Students worked several SI Conversion practice problems before they began the SI Conversions WS (45 pt). They will have an SI Conversions Test on Wednesday.
SI Conversions
Students worked several SI Conversion practice problems before they began the SI Conversions WS (45 pt). They will have an SI Conversions Test on Wednesday.
SI Conversions
Students learned how to write SI Conversion Factors and reviewed the SI Prefixes. We then practiced writing SI Conversion factors to prepare for SI Conversions.
SI Conversion Factors
Students completed the SI Conversion Factors WS (34 pt). Upon completion of the SI Conversion Factors WS, they began the "Measuring Lines in SI" WS.
Data Analysis
Students reviewed the 13 SI prefixes and learned what a conversion factor is. We will write SI conversion Factors in class tomorrow after the Scientific Notation Test.
SI Conversions
Students wrote SI Conversion Factors in class. They will begin and complete the SI Conversion Factor WS in class tomorrow.
SI
Students drew the measurements of millimeter, centimeter and decimeter on their papers as well as writing down the relationships between, cm, mm, dm and m. We are learning the prefixes of SI and numbers they represent in an attempt to write conversion factors in SI.
Data Analysis
Students reviewed the homework from p. R103 last night and completed the Adding, Subtracting, Multiply and Dividing numbers in Scientific Notation WS (40 pt). They were then instructed to use the index of the book to read and summarize information on Conversion Factors and converting in SI. They were to turn in that summary for a grade and complete problem 3 on p. 46 for homework.
SI
Students learned the prefixes in SI that are less than one, their symbols and the number that each prefix represents. We will learn the relationships between the prefixes tomorrow. We will have the Scientific Conversions Factor WS tomorrow.
Data Analysis
Students learned how to add, subtract, multiply, and divide numbers in scientific notation. We worked problems on the board, with our calculators and without our calculators. We also emphasized how moving the decimal affects the exponent. They were assigned problems #54-57 from page R103.