26+à+30+septembre

__**lundi le 26 septembre**__ PAS DE CLASSES

__**mardi le 27 septembre**__ -en classe (in class): -date de remise pour : **VC4 signé** (avec **définition au ve**rso de nombres rationnels et pas rationnels avec exemples); **VC3 signé**; **FR 2.7** avec feuille de travail attachée -notes 2.2 nombres décimaux - exemple 1 a,b et 2 a,b p. 56-57 -feuille rose: plan de test [|plan de Test 1 2011.pdf]

-devoirs (homework): p. 59 #1-3 FR 2.7 (tu as cette feuille déjà dans ton livret de feuilles et réponses pour unité 2) #1-3 //(VC 4 signé avec définition; VC 3 signé.. si tu oubliais de le donner aujourd'hui)// __**mercredi le 28 septembre**__ -en classe (in class): p. 58 exemple 3 et MCQTS p. 59 (boite verte) feuille: La Méthode de Faire les Devoirs [|Les Devoirs - la methode.pdf]

-devoirs (homework): (VC 4 signé, définition, définition corrigée; VC 3 signé, corrigé) FR 2.6 signé FR 2.7 #4-7 (Il y a une feuille dans la liste à gauche "stratégies pour résoudre les problèmes" qui peut t'aider

__**jeudi le 29 septembre**__ -en classe (in class):

-devoirs (homework) - pour LUNDI FR 2.7 #8 (notes pour t'aider: médiane, moyenne, étendue) [|mediane moyenne etendue.pdf] p. 60 #9, 12, 13, 14, 23

__**vendredi le 16 septembre**__ -en classe (in class): TEST # 1 (Si tu vas le manquer parce que tu seras absent(e), s'arrange une autre heure /jour pour l'écrire. Si tu es malade, stp demande à ton parent de téléphone à l'école.)

-devoirs (homework): (finir les devoirs de jeudi si tu ne les finissais pas)

I talked to students this week about the importance of completing all homework. If they're busy, they need to figure out a way to fit it into their lives.. maybe doing homework at lunch or before school... or on the bus. We find ways to fit the things that are important into our lives.

I also talked about the __method__ of completing homework (see link above or also at side under 9e Mathématiques). It is not enough to just write an answer. It needs to have work shown the way I demonstrated in class. It needs to be corrected. Errors need to be corrected.. and if a student doesn't know how to fix an error.. he/she needs to seek help.

Students should TRY all questions at least. Looking at a question for 1 second.. deciding it's too hard... and then just copying the answer the next day when I go over it in class.. is not allowing the student to practice on his/her own. Even if a student can only start a question and then get stuck.. it's better that it was at least started. Then maybe the next time the student will be able to go a little further in a question before getting stuck. This effort particularly applies to the dreaded "word problems". A student can at least write pertinent numbers that will be used to calculate the answer. Sometimes if you just jump in and "start" a question.. it turns out it's not actually that difficult to finish.

I compared word problems to a situation where you know how to skate.. now how do you apply that knowledge in playing hockey? It requires practicing those skating skills in the context of hockey. The students know how to calculate.. word problems allow the student to apply those skills in real world situations.. using calculations in a context.. in a situation.