HolcombMath

Wednesday, February 06, 2008

Geometry (Class 49)

Lesson Title
Diagonals of Quadrilaterals 2

Overview
In today’s class, which is a minimum day, we wrap up our work investigating how the diagonals of a quadrilateral determine the type of quadrilateral. As time permits we begin to develop formulas for finding the area of quadrilaterals by reducing the quadrilaterals to a collection of triangles.
Textbook Sections
6.4 (Txt.p.347) Rhombuses, Rectangles, and Squares

Vocabulary
diagonal
bisect
vertex
opposite angle
opposite side
adjacent angle
adjacent side

Key Attitudes
Math is about thinking creatively.

Key Ideas
The diagonals of a quadrilateral can be arranged in a number of different ways.
The arrangement of the diagonals of a quadrilateral provides information that can be used to classify the quadrilateral.
A formulas for the area of a quadrilateral can be created by breaking the quadrilateral into triangles.

Key Skills
Be able to classify quadrilaterals based on side lengths and/or angle measures.
Be able to identify and describe the essential elements of a given type of quadrilateral.
Be able to classify the type of quadrilateral based on the arrangement of the diagonals.
Finding the area of a quadrilateral by breaking the quadrilateral into triangles.
Finding the area of a quadrilateral using a formulas

Turn-In (#48)
Turn in #48
§6.4 (Txt. p.351)#12, 13, 16-21, 33-38, 43, 46
Finish Chapter 6- Lesson 2

Handouts
No Handouts Posted

Assignment
Finish Chapter 6- Lesson 3
§6.5 (Txt. p.359) #16, 17, 28, 29, 31, 32, 40
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Tuesday, February 05, 2008

Algebra (Class 47)

Lesson Title
Graphing Game

Overview
In today’s class we practice writing equations of lines. (Note: Many students are absent today taking the CAHSEE.)
Textbook Sections
§9-1 (Txt. p.413) Solving Systems of Linear Equations

Key Attitudes
Math is about investigating and confirming

Key Ideas
A graph of a line can be determined from the coordinates of two points on the line.
An equation of a line can be written if the slope of the line and the location of the y-intercept are known.
An equation in the form of y = mx+b can be written for any line where “m” represents the slope of the line, and “b” represents the location of the y-intercept

Key Skills
Finding the equation of a line when given the coordinates of two points.
Graphing lines from their equation in slope-intercept form.

Turn-In (#46)
Turn in #46
Get packet signed by a parent!
Finish Packet through SP14
§11-5 (Txt. p.526)#5-8

Handouts
No Handouts Posted

Assignment
Graphing practice (No homework if you took the CAHSEE)
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Monday, February 04, 2008

Geometry (Class 48)

Lesson Title
Diagonals of Quadrilaterals

Overview
In today’s class we finish our work classifying quadrilaterals by side length and angle measure. We then turn our attention to the diagonals of quadrilaterals— investigating what can be inferred from the relationship between the diagonals of a quadrilateral.
Textbook Sections
6.4 (Txt.p.347) Rhombuses, Rectangles, and Squares

Web-Activities
Diagonals of Quadrilaterals I
Diagonals of Quadrilaterals II

Vocabulary
diagonal
bisect
vertex
opposite angle
opposite side
adjacent angle
adjacent side

Key Attitudes
Math is about thinking creatively.

Key Ideas
The diagonals of a quadrilateral can be arranged in a number of different ways.
The arrangement of the diagonals of a quadrilateral provides information that can be used to classify the quadrilateral.

Key Skills
Be able to classify quadrilaterals based on side lengths and/or angle measures.
Be able to identify and describe the essential elements of a given type of quadrilateral.
Be able to classify the type of quadrilateral based on the arrangement of the diagonals.

Turn-In (#47)
Turn in #47
§6.3 (Txt. p.342) #9-19, 29, 33
Finish Chapter 6- Lesson 1: Defining “Parallelogram”
Chapter 6- Lesson 1: One More Parallelogram

Handouts
Chapter 6- Lesson 3: Diagonals of Quadrilaterals
Chapter 6- Lesson 4: Areas of Quadrilaterals Part 1

Assignment
§6.4 (Txt. p.351)#12, 13, 16-21, 33-38, 43, 46
Finish Chapter 6- Lesson 2
Finish Chapter 6- Lesson 3 (Front side only for A4, All for A3)
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Friday, February 01, 2008

Algebra (Class 46)

Lesson Title
Distance v. Time Graphs

Overview
In today’s class students work towards understanding, being able to create, and being able to interpret distance versus time graphs.

In addition, the warm-up focuses on the review of previously studied material including scientific notation.
Textbook Sections
§11-5 (Txt. p.525) Square Roots of Variable Expressions

Vocabulary
distance
time
independent variable
dependent variable
rate
slope

Key Attitudes
Math is about investigating and confirming

Key Ideas
The variables of distance, time, and rate are related to each other.
The relationship between distance, time, and rate can be expressed as a formula.
Formulas can be transformed into different forms by using algebraic transformations-- the rule of balance, combining like terms, the distributive property.
A graph can be made to represent the relationship between distance and time.
When a distance versus time graph is linear, then the rate is constant.

Key Skills
Finding the squares and square roots of numbers.
Writing numbers as the product of the largest square factor.
Simplifying radicals.
Creating distance versus time graphs.
Interpreting distance versus time graphs.
Creating distance versus time equations.

Turn-In (#45)
Turn in #45
Finish packet through SP 4
§11-4 (Txt. p.522) #11-15
§11-5 (Txt. p.526) #1-4

Handouts
No Handouts Posted

Assignment
Get packet signed by a parent!
Finish Packet through SP14
§11-5 (Txt. p.526)#5-8

Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.