MATH 802 (2023-24) Assignments
Assignment Calendar
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Activist Project
Goal: Your task is to show how we can represent data to drive better decisions for communities.
Role: Activist
Audience: Government agencies that provide financial support
Situation: Your task is to make people aware of a local or global issue you want to change. You will research the local or global issue and then form questions about the data. You will represent the data about the communities using different comparisons. You will then use the data to drive decisions about the communities. Students will create a program or a product and explain how that will drive better decisions for their global issue in the community.
Product: Students will create a letter, a Powerpoint presentation, pamphlet, tri-fold board explaining their program or product that will address their selected issue.
Standards: 8.EE.1, 8.EE.3, 8.EE.4, 8.SP.1
Relationship between summative assessment task(s) and statement of inquiry:
During the summative task, students will be representing data in different ways by performing different mathematical operations on the data they found about their global or local issue in the community. Students will then use the information they discovered from doing their operations to make an informed decision about what product will best help solve this issue.
Student Friendly Version:
You are an activist for a local agency that supports local and global issues worldwide. Your boss asked you to research a local or global issue that has negatively impacted people, places, or things. You must investigate at least three of the following questions by using different mathematical operations in scientific notation:
What is the total…(example: What is the total amount of carbon dioxide emissions in 2019 and 2020)
What is the difference between … and … (example: What is the difference between the amount of carbon dioxide emissions in 2019 and 2020?
How many times more …. Than….? (How many times more carbon dioxide emissions are there in 2020 than in 2019?)
How much more…( How much more carbon dioxide emissions were there in 2020 than in 2019?)
Or come up with your own question that relates back to the data you researched.
After you analyze your data by asking and answering your questions, you must then come up with a program or product that will help solve your issue and present it to the government agency by creating a PowerPoint, pamphlet, or tri-fold board. This will then be evaluated in order to receive funding for your local agency.
The Product must include:
-What is the program?
-Who is the target audience?
-What are the goals for your program?
-What decision-making will you do using the data so that your product positively impacts the community?
The format will follow the formative quizzes throughout the unit, with a mixture of multiple choice and open-ended, organized by increasing difficulty, including problems familiar to those we explore in class and unfamiliar situations that require the new skills in new contexts.
Role: Activist
Audience: Government agencies that provide financial support
Situation: Your task is to make people aware of a local or global issue you want to change. You will research the local or global issue and then form questions about the data. You will represent the data about the communities using different comparisons. You will then use the data to drive decisions about the communities. Students will create a program or a product and explain how that will drive better decisions for their global issue in the community.
Product: Students will create a letter, a Powerpoint presentation, pamphlet, tri-fold board explaining their program or product that will address their selected issue.
Standards: 8.EE.1, 8.EE.3, 8.EE.4, 8.SP.1
Relationship between summative assessment task(s) and statement of inquiry:
During the summative task, students will be representing data in different ways by performing different mathematical operations on the data they found about their global or local issue in the community. Students will then use the information they discovered from doing their operations to make an informed decision about what product will best help solve this issue.
Student Friendly Version:
You are an activist for a local agency that supports local and global issues worldwide. Your boss asked you to research a local or global issue that has negatively impacted people, places, or things. You must investigate at least three of the following questions by using different mathematical operations in scientific notation:
What is the total…(example: What is the total amount of carbon dioxide emissions in 2019 and 2020)
What is the difference between … and … (example: What is the difference between the amount of carbon dioxide emissions in 2019 and 2020?
How many times more …. Than….? (How many times more carbon dioxide emissions are there in 2020 than in 2019?)
How much more…( How much more carbon dioxide emissions were there in 2020 than in 2019?)
Or come up with your own question that relates back to the data you researched.
After you analyze your data by asking and answering your questions, you must then come up with a program or product that will help solve your issue and present it to the government agency by creating a PowerPoint, pamphlet, or tri-fold board. This will then be evaluated in order to receive funding for your local agency.
The Product must include:
-What is the program?
-Who is the target audience?
-What are the goals for your program?
-What decision-making will you do using the data so that your product positively impacts the community?
The format will follow the formative quizzes throughout the unit, with a mixture of multiple choice and open-ended, organized by increasing difficulty, including problems familiar to those we explore in class and unfamiliar situations that require the new skills in new contexts.
Due:
Angles and Equations of Linear Functions
Due:
Volume Review (7 questions) (HOMEWORK)
Complete the set of questions first, then confirm your answers with the attached solutions. This assignment is NOT intended for you to show that you got everything correct, but rather an opportunity for you to assess yourself if you understand how to work problems related with volume (and area). If there is a problem that you do NOT understand, even after seeing the solution, please WRITE IT DOWN so that we may review in class, and probably upload a video on this particular problem. Reach out via email (or text) if you have further questions/comments.
Due:
Practice Test #10 ( Questions 1 - 12) Plus Question
Due:
Unit 1 - Review of Exponents and Scientific Notation
Complete the set of questions designed to review unit 1 during the winter break. Reach out to Mr Hernandez or Mr Moreen for assistance completing this task.
Due:
February 13 - Asynchronous Day Assignment
Instructions for Asynchronous Day (February 13)
Mr Hernandez ZOOM Link - Use the link below to meet with me one on one for assistance completing the assignment
https://zoom.us/j/92367962606?pwd=NW4rQWM2ZnBCdkFla1U2ajB6ZjVHZz09
Use the link attached to sign into IXL to complete the following TWO skills
1. 8th (BB.2) -- Identify functions: graphs
2. 8th (BB.1) -- Identify functions
Complete the TWO skills above.
a. You must reach a score of 80 or above to receive a passing score.
b. Any score below 80 will receive a 65.
c. Students that do not attempt the skills will receive a 0.
(Also, make sure you use the time to continue working on your Zearn Lessons. By the end of tomorrow, you should be on Lesson 5 on ZEARN).
Mr Hernandez ZOOM Link - Use the link below to meet with me one on one for assistance completing the assignment
https://zoom.us/j/92367962606?pwd=NW4rQWM2ZnBCdkFla1U2ajB6ZjVHZz09
Use the link attached to sign into IXL to complete the following TWO skills
1. 8th (BB.2) -- Identify functions: graphs
2. 8th (BB.1) -- Identify functions
Complete the TWO skills above.
a. You must reach a score of 80 or above to receive a passing score.
b. Any score below 80 will receive a 65.
c. Students that do not attempt the skills will receive a 0.
(Also, make sure you use the time to continue working on your Zearn Lessons. By the end of tomorrow, you should be on Lesson 5 on ZEARN).
Due:
Unit 2 Quiz 1
Students have 3 attempts to take the Quiz--Any students with more than 3 attempts will get a 0.
Due:
Unit 2 - Quiz 1: Equations with Rational Coefficients and Distributive Property
Complete the first quiz of Unit 2. The quiz is 15 questions, with 5 questions being at the advance level. 10 questions correct will signify 100 for this quiz. Anything above 10 will be allocated as extra credit.
The quiz has been assigned on IXL, and you may find it in the "MY IXL" tab.
The quiz has been assigned on IXL, and you may find it in the "MY IXL" tab.
Due:
Unit 2 Exit Ticket
Due:
Unit 2 Worksheet 3
Due:
Unit 2 Worksheet # 2
Due:
Unit 2 Worksheet 1
Due:
Unit 2 - Solving and Constructing Equations (Pre Assessment)
Complete the following Assessment. It is a preview of questions that we will discuss throughout Unit 2. Graded will be given for completion, NOT for accuracy..
Due:
Evaluate and Write Expressions
Complete the following assignment
Due:
Unit 1 Exam
Due:
Quiz 2- Exponents and Scientific Notation
Students will receive 1 point for the correct answer and an additional point for showing their work.
Due:
Lesson 8 - Negative Exponents in Denominator
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
Lesson 7 - Negative Exponents
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
Lesson 6 - Zero Exponent
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
Lesson 5 - Multiplication of Different Base, Same Exponent
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
Lesson 4 - Power of Powers
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
802 Exponent Review
N.Y. 8.EE 1
Due:
Lesson 3 - Division of Powers
Complete all sections of the lesson on the workbook. Each of the following components of the lesson must be completed to receive a perfect score.
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
a. Lesson objective is written in space provided.
b. Think and Answer
c. Guided Practice/Mini Lesson
d. Independent Practice/ Investigation(s)
e. Exit Ticket (if provided)
f. Homework for the lesson (already included in the workbook)
Due:
IXL BEGINNING OF THE YEAR DIAGNOSTIC
USE THE FOLLOWING LINK TO LOG IN TO IXL TO COMPLETE YOUR MATH DIAGNOSTIC.
www.ixl.com/signin/ms594
When completed, click to view your performance level. Use the information to complete the task attached. If you do not complete the assessment this period (8th period), you will be asked to stay to complete it after class.
www.ixl.com/signin/ms594
When completed, click to view your performance level. Use the information to complete the task attached. If you do not complete the assessment this period (8th period), you will be asked to stay to complete it after class.
Due:
Unit 1 Quiz 1 - Operations in Exponential Notation
Unit 1 Quiz 1 - Attached with instructions.