means your experimental probability for getting heads is 43/100, and 57/100 for tails. The experimental probability is you reporting the exact results that are there.
- When you flipped a coin 100 times, you conducted an experiment
- Link It Together, page 62
- Vocabulary Link, page 63
- You may want to do the Vocabulary Link before 5.5
- Remember to check your answers in the key at the back of your book!
Challenge
- Alien Invasion! PDF file is available in your OneNote.
April 24
Review
- New section of Mathletics has been opened for you - Decimals! I added some videos about how to divide decimal numbers as well, if you're still working on this as your new stuff.
- Check out my YouTube links above, there's a few videos related to decimals and the review from last week's Mathletics.
New Material
- Section 5.3: Probabilities of Simple Independent Events, pages 56-57, Questions 1, 3, 4, 5, 6, and 7.
- Last week I had you sketching and doodling to understand probabilities and outcomes - it's really important to have different ways of representing probabilities to help you think through all of the options! This now combines your doodling skills with the material from 5.1.
- See my Intro to 5.2 video for a reminder of what independent events are
- Problem Solving - "Token Take Out" in Mathletics
- Investigate a game to see if it's "fair", meaning is it equally likely for both players to win
- Play the game with members of your family, and explain to them why it is or isn't a fair game
- Investigate a game to see if it's "fair", meaning is it equally likely for both players to win
Challenge
- Problem solving task from New Material in Mathletics
- Continue with challenge materials from April 13
April 17
(Mondays seem to be extra slow with the internet, I'm guessing everyone is uploading new things for the week, so I'm moving my updates to Fridays)
Review
- Continue with review topic from April 13. If you want access to additional topics in Mathletics, email me.
- Don't forget that this topic is what I had already assigned you to do in March, to measure circles around your home!
New Material:
- I made a video for this! Intro to 5.2
- Area model activity from this video - feel free to use whatever coloured candy you have!
- Challenge - What's the sample space if you have 2 cups, each with 4 candies? 5 candies?? 6 candies???
- Section 5.2 – Organized Outcomes; Practice and Homework Book pages 55-55, attempt all questions
- Play "Four Corners" some more!
- Did you know that flipping a coin may not be exactly 50/50 odds???
Challenge
- Continue with challenge materials from April 13
April 13
Review
- Mathletics Activities - Space & Shape - Shapes section reviewing circles, triangles, and parallelograms (first 10 activities except for quadrilaterals fit with what we’ve done, but you do not have to complete all of them - see image below)
Things to notice when doing review:
- Do I know when to use radius and diameter? What's the difference between them?
- Am I using the right formula? Do I mix them up?
- Do I have the formulas memorized, or do I need to have them written down somewhere?
New Material:
- Coin Toss Activity
- Flip a coin 100 times; record the outcomes.
- Out of 100, how many times did you get heads? Express as a reduced fraction, and as a percent.
- Out of 100, how many times did you get tails? Express as a reduced fraction, and as a percent.
- What do you expect the number for each outcome to be?
- Put three differently coloured identical items in a bowl or bag so you can't see them (candies, lego blocks, three pieces of paper labeled A, B, C, etc.). Flip a coin, and pick an item out of the bag. Record your outcome. Put the item back in the bag. Repeat for 100 trials.
- Flip a coin 100 times; record the outcomes.
- Play "Four Corners" using a deck of cards like we did in class with your family at home.
- Section 5.1 – Probability; Practice and Homework Book pages 52-53, attempt all questions– This is a ‘warm up’ to new material!
Challenge:
- Gauss Grade 7 Math Competition (1998) (no, you don’t have to do it within an hour!)
- Earth Circumference
March 16 - April 10
- Measure the circumference and diameter of FIVE circles in your house (clock face, dinner plate, guitar hole, whatever!). Calculate their area.
- Assignments from MathLinks 7 Practice and Homework Book
2.1 Add and Subtract Decimal Numbers (pages 16-17) Questions 1-5 (“front end” and “relative size estimation” won’t be words to use for the matching) and 8-14
2.2 Multiply Decimal Numbers (pages 18-19) Questions 1-9
2.3 Divide Decimal Numbers (pages 20-21) Questions 1-10
2.4 Order of Operations and Decimal Numbers (pages 21-22) Questions 1-5, 7-8 (Regular BDMAS rules apply; Skip Question 6; for question 2 use repeated trials to figure out where to put one set of brackets around 2 OR 3 numbers to get the largest answer)
Link It Together – page 24
- Decimal division booklet
- Fractions and Decimals booklet