Thursday, October 29th

Sixth Grade

Lesson 36 - Subtracting fractions from whole numbers. To do these, you will need to borrow one from the whole number and write a fraction that is equal to one. Use the same denominator as the bottom fraction. So, if you needed to subtract 5 - 1 2/3, you would cross out the 5 and make it 4, then write 3/3 next to it, since 3/3 equals one and has the same denominator as 2/3. Then subtract. You would get 3 1/3.

Seventh Grade

Spelling - The test over Unit 11 is tomorrow! The unit is also due so make sure it is finished.

Grammar - Write a paragraph following the format we discussed today answering the question, "What is your favorite holiday?" I will be grading on whether or not you follow these steps:

1. Write a topic sentence by restating the question as an answer.
2. Write 2-3 sentences with supporting information. DETAILS, PLEASE! If these sentences are general, you will not get full credit. Use transition words if needed.
3. Write a closing sentence that restates the first sentence or wraps up the paragraph!

Math - Graphing Inequalities. Each student should have written down the 10 inequalities from the board. Graph each of these on a number line. Remember, if it is greater than or equal to, or less than or equal to, then the circle will be filled in. If it is just greater than or less than, the circle will be open. You can tell if it is also "equal to" if the symbol includes the little line under it.

Eighth Grade

The class took a test today over radicals. There will be no class tomorrow because we are dismissing early for the carnival!

See you tomorrow!
Mrs. Swickey

Thursday, October 28th

Sixth Grade

Today, the class took a test. There is no homework!

Seventh Grade

Spelling - Vocabulary Connections pages.

Vocabulary - There is a test tomorrow! Be sure you are studying the words and the idioms for Unit 5.

Literature - Read the rest of Chapter 7 from Treasure Island and Chapter 8. Write the vocabulary words from Parts I & II on index cards. This will be a grade, so don't forget!

Grammar - pp. 319-320. Exercise C and DWS. Be sure you are following the directions for both parts! If you aren't sure how to do something in the DWS, look back in the chapter for an explanation.

Math - Lesson 3-2. #2-14 ALL. #16-32 Evens.

On the first page, you are looking at the replacement set and testing to see which numbers in that set fit into the given inequality. Here are a few examples:

Inequality Replacement Set Solution Set
y>4 R={0,2,4,6...} S={6,8,10...}

In the above example, you are supposed to determine which numbers from the replacement set would make the inequality a true statement. Because 0, 2, and 4 are not GREATER THAN 4, none are part of the solution. The three dots (an ellipses) means that the pattern continues the same - which is counting by 2's. Because of that, the numbers that would make the inequality true are all even numbers from 6 and up. So, you write three numbers to establish the pattern and then the ellipses. Your answer would be the solution set - what I have bolded.

Inequality Replacement Set Solution Set
x≤ -3 R={-5,-4,-3,-2,-1} S={-5,-4,-3}

In the above example, the replacement set does not contain an ellipses so it is ONLY the numbers in the brackets. Since the only numbers that are less than OR equal to -3 are -5,-4, and -3, those are the only numbers in the solution set.

If there are NO numbers in the replacement set that would work in the inequality, it is called the "empty set". You can write it as a zero with a line through it, or draw brackets with nothing inside. This is something I skipped over today. If it still doesn't make sense, don't worry! I will go over it tomorrow before we grade.

Number Lines:

Given the number line above, if you are asked to write an inequality of the graph, first look at the number where the arrow starts. Because the circle is filled in, then you know that it will be an "or equal to problem". Because the arrow goes to the right, this represents all the numbers greater than 1. So you show the inequality by writing a variable, which stands for "all the numbers that are" and then the inequality sign, and then the number that the arrow starts at. So what you have is "all the numbers that are greater than or equal to one".

y ≥ 1


If you have to draw a number line from a graph, you would do the following:

y < -2

Since you are going to graph "all the numbers that are less than negative 2" you would start by drawing the number line and numbering the tick marks. Then, draw an OPEN circle at negative 2. You do this because you are graphing all the numbers that are less than -2, so it doesn't include -2. Then, draw the arrow going to the left to show that you are graphing numbers LESS than -2. Your graph would look like this:

Eighth Grade

There is a test tomorrow over Radicals! Be sure you are reviewing the Test Review that I gave you today. Finish the last few problems at home.

See you tomorrow!
Mrs. Swickey

Monday, Oct. 26th

Sixth Grade

Lesson 35. Writing fractions as decimals and writing decimal numbers in words. Remember, if you can say the decimal number, properly, you can write is as a fraction and you can put it into words. For example: 0.03 is read as "three hundredths". To write that as a fraction, you would just put a 3 in the numerator and 100 in the denominator. To write it in words, it is just written how you say it. Remember, you do NOT say "point" for the decimal point. For example: 3.025 is read as "three AND twenty-five thousandths". The "AND" is the decimal point and you must write it when you write a decimal in words (if there is a number other than zero before the decimal point). Tomorrow, there will be a test review with the test on Wednesday!

Seventh Grade

Don't forget to bring your shoeboxes tomorrow! If you don't have it, you will get a zero for the assignment. We will be making our treasure boxes tomorrow and will start collecting "guineas". After we've taken the test over "Treasure Island" everyone who has the correct number of guineas will get to participate in a treasure hunt! It will be great fun and afterwards, we will have a party where you can buy pop and snacks with your guineas.

Literature - Read the rest of chapter 7 of Treasure Island tonight!

Spelling - First two pages of unit 11.

Math - Today, we discussed and reviewed mistakes from the test over Chapter 2. The class will be taking a makeup test tomorrow and I will average the two scores as the test grade. If a student makes a lower grade tomorrow, the first test will stand as is.

Eighth Grade

Adding Radicals and Simplifying before Adding Radicals - worksheets

Examples:

In the above example, you can only combine the first two terms together because the radicals are the same. So, to combine them, you add 4 + 8 = 12 and keep the square root of 3 the same. You can also combine the second two terms together. Remember to keep the sign in front of the radical: -2 + 5 = 3 and the square root stays "square root of 2".

In the above example, you first have to start with simplifying the radicals by finding the prime factorization. Since 48 = 2x2x2x2x3, you can pull out two 2's because there are two pairs of two and multiply them by the 3 that is already on the outside: 2x2x3 = 12. That leaves you with just 3 still inside the square root sign. 75 = 3x5x5 so you can pull out one five and multiply it by 10 to get 50 with the three still left inside. The final step (which isn't shown) would be to add 12 and 50 because the are both "to the square root of 3" so they are "like terms". You would have 62 to the square root of 3.

See you tomorrow!
Mrs. Swickey

Thursday, October 22nd

ALL CLASSES - I will be starting math help on Monday. It will be every Monday from 3:15-4:00. All students from 6th, 7th, and 8th grade are welcome to come to get extra help on the math lessons. It is time to work on the homework while I am there to answer any questions. Students who attend, need to come ready to work as well as ready to ask questions about things they don't understand. Math help will be held in the 7th grade room.

Sixth Grade

The class spent the day at Mount St. Mary's and didn't return until close to 1:00. We had enough time to go over questions from the lesson and grade it. No homework!

Seventh Grade

Spelling - Unit 10 is due tomorrow! The test will also be tomorrow. Be sure you are studying!

Literature - Read chapter 5 of Treasure Island tonight. Bring a shoebox on Monday! It can be a cardboard shoebox or one of those cheap plastic ones from the dollar store.

Grammar - pp. 315-318, Exercises A & B. WRITE THE SENTENCES!

Math - The class took a test today so there is NO Homework!

Eighth Grade

There will be a test next week over the following:

1. Finding the distance between two points on a coordinate plane, using the Pythagorean Theorem.
2. Simplifying radicals without rounding.
3. Pythagorean Theorem - finding the length of a missing side and determining whether given measurements are the sides of a right triangle.

Today, the homework is a worksheet with practice problems for #2 and #3 from above.

See you tomorrow!
Mrs. Swickey

Tuesday, October 20th

Sixth Grade

Lesson 32 - Expanded Notation and Elapsed Time. For expanded notation, remember to write each number in parenthesis multiplied by it's place value. For example, 3,503 would be (3x1,000) + (5x100) + (3x1). That's it! Since there is a zero in the tens place, you don't have a parenthesis for that place.

For elapsed time, if you are asked to find how long it has been from one time to another, you will subtract that earlier time from the later time. (Put the later time on top and subtract. If you have to borrow from the hour, remember to add 60 to the minutes since 1 hour = 60 minutes.) If you are asked to decide what time it is after so many hours and minutes, you are adding to the starting time. When you add, remember that if your minutes are more than 60, you have to take away 60 minutes and add ONE hour to the hours column. Then, make sure the hours is written properly. If your number is greater than 12, subtract 12 from it and change the a.m. to p.m. or p.m. to a.m.

Seventh Grade

Spelling - 2nd two pages.

Vocabulary - Remember, the unit is due next Tuesday with the cards due on Monday.

Literature - Today, we began discussing "Treasure Island". We read through a list of nautical terms and I gave the class a list of 7 vocabulary words to define. Then, we started reading chapter 1. For homework, define the words and read the rest of chapter 1 and chapter 2.

Math - We spent the class time today working on the math practice test. We will continue to review tomorrow and the test over chapter 2 will be on Thursday.

8th Grade

Lesson 2-9

Pythagorean Theorem. Remember, this works for all RIGHT triangles. a and b are the "legs" of the right triangle - the two sides that form the right angle. c is the hypotenuse - the side that is the diagonal and is opposite the right angle.

On the front side, you are given values for two of the three letters. You are supposed to find the third letter. If you are given the values for a and b, just square them both, add that together, and then find the square root of that number. Remember, I do NOT want rounded answers! If it is not a perfect square, then simplify it as much as possible.

Here are a few examples:

If a = 3, b = 6, and c = ?, you would plug in the 3 and 6 and square both of them. Add that together to get 45. Now, find the square root of both sides which leaves you with just c on the right side. Since 45 isn't a perfect square, you have to write it as a product of prime factors. (use the factor tree) Now, since there are two 3's, you can cross them off and put ONE 3 on the outside of the square root sign. Since the 5 is by itself, it has to stay inside. That's the answer!

Most of the time, your answer will be a perfect square though. So after adding, if you have 36, then the answer would be 6.

My blogging program won't let me upload another picture! If you are missing a or b, you will still plug in the numbers you do know. After squaring the numbers, subtract the number on the left side from the number on the right. (You will always subtract the number that you plugged in for a or b from the number that you plugged in for c after you've squared them both.) Then, you find the square root of that number.

To find out if three numbers for a pythagorean triple or are the lengths of the sides of a right triangle, try to do the pythagorean theorem with them. If it works out then the answer is YES. If it doesn't work out, then the answer is NO. You will be given all three values for a, b, and c. Square all three and add the square of a and b, if that equals the square of c, then it's yes!

For the word problems, remember to draw a picture. Once you've done that, you should be able to tell which measurement represents the diagonal. That is always the "c" in the theorem. If you don't know the diagonal, then you know the two legs, a and b.

See you tomorrow!
Mrs. Swickey

Monday, Oct. 19th

Sixth Grade

Lesson 31 - Area of a rectangle. Remember, to find the area you just multiply length times width! The answer will be in whatever the measurement is SQUARED. So if it is cm, write sq. cm.

Seventh Grade

Today, the class took the pretest for Spelling. Do the first two pages tonight. In Vocabulary, we discussed the words for Unit 5 and for homework, write 10 sentences using 10 of the words.

I want to thank Mrs. Brandon for volunteering and staying with the class while I attended the funeral of Mr. Sine's dad. I appreciate it so much! And thank you, class, for being so good while I was gone. I know you enjoyed the movie!

Eighth Grade

Lesson 2-7 #2-34 ALL and #37-42 ALL.

For the first section, remember the real numbers diagram I drew on the board (and that you should have in your notes!).


On the Rational Number side, remember Natural numbers are just the counting numbers - starting at 1, so 1, 2, 3, 4, etc. Whole numbers are ALL the natural numbers PLUS the number zero. Integers are ALL the whole numbers and also their OPPOSITES. For fractions and decimals that terminate or repeat, they are just rational, but don't fit inside any of the other ovals on the right side of the diagram. Make sure you are writing ALL the possibilities for the first section, not just one possibility.

For ordering from least to greatest, it would be helpful to write the numbers rounded to the nearest hundredth. You can look up any of the square roots in your table at the back of your book, or just use a calculator. Then order them. Just be sure to write the order using the original numbers given.

For finding the distance between two numbers, you are just finding the difference. So, subtract the two numbers. It doesn't matter which one is first, so long as you are subtracting. You will not be using a negative sign on any of these because to find the DISTANCE between two numbers, it is always positive. It's like asking, "How far apart are these two numbers on the number line?" They can't be a negative number apart. If the number is irrational, just round it to the nearest hundredth before subtracting. For fractions, you can use a common denominator and subtract. If one number is positive and the other number is negative, you actually end up ADDING the numbers to find the distance. Again, think about how far apart they'd be on the number line. That will help.

To find the midpoint between two numbers, you are finding the AVERAGE of the two numbers. This will give you the number that is exactly in the middle. To find the average, add the two numbers and divide by TWO. If you have one fraction and one decimal, change the fraction to a decimal first, then add and divide by two. If there are two fractions, just use common denominator, add and divide by two. (remembering when you divide in fractions, you multiply by the reciprocal - in this case, the reciprocal would be 1/2.)

For the Critical Thinking questions, use the diagram above or what you drew in class. THINK about the question! Remember, not all integers are whole numbers because the integer oval is not entirely inside the whole number oval.

See you tomorrow!
Mrs. Swickey

Tuesday, October 13th

Sixth Grade

Lesson 30 - Least Common Multiples and Reciprocals. Remember, a multiple is when you take the number and multiply. For example, the multiples of 20 are 20, 40, 60, 80, etc. So, to find the least common multiple of two numbers, you would need to think about the first number that they both GO INTO. So, if you wanted to do the LCM of 20 and 15, you would also need to list the multiples of 15 until you found a number that was also on the 20 list. 15 - 15, 30, 45, 60....Since 60 is the first number on both lists, it is the LCM.

For reciprocals, remember, all you have to do is just flip the number over. That's it! So, the reciprocal of the fraction 2/3 is just 3/2. The reciprocal of the whole number 5 is just 1/5. (think that you write 5 as a fraction as 5/1, then do the reciprocal). If it is asking you to find what would multiply by a number to equal 1, you are just finding the reciprocal. If it is asking how many of a fraction is in 1, again, you are just finding the reciprocal.

Seventh Grade

Spelling Unit 9 - 2nd two pages. You will NOT have the Vocabulary Connections pages this week since it is a short week. The test is Thursday!

Vocabulary Unit 4 - The unit is now due tomorrow because "someone" wrote that on the board and confused some people!

Literature - Questions for the story, "The Luckiest Time of All". They are: TAS, #1-5, CT&R #1-4, and AL #1-2.

Math - Lesson 2-9, #2-24 All. To solve the problems with formulas, be sure to write down the formula you are supposed to use first EVERY TIME! Then, you will plug in the values you are given and solve the equation. You may have to solve it using two-steps, like what we've done the past few days, or you may just have to multiply. Here are a few examples:
In the above example, you plug in the 40 for the V, the 5 for the l, and the 4 for the h. Then, you multiply the 5 and the 4 to make 20w. Divide both sides by 20 to get the answer.

In this problem, you are asked to find the length. (The L looks kind of like the number one, but just know that's an L. You should write it in cursive to really be able to tell.)
You plug in the values you know. So, for the P, you put 70 and for the w, you put 10. Since 2w means 2 times w, you multiply 2 times 10. Then, you have a two-step equation. Eliminate the constant term first - subtract 20 from both sides. Then, you divide by 2 on both sides to solve. Don't forget to write the answer with dimensions!

Eighth Grade

Today, the class began working on the Practice Test for chapter 2. We aren't finished with chapter 2, but I am going to give a test over the material from Lessons 2-1 through 2-6. The problems on the practice test are: #1-19, 40-43, and #48.

See you tomorrow!

Mrs. Swickey

Monday, Oct. 12th

I'm sorry this is so late. I stayed for a conference at school this evening.

Sixth Grade

Lesson 29. Multiplying and reducing fractions. When you multiply two fractions, you just multiply the numerators together and then multiply the denominators together. Then, check to see if the numerator and the denominator have a common factor (or if there is a number that will go into both of them). If there is, then divide both parts of the fraction by that number to make a reduced fraction. For example:


First, you multiply 3x8 and 4x9. Then, because 24 and 36 can both be divided by 12, do that and you end up with the reduced fraction 2/3.

If you have a whole number multiplied by a fraction, remember to put the whole number over 1 and then multiply.

Seventh Grade

Vocabulary - Unit 4 is due tomorrow! Don't forget to finish the unit.

Spelling - First two pages of Unit 9.

Grammar - Today, we began discussing a new writing assignment. The class will begin writing the paragraph tomorrow. Don't forget to pick your object to write about!

Math - Lesson 2-8. Two-step equations. I will give several examples:

First, eliminate the constant term that is on the same side as the variable. Remember, the constant term is the one that is NOT stuck to the variable. In the above example, the constant is the 10. Subtract 10 from both sides. Then you have the equation 3x=21. Divide each side by 3 and you get x=7.

Here is another example:


Here, you again eliminate the constant term, 21, by subtracting it from both sides. Then, you have to divide by -4 on both sides to get the answer -4.

Another example with fractions:

Here, you would still eliminate the costant term first. Then, multiply by the denominator on both sides to eliminate what the variable is being divided by. That's it!

To solve the ones with the variable in the denominator, just multiply both sides by the variable. This will eliminate the variable from being in the denominator and move it over to be multiplied by the number on the other side. Then, it's a regular equation.

#2-18 ALL.

8th Grade

Lesson 2-8, #2-44 EVENS.


If you are supposed to simplify the square root of 250, start by finding the prime factorization of 250. This is: 2x5x5x5. Write it like this:

Then, for every PAIR of numbers, cross them off and put ONE of that number on the outside of the square root sign. What is left inside gets multiplied together, but stays inside.




If what is inside the square root sign is a fraction, just find the square root of the numerator, then find the square root of the denominator. They will only give you denominators that are perfect squares, so you will have rational numbers in the denominator. The numerator might look like the above problem.

See you tomorrow!

Mrs. Swickey

Thursday, October 8

Sixth Grade

Today, we began working on Investigation 1. There is no homework tonight! The class broke into groups and we will be surveying other classes tomorrow on various topics. Then, each group will make a histogram and frequency table of the information.

Seventh Grade

This morning, the class finished up the last ITBS test. They have worked very hard this week!

Literature - We read the story, "The Sneaker Crisis" by Shirley Jackson today and the assignment is to answer the following questions:

• Thinking About the Selection #1-8
• Analyzing Literature #1-3
• Critical Thinking and Reading #1-2

In math, we discussed some assignments from last week, when I was absent. There were two worksheets and a lesson from the textbook. I answered many questions about the fractions worksheets and tomorrow, all three assignments are due. Most of the students had all or most of them done.

Don't forget that the spelling unit is due tomorrow! Also, the test is tomorrow, so be sure to study!

Eighth Grade

Lesson 2-6, #2-29 ALL and #32-42 evens.

On the first page, you are asked to determine whether a number is rational or irrational. Remember, a rational number can be written as a fraction. If it is a decimal, it needs to be either a terminating decimal or a repeating decimal. If you can simplify the expression and get rid of the square root sign, it is rational. So, if you have the square root of 25 - that is a rational number because it equals 5!

Irrational numbers are any square roots that aren't perfect roots. So, using the square root tables, you can look up the number under the square root sign to see if it is a perfect root. For example, the square root of 29 is 5.385, according to the table, but this is a rounding number, because the square root of 29 is not a whole number...so it is irrational! Also, any non-repeating, non-terminating decimals are irrational. If you had the following: 0.61611161111611111161111111....., that is NOT repeating the same numbers, so it is an irrational number.

For #27-32, use your calculator to find the square root rounded to the given place. For the square root of 29, what you would do is put the number 29 into your calculator and hit the square root button. It would give you 5.385..... If you were supposed to round it to the nearest hundredth, you would round it to 5.39. If there is a negative sign in front of the square root, just write the answer as a negative. If you have a square root over another number, such as the square root of 5 divided by 3, you would plug into your calculator the following: 5, square root button, divided by button, 3 = . You would get .74535.... If you needed to round it to the thousandth, that would be .745

For #36 -42, you are finding two numbers between any two given numbers. One rational number and one irrational number.

If both of the numbers are rational, such as #36, 40 & 42, to find the irrational number between them, you will need to think about what the numbers are square roots of. For example, to find an irrational number between 8 and 9, you would think that 8 is the square root of 64 and 9 is the square root of 81, so an irrational number between those would be the square root of 70. That is irrational since it is not a perfect square. Then, a rational number between 8 and 9, is any decimal between them, such as 8.5.

If both of the numbers are irrational, like #38, it's a little bit different. Say the two numbers were the negative square root of 35 and the negative square root of 45. Just name another irrational square root between them, such as the negative square root of 38. That's it! To find a rational number between them, think about what perfect square is between 35 and 45? Since 36 is a perfect square, the square root of 36 is a rational number. So you would put the number -6 as being the rational number between them.

I hope this is helpful!

See you tomorrow,
Mrs. Swickey

Wednesday, Oct. 7th

Sixth Grade

Lesson 28. Be sure to use your manipulatives! If the question is asking for 1/3 of 3/5's. Put 3 of your 1/5 pieces together. To find 1/3 of something you would divide it by 3, so to find 1/3 of 3/5's, divide your pieces into 3. That means 1/3 of 3/5 is just 1/5!

Seventh Grade

We continued working on ITBS tests today. There is just one test left, so we will be back to working on curriculum tomorrow! Don't forget to work on your Spelling unit and Vocabulary.

Eighth Grade

Lesson 2-4. Estimating square roots. Remember to use the square root tables at the back of your sourcebook. If you didn't take the sourcebook home, click on the link in yesterday's post. (just scroll back to look)

For the first section, you are finding the two integers that a square root is between. If you need to know what two integers the square root of 39 is between, think about what perfect squares are close to the number 39. 6x6=36 and 7x7=49, so the number 39 is between the two perfect squares of 36 and 49. That means that the square root of 39 is between the integers 6 and 7. Remember, an integer does not have a decimal. It is only the whole numbers and their opposites (negative numbers)

For the second section, you are estimating the square roots to the nearest TENTH (not hundredth). To do this, think about what two integers a square root is between - like what you were doing for the first section - then take a logical guess to the nearest tenth. To use the example from above, 39 is between 6 and 7, and since 39 is closer to 36 than to 49, a good guess might be 6.3. To test it, multiply 6.3 x 6.3 ( you cannot use a calculator - you MUST show the multiplication on your paper to do this part!). 6.3 x 6.3 = 39.69. That is just a little over 39. To test 6.2 x 6.2 to see if it is closer, multiply it too. That equals 38.44 which is closer by just a bit. So, the answer would be 6.2. (NOT 38.44)

On the back page, you continue doing the same thing as in the second section. Then, for the number line, you will also do the same thing, but then find the letter that is closest to your estimate. So, if there was a letter a little to the right of the 6 on the number line, then that is what you'd put for the square root of 39.

For the last section. you are estimating to the nearest HUNDREDTH (following the directions) using a calculator. To do this, first look at the problem. Are either one of the square roots to be multiplied a perfect square? If so, simplify it. For example, if you were to multply the following:

Since 49 is a perfect square, you would put into your calculator in this order - 35, square root sign, x 7 =. That would give you the answer. Round it to the nearest hundredth. You would get 41.41.

Don't forget to do ALL of the spiral review! The assignment is:

#2-36 evens and #40-44 ALL.

See you tomorrow!

Mrs. Swickey

p.s. Sorry this is later than usual. I got home late!

Tuesday, October 6th

Sixth Grade

The class took a test today and started the next lesson. Lesson 27 will be due tomorrow. Be sure to use your fraction pieces!

Seventh Grade

We continued with ITBS testing this morning. Spelling Unit 8 is due on Friday. Also, in Vocabulary, we discussed some of the words. For homework, write 10 sentences using 10 of the words from the list. Cards will be due on Monday and the unit will be due on Tuesday.

Eighth Grade

Lesson 2-3 #2-50 Evens.

Did you take your sourcebook home to use the square root tables in the back? If you forgot, go to this site. There are squares and square roots up to 100.

The first section is squaring the numbers. Remember, to square a number, you simply multiply it by itself. So, if the problem was -1.5, you would multiply (-1.5)(-1.5) = 2.25 There is no negative square of any number! For the scientific notation problems, you will square the first number in the same manner just described, then square the power of 10 by multiplying the exponent by 2. Here is an example:
Above, the first thing you do is square 3.5 = 12.25, then square the power of 10 by multiplying -3 by 2 to get -6. The last step is to examine the answer to see if it is in scientific notation. Because 12.25 has two numbers before the decimal, it is NOT in scientific notation yet. Move the decimal point one place to the left and ADD 1 to the exponent. -6 + 1 = -5.

To find square roots, you can use the table in the back of the book or from the website above. To use the table for this problem:


To use the table, look down the list of square ROOTS. (It's the second column), until you get to 729. You can see that the number 27 is the square root of 729. Since the above problem is a decimal with four places after the decimal, to write the answer, move the decimal TWO places over (exactly half the number of decimal places under the square root sign.) So, the square root of .0729 is 0.27. The problem wanted the NEGATIVE root of 0.0729, so the answer would be -0.27. (Since the negative sign is on the outside of the radical, it is fine...just write it with your answer.)

To simplify a fraction, you just find the square root of both the numerator and the denominator. When simplifying an expression using order of operations, simplify radicals at the same time that you would simplify exponents.

See you tomorrow!

Mrs. Swickey

Monday, Oct. 5

Sixth Grade

Today, we worked through the test review for Test 4. The test will be tomorrow! No homework.

Seventh Grade

ITBS tests are this week and we spent most of the morning taking some of the tests. Homework will be minimal, but the class will still have Spelling and Vocabulary. Spelling unit 8 is due on Friday. Tomorrow, we will discuss the new vocabulary words. The unit isn't due until next Wednesday.

Remember to get plenty of sleep and eat breakfast! Bring a healthy snack too. Your brain needs energy to do well on the tests!

Eighth Grade

Lesson 2-2 #26-44 ALL.

Dividing scientific notation.

To divide in scientific notation, first, divide the first numbers. You can use a calculator to do this. Then, to divide the powers of 10, subtract the top exponent minus the bottom exponent. Then, check to make sure that the answer is in scientific notation. For example:


The first step is to divide 3.5 by 7. That is 0.5.
Then, subtract the exponents: 5 - (-3) = 5 + (+3) = 8
Next, check to see if the answer is in scientific notation. Since there is only a zero before the decimal, you need to move the decimal one place to the right. Because you are moving to the right, you add a negative 1 to the exponent. So 8 + (-1) = 7.

See you tomorrow!
Mrs. Swickey

Friday, October 2nd

Sixth Grade

Lesson 26 - Dividing and writing the answers as mixed numbers. Sometimes a remainder doesn't make sense. For example, if you took a length of ribbon 17 inches long and cut it into 4 pieces, you have to divide to find how long each piece is. If you left it with a remainder, you would have 4 pieces with 1 inch leftover. The problem is, the piece of ribbon was cut into 4 equal pieces - with no remainder. So, you write the remainder as a fraction. Like so:

The answer is, each ribbon is 4 1/4 inches long.

Remember, if you are changing an improper fraction into a mixed number, lean to the right - drop the numerator into the division box, and divide the BOTTOM INTO THE TOP. Write what is leftover OVER the denominator.

Seventh Grade

Spelling - Spelling unit 7 was due and the class took the spelling test.

Vocabulary - Unit Review 1-3 was due and the class took the unit review test. Students could use their vocabulary cards on the test, but some didn't have their cards because they never did them, or they didn't have them alphabetized so they couldn't use them easily.

For the rest of our class time, we worked through more of the ITBS practice test.

Please be sure you are getting plenty of sleep each night and that you are EATING BREAKFAST! It helps your brain work better and you will do so much better on the tests. Snacks will NOT be provided this year so please bring something healthy to eat EACH day. String cheese, peanut butter and crackers, fruit, beef jerky - all of these are good choices. Please do not bring sugary snacks or chips.

8th Grade

Lesson 2-2. #2-24 ALL.

Multiplication with scientific notation.

To multiply in scientific notation, multiply the first numbers in each parentheses first. 4.5 x 3 = 13.5, then multiply the powers of ten next by adding the exponents.

Now, you inspect the answer. Is it in scientific notation? You can tell if it is, if the first number has ONLY one digit before the decimal. Because 13.5 has two digits before the decimal, the answer is not in proper scientific notation yet. You must move the decimal one place to the left. By doing this, you now ADD 1 to the exponent. Your final answer is:

Sometimes, you will have negative exponents. Follow the same procedures as above:
You would multiply 2.8 x 4.7 and get 13.16. Then, multiply the powers of 10. You will have:

Because there are two numbers before the decimal, you have to move the decimal one place to the left and ADD 1 to the exponent. Since -5 + 1 = -4, your answer is:

I was very pleased with how well everyone was doing on this assignment yesterday! You worked so well. Thank you!

See you on Monday. Have a good weekend!

Mrs. Swickey

Thursday - October 1st

First, I want to apologize to all students and parents who utilize my blog. I know my posts have not been consistent the past week. I have been sick and I've also been moving! Not a good combination. I appreciate your understanding. I will begin posting regularly again.

Sixth Grade

Yesterday, the class began working Lesson 25. I wasn't there to work through the new concept, so the students skipped the practice problems and a few problems on the lesson. Today, we discussed the lesson and worked some of the practice problems together. ALL of Lesson 25 (including the practice) is due tomorrow.

Seventh Grade

Spelling - The entire spelling unit is due tomorrow. Be sure you are studying for the test!

Vocabulary - The unit review for units 1-3 is due tomorrow. We will have the unit review test tomorrow as well. Be sure you have alphabetized your cards as you are able to use these on the test.

Literature - The class took a Selection Test over the story, "Last Cover".

The rest of class time was spent working through the practice ITBS test. We will finish up tomorrow. The tests are next week. Students need to get plenty of sleep and EAT BREAKFAST! Snacks will not be provided this year so please be sure to bring some healthy snacks to have during breaks. This will help you concentrate on the tests.

Eighth Grade

Lesson 2-1 #2-54 evens. Scientific Notation. Remember, the following rules:

When changing INTO scientific notation, if you move the decimal to the right, the exponent will be positive. When moving the decimal to the left, the exponent will be negative.

When changing from scientific notation to a standard number (a regular number), if the exponent is positive, you will move the decimal to the right. If the exponent is negative, you will move the decimal to the left.

When comparing two numbers written in scientific notation, simply compare the exponents of the power of 10. If the exponents are the same, then compare the numbers before the multiplication sign.

See you tomorrow!

Mrs. Swickey