GEOMETRY: JURASSIC PARK DRAGON FRACTAL

scroll towards bottom for 3 steps using Geometer's Sketchpad:

http://sierra.nmsu.edu/morandi/coursematerials/JurassicParkFractal.html

BYOD FYI

TCDSB allows and encourages BYOD, that is, bring your own device - be it a laptop, tablet, ipad, ipod, kobo reader, smartphone etc. to facilitate your school work only; you have permission from our school board to use these wi-fi electronic devices to assist you in completing any multi-media, literacy or numeracy assignment while in class - any misuse of these gadget for any other purpose other than school related tasks, will result in loss of priviledges.  Take advantage of this opportunity as we engage in more 21st century learning opportunities :)

SKYPE FYI

Tomorrow, following Italian, we will be skyping with Ms. D'Costa's gr.7 class from St. Maria Goretti.  For this skype session, we will introduce ourselves, showcase our classroom, talk about what we're learning, novels we've read and are currently reading and talk about how we can learn from each other in future skype sessions.  Before starting the session, we will talk about the proper online etiquette Ms. D'Costa and I expect from everyone.  Looking forward to this new experience!

Feb 19 FYI

• Transformational geometry corrections below 
• Continue working on The Breadwinner reading comprehension/vocabulary questions chp 1 to 9 from Feb 14 w/partner - due Friday (email as ms docx)
• Continue working on your math investigation and documenting the creative process on Prezi - due Friday.
• Read over Geometry Investigation in text pg.244-245 7.5 which you will be working on in a small group tomorrow.

Healthy Eating & Living Promo Videos

Great job, teamwork & creativity :)

Evan & Sergio's
http://www.youtube.com/watch?v=bW8swOmmEO8&feature=youtu.be

Feb 19 Math: Transformational Geometry Review + Corrections

Corrections:

Feb 14 Agenda

Feb. 14 Agenda - Happy Valentine's Day :)

Let's welcome back Mr. Marchetta and continue working with him in a cooperative and courteous manner throughout the day.  I will see you and your parents in the evening for interviews.

8.45-9.30 instrumental music

Recess: everyone please exit portable substitute on yard duty

French

10.25-11.35
Novel study: with 1 partner of your choice, begin working on the vocabulary/questions below from The Breadwinner; you are not expected to complete it all today, no worries.  Copy and paste into Word.  Use synonym(s) to define the vocabulary.  Short, concise answer in complete proper sentence for chapter question responses.

The Breadwinner

Section 1 (Chapter 1-3)

Section 1 Vocabulary

Chador                      Burqa                                nan

Taliban                      Toshak                      Hospitable

Looters                      veil                           Hawk(ed)

Shalwar Kameez         decree(d)                   land mine

Illiterate

Chapter 1

1.   What was Parvana’s old family home like? Describe it.

2.   Why did Parvana need to accompany her father to the market? Why does it have to be Parvana and not Nooria or their mother?

3.   What does Parvana’s father do to try and make money?

Chapter 2

1.   Why were there many artificial legs for sale at the market?

2.   Who was Hossain? Describe him in detail.

3.   Why did the Taliban come and take father away?

Chapter 3

1.   Why did the Taliban order all windows to be painted black? What was father’s reaction to this?

2.   State two ways in which the Taliban placed restrictions on the Afghans in this chapter.

3.   Describe how the Taliban treated Parvana and her mother at prison.

Section 2 (Chapter 4-6)

Section 2 Vocabulary

Preoccupied        Warily                basin                 pakul        

Sulk                  bold(ly)              brusque(ly)

Gingerly             eternity              gruff

Chapter 4

1.   Why did Parvana’s mother choose to stay inside since she had a burqa?

2.   Explain Parvana’s dream in this chapter.

3.   Why was mother not responding to her children’s needs by the end of chapter 4?

Chapter 5

1.   If you had to describe Mrs. Weera in good detail, what would you say her personality was like?

2.   What evidence do you have that Parvana is assertive? (can stand up to a Taliban soldier)

3.   How did Mother and Mrs. Weera meet?

Chapter 6

1.   What reason did Mother and Mrs. Weera give for turning Parvana into a boy? Do you think this was a good idea? Why or Why not?

2.   What discoveries does Parvana make the first time she goes out dressed as a boy?

3.   Why does Parvana have to look like a boy inside the house, when she is with her family?

Section 3 (Chapter 7-9)

Section 3 Vocabulary

Pashtu                       labyrinth                    Latrine

Embedded                  dawdling                    escort                               

Distinguish                  Karachi                      Kerosene

Raid(s)                       Smuggle

Chapter 7

1.   Who did Parvana have to pretend she was? What story would she have to make up if questioned?

2.   What surprises Parvana about the Talib soldier with the letter?

3.   Why does Parana sell her beloved shalwar kameez?

Chapter 8

1.   Describe Maryam’s reaction to being outside for the first time in a year and a half.

2.   The man whom Parvana thought was her father seemed like a nice man. What evidence is there of this?

Chapter 9

1.   Who was the ‘tea boy’? Describe her in good detail.

2.   Who do you think this ‘window woman’ is and why is she sending Parvana gifts?

3.   Why doesn’t Parvana tell Shauzia about the embroidered handkerchief?

Lunch 

Italian

1.05-1.50 Math transformational geometry: correct mid chapter review pg.247 1-4, 6, 8, 9 (translations, reflections, rotations)    

Recess

Everyone continue to work on stained glass math task assigned yesterday on blog until dismissal.

MATH ART INVESTIGATION FEB 13

Guiding question:

How can you combine your knowledge of math, art and design to help resolve a problem?

Learning goals:

• to build knowledge through investigation; to identify lines of symmetry in 2D figure; to compare units of measure; to apply area and perimeter formulas; to measure angles; to write an explanatory text; to use interactive multi-media tools;
• to design and create a geometric stained glass window for any school window;
• to take accurate measurements of window in centimetres, meters, inches and/or feet;
• to design a template (i.e. on Geometer's Sketchpad or PowerPoint or with compass/protractor/ruler) that contains two or more lines of symmetry;
• to calculate the measurements of each window section;
• to use protractors to measure the number of degrees contained in each angle formed by the intersecting lines of symmetry;
• calculate the total area of the window, and estimate the amount of  paper and tissue your window will require;
• to document the creative design process with photographs, and deliver a Prezi presentation that narrates your work using a combination of text, pictures and/or video.

Success Criteria:

• I can apply my prior knowledge and experience with geometric art tasks;
• I can identify the symmetrical elements of a geometric design;
• I can apply my prior knowledge of measurement and scale to create a template that will fit within the window's height & width;
• I can use technology to research the history of stained glass form;
• I can work and share ideas in a cooperative and constructive manner with a partner.

Did you know?

• The art of making stained glass windows flourished in Europe during the 1200s, when religion was central to people’s lives and communities poured their resources into building cathedrals. 
• Because stained glass windows came to life when the light shone through them, they were thought to be illuminated by the presence of God. 
• A master glazier in a medieval town was highly esteemed, and sometimes held precedence over the local town governments. 
• Though not as prominent today as it was during the middle ages and renaissance, the stained glass art form lives on. There was a huge stained glass revival during the Victorian era (1811-1918) and there are still contemporary glaziers who create stained glass windows for churches and private homes.

 


template samples:

 

Stained Glass using PowerPoint & Paint
https://www.youtube.com/watch?v=5jVuW-xOCfc

Stained Glass using Paper & Cellophane
https://www.youtube.com/watch?v=cqdIijrGUzw

Student Final Work Samples:

http://prezi.com/xjayt9xvw__s/untitled-prezi/

http://prezi.com/ex7nde0zv980/stained-glass-window-prezi/

http://prezi.com/pzpqxpfoxutr/math-art-process/

http://prezi.com/95xg6s3xbdco/untitled-prezi/

Feb 12 Mr. Marchetta substitute agenda

Please welcome Mr. Marchetta to our class.  Be courteous and respectful, as you always are ;)

Language task 8.45-9.30

-working in groups of 3 read pgs.68-75 in religion text believe in me located on front shelf

-answer the following on table composed of 3 columns, 2 rows:  

What is/are the issue(s)?  

What are Christians called to do?  

Do you think we are answering the call, why or why not?
-use a combination of text, pics to address each; print.

Recess/French 9.40-10.25

Science 10.30-11.30

U7 pgs.182-184

Complete check your learning questions #1-5

What is/are the difference(s) between a high-efficiency and a mid-efficiency furnace? Where do each send their exhaust and intake fresh air? Which one do you have at home?

Lunch/Italian 11.35-1.05

Math 1.05-

Complete mid chapter review pg.247 1 to 4, 6, 8, 9 on Geometer's Sketchpad or on regular graph paper, your choice.  

If you did yesterday's work on Geometer's Sketchpad, find way to print out your work on class printer.  

Anyone that did it on graph paper, staple your sheets in order and give to Mr. Marchetta.  

Mr. Marchetta: Bus Duty 3.30 Bus 1 Weston Rd.

Feb 11 Dispersal Math Task

• Check dispersal list from Friday blog entry
• Go to your specified class with a netbook & math textbook
• No switching classes - teachers have link to blog and are expecting you
• Complete the following task using Geometer's Sketchpad and following these instructions carefully:

1. Select Graph
2. Grid Form
3. Rectangular Grid
4. Graph
5. Plot Points
6. (-4,0) Plot
7. (0,0) Plot
8. (-4,7) Plot
9. (0,7) Plot
10. Done
11. Connect points with Segment Straightedge Tool 
12. Back to Arrow Tool
13. Right click on each point and select Coordinates to label.
14. Right click on any 1 point of rectangle and select Mark Center (this will be the point around which you will rotate rectangle ABCD)
15. Back to Arrow Tool to highlight each point and line segment.
16. Choose Transform from top menu.
17. Choose rotate.  Write 180 degrees.
18. Right click on each point and select Coordinates to label rotated rectangle.  Choose different color for A'B'C'D'.
19. Now, take Arrow Tool to center/origin.  Right click on (0,0) and Mark Center (this will be the point around which you will rotate starting rectangle ABCD).
20. Follow above steps again rotating 270 degrees.
21. New Sketch.
22. Plot another shape of your choice.
23. Follow same steps but when you select Transform choose Translate and slide your shape (-4,5).  Plot new coordinates.
24. New Sketch
25. Plot another shape of your choice.
26. Follow same steps but when you select Transform choose Reflect and flip in y-axis and x-axis.  Plot new coordinates.

Therefore, I want to see the following:

• 2 Rotations: one about a point on the shape and one about the origin/center (0,0).
• 1 Translation -4 horizontally, 5 vertically.
• 2 Reflections: one in x-axis and one in the y-axis

1 transformation on 1 grid.

Save each on USB stick or SD card and I will print.

Should you have difficulty with Geometer's Sketchpad, you are welcome to complete this task on graph paper near projector - again, 1 transformation per sheet of paper.