1. Agenda Warm Up - 9/5/17 Grab 3 Sheets from PICK UP
EQ: Can I fluently add and subtract rational numbers? Do I remember how to multiply and divide integers?
Homework:
Summarize Notes
Skills HW due 9/8
6 weeks calendar
Test 9/15
Grab 3 Sheets from PICK UP
Begin working on the 3 problems on top.

2. Review Adding and Subtracting
RULES! – Let’s Review
WARM UP PROBLEMS

3. Coaching Activity Only one pencil per partnership.
If you don’t have the pencil, you must tell the person with the pencil exactly the steps to do to solve the problems.
If you are writing and do not agree you put down your pencil and explain what you think is correct.
Once you agree with one another then finish the problem.
Switch who is writing and who is coaching.
First person should do 1 & 3 and second person 2 & 4

4. Multiplying Integers Example 1: -9 x 14 = Example 2: 44 x 8 =
Rule 1: If my signs are the same my answer will always be positive.
Rule 2: If my signs are different my answer will always be negative.

5. Dividing Integers Example 1: -84 ÷ 7 = Example 2: 45 ÷ 9 =
Rule 1: If my signs are the same my answer will always be positive.
Rule 2: If my signs are different my answer will always be negative.

6. Agenda Warm Up - 9/6/17 Grab notes from PICK UP
EQ: Can I fluently multiply and divide decimals?
Homework:
Summarize Notes
Finish Practice Problems on Notes
Skills HW due 9/8
6 weeks calendar
Test 9/15
Grab notes from PICK UP
Fill in the top blanks!

7. Example 1: -9.65 X 3.2 = Example 2: 8.412 X 7.4 =
Multiplying Decimals
Example 1: X 3.2 =
Example 2: X 7.4 =
Example 3: X -9.1 =
Example 4:896.3 X =
The amount of numbers behind my answer should be the same total amount of numbers behind the decimals in my problem.
I do not need to add zeroes if there are empty spaces.

8. Practice
X -9.8 =
6.56 X =

9. Example 1: 6.72 ÷ 5.6 = Example 2: 3.3 ÷ -0.2 =
Dividing Decimals
Example 1: 6.72 ÷ 5.6 =
Example 2: 3.3 ÷ -0.2 =
Example 3: ÷ 2 =
Example 4: ÷ =
The amount of numbers behind my answer should be the same total amount of numbers behind the decimals in my problem.
I do not need to add zeroes if there are empty spaces.

10. Practice
÷ -14 =
÷ -1.3 =

11. Agenda Warm Up - 9/7/17 Grab notes from Pickup
EQ: Can I fluently multiply and divide fractions?
Homework:
Finish practice problems on notes
6 weeks calendar
Test 9/15
Grab notes from Pickup
TEST CORRECTIONS DUE TODAY

12. Multiplying Fractions
Example 1: ½ x ¾ =
Example 2: -2/3 x -5/8 =
Example 3: -9/15 x 12/17 =
Example 4: 1½ x -4/7 =
Multiply the numerator and denominator.
I must simplify my answer.
Change mixed number into an improper fraction before multiplying.

13. Practice
-7/9 x 3/62 =
-8 2/5 x 3/8 =

14. Example 1: -1 1/3 ÷ -5/8 = Example 2: 3/5 ÷ 10/17 =
Dividing Fractions
Example 1: -1 1/3 ÷ -5/8 =
Example 2: 3/5 ÷ 10/17 =
Example 3: -6 9/11 ÷ 3/7 =
Example 4: 8 ¾ ÷ -1/9 =
Multiply by the reciprocal. This means the first number doesn’t change, I change the division to multiplication and lastly I flip the last fraction; now I can multiply.
Simplify your answer

15. Practice
-4 ½ ÷ -14/15 =
1 1/8 ÷ -3/11 =

16. Agenda Warm Up - 9/8/17 Turn in skills HW
EQ: Can I fluently multiply and divide rational numbers?
Homework:
Organize math section in binder
6 weeks calendar
Test 9/15
Turn in skills HW

17. GrudgeBall
 Each team gets 10 "X's". (I had a class, years ago that like to do 10 UFOs or 10 cactii but we needed to put an end to that:) )
2. Split your class into 5 or 6 teams, depending on how fast you want the game to go.
3.  Each group gets a question.  If they get it right they automatically get to erase two X's from the board.  They can take it from one team or split it.  They can not commit suicide (take X's from themselves).
4.  Before they take off these X's, though, they have a chance to increase their ability to get the other teams to hate them.  They get to shoot the Nerf ball.  I set up two lines with masking tape.  One is a two point line while the other is a three pointer.
5.  If they shoot from the two point line and get it in, they can take four X's off the board.  If they go from the three point line, and make it in, they can take five off the board.  If they don't make it they still get to take the original two off the board.
I have solved some problems along the way.  When a team is knocked off I needed a way to keep them in the game.  These teams still take turns.  To get back on the board they need to get the question right and make the basket.  If they do this they can earn four or five X's back on the board (depending on from where they shoot).  This allows them to stay involved, take part in the review and not shut down. Kids will want to make alliances.  With really good natured classes I let this process naturally happen.  If I have an immature or meaner class, I try to stop this for fear of bullying.  Every year I inevitably get one kid that takes the "attacks" personally.  I just have to really reiterate that the object of the game is to knock everyone else off and people are going to get upset but that is okay ( hence the name GRUDGE ball).