Wednesday, April 09, 2008
Geometry (Class 68)
Announcements
Test Friday focusing on right triangle trigonometry. Take a look at your Chapter 9 Preview for specifics.
Lesson Title
Using Your Calculator
Overview
The warm-up for today’s class continues focusing on cones. In particular students work to determine a method for creating a pattern for a cone. In the lesson students learn how to use a calculator instead of a table of values to solve for the length of a side or the size of an angle.
Textbook Sections
§9.6 (p. 567) Solving Right Triangles
Vocabulary
special right triangle
isosceles right triangle
45-45-90 triangle
30-60-90 triangle
right triangle trigonometry
trigonometric ratios
trigonometric ratios
sine ratio
cosine ratio
tangent ratio
secant ratio
cosecant ratio
cotangent ratio
inverse trigonometric functions
Key Attitudes
Math is about thinking creatively.
Key Ideas
All right triangle with an acute angle of measure x˚ are similar.
The ratios of the sides of all right triangles with an acute angle of measure x˚ are equal.
The measure of the reference angle determines the ratios of the sides of a right triangle.
If you know the ratios of two sides of a right triangle, you can use trigonometric ratios to figure out the measure of the angles of the triangle.
Key Skills
I can quickly and accurately recall the sides used to make the sine, cosine, or tangent ratio.
I can use my calculator instead of a table of trigonometric ratio values to solve right triangle trigonometry problems.
I can keep the answers to a problem as precise as possible when using a calculator and round my answer to reflect the correct number of significant figures.
Turn-In (#67)
Practice Worksheet “Lesson 9.6 Practice A” #1-24
Circles Vocabulary CrossWord (http://www.holcombmath.com/crosswords/Geometry/circles-vocabulary/)
Finish Chapter 9- Lesson 4: Solving for Sides
Finish Warm-Up
Handouts
Chapter 12- Cone 1
Chapter 12- Cone 2
Chapter 9- Lesson 5: Code Names
Chapter 9-Lesson 6: Using Your Calcualtor
Assignment
Partner Challenge with someone.
Lesson 9.6 Practice B- All
Review the Chapter 9- Preview
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.
Posted by Mr. Holcomb on 04/09 at 09:25 AM
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Tuesday, April 08, 2008
Algebra (Class 66)
Announcements
Test today focusing on linear inequalities, systems of linear inequalities, and the Pythagorean Theorem
Lesson Title
Writing a Quadratic Equation
Overview
The warm-up for today’s class continues the theme from last time- using clues and math skills to identify places on a map. The lesson for the class also continues with its theme from last time- using a fixed amount of fence to create a rectangular enclosure. Today we look specifically at how an equation can be created to represent this situation.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Reading Graphs and Tables 1.3 p.9
Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
Key Attitudes
Math is about investigating and confirming
Key Ideas
Relationships can be categorized as linear or non-linear.
A quadratic relationship is a special type of non-linear relationship.
Graphs of non-linear relationships will be curved-- not striaght.
Quadratic relationships have unique patterns.
Key Skills
I can sketch a generalized rectangle to represent all rectangles with a given perimeter.
I can write a declare and use variable to represent the width in terms of the length of the fixed perimeter recatngle.
I can write an equation for the are in terms of the length of the fixed perimeter recatngle.
I can enter a quadratic equation into a graphing calculator.
I can use a graphing calculator to make a table of values, including adjusting the starting value and the increment between “x” values.
I can use a table of value to find the maximum or minimum of a quadratic relationship.
I can use a table of values relating the area to the length of a side of rectangles with a fixed perimeter to determine the perimeter of the rectangle.
I can describe a graph of a quadratic equation using x-intercepts, y-intercept, location of the line of symmetry, location of the vertex, and the direction of the opening of the parabola.
Turn-In (#65)
Finish Problem 1.2 (p.8)
ACE p.11 #1, 3
Skill Builder (Pythagorean packet) 3A
Handouts
No Handouts Posted
Assignment
Test Corrections
ACE p.11 #1, 3
Skill Builder (Pythagorean packet) 3B
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.
Posted by Mr. Holcomb on 04/08 at 08:02 AM
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Monday, April 07, 2008
Geometry (Class 67)
Announcements
Test Friday focusing on right triangle trigonometry. Take a look at your Chapter 9 Preview for specifics.
Lesson Title
Code Names for Trig. Ratios
Overview
In today’s class our warm-up focuses on cones and starts us thinking about the key concepts and skills we will need in order to create a pattern for a cones as well compute the surface area and volume. In our lesson we learn the code names for the six trigonometric functions and then practice using these names, in conjunction with what we already have learned, to solve various right triangle trigonometry problems.
Textbook Sections
§9.6 (p. 567) Solving Right Triangles
Vocabulary
special right triangle
isosceles right triangle
45-45-90 triangle
30-60-90 triangle
right triangle trigonometry
trigonometric ratios
sine ratio
cosine ratio
tangent ratio
secant ratio
cosecant ratio
cotangent ratio
Key Attitudes
Math is about thinking creatively.
Key Ideas
All right triangle with an acute angle of measure x˚ are similar.
The ratios of the sides of all right triangles with an acute angle of measure x˚ are equal.
The measure of the reference angle determines the ratios of the sides of a right triangle.
If you know the ratios of two sides of a right triangle, you can use trigonometric ratios to figure out the measure of the angles of the triangle.
Key Skills
I can explain how trigonometry is connected to similar triangles.
I can draw a right triangle in standard position, identify the reference angle, adjacent side, opposite side, and hypotenuse.
I can use a trigonometric ratios table to find the measure of the reference angle when I know the ratio of the adjacent : hypotenuse, opposite : hypotenuse, or opposite : adjacent.
I can quickly and accurately recall the sides used to make the sine, cosine, or tangent ratio.
I can use my calculator instead of a table of trigonometric ratio values to solve right triangle trigonometry problems.
I can keep the answers to a problem as precise as possible when using a calculator and round my answer to reflect the correct number of significant figures.
Turn-In (#66)
§12.2 (Txt. p.731) #3-10, 17-22, 26, 27
Finish Warm-Up, Chapter 9- Lesson 3, and Chapter 9- Lesson 4
Handouts
Chapter 12- Cone 1
Chapter 9- Lesson 5: Code Names
Assignment
Practice Worksheet “Lesson 9.6 Practice A” #1-24
Finish Chapter 9- Lesson 4: Solving for Sides
Finish Warm-Up
Circles Vocabulary Crossword
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.
Posted by Mr. Holcomb on 04/07 at 07:57 AM
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Friday, April 04, 2008
Algebra (Class 65)
Announcements
Test today focusing on linear inequalities, systems of linear inequalities, and the Pythagorean Theorem
Lesson Title
Reading Graphs and Tables
Overview
In today’s class our warm-up focuses on reading and reasoning about maps while our lesson continues to focus on quadratic relationships with special attention given to the patterns inherent in the tables and graphs of quadratic relationships. These patterns will form a foundation for our understanding quadratic relationships and guide us as we develop methods for making predictions. In addition, we write our test covering the material from the last two weeks-- the Pythagorean Theorem, Systems of Linear Inequalities, and Puzzle Grids
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Reading Graphs and Tables 1.2 p.7
Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
Key Attitudes
Math is about investigating and confirming
Key Ideas
Relationships can be categorized as linear or non-linear.
A quadratic relationship is a special type of non-linear relationship.
Graphs of non-linear relationships will be curved-- not striaght.
Quadratic relationships have unique patterns.
Key Skills
Describe the shape of a graph and identify special features.
Use a graph to determine the maximum or minimum.
Determine the perimeter of a rectangle with fixed area by examining the graph relating its area to the length of its side.
Describe patterns inherent in a table of data.
Connect patterns in a table of data to the graph of that data.
Use patterns in a table of data to predict other values.
Turn-In (#64)
Skill Builder 2A and 2B
Handouts
No Handouts Posted
Assignment
Finish Problem 1.2 (p.8)
ACE p.11 #1, 3
Skill Builder (Pythagorean packet) 3A
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.
Posted by Mr. Holcomb on 04/04 at 08:22 AM
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Thursday, April 03, 2008
Geometry (Class 66)
Announcements
Test Today. Focus will be on Chapter 8: Lesson 1 through Chapter 9: Lesson 2
Lesson Title
Solving For Angles and Sides
Overview
In the last class we learned that the lengths of the sides of a right triangle uniquely determine the sizes of the angles of the triangle. Further, we saw that if we know the ratio of any two sides of a right triangle, we can use our handy-dandy table of trigonometric ratios to look up the measure of the reference angle. Hence, if we know the lengths of two sides of a right triangle, we can figure out the measure of the acute angles of the triangle.
During today’s lesson we will practice this skill as well as learn how to reverse the process in order to find the measure of a side when we know the measure of the reference angle.
Our warm-up, on the other hand, will continue to focus on the surface area and volumes of solids where we will take a breath and consolidate what we have learned so far.
Textbook Sections
§9.5 (Txt. p.558) Trigonometric Ratios
Chapter 9- Lesson 3: Trigonometric Ratios- Solving for Angles
Chapter 9- Lesson 4: Trigonometric Ratios- Solving Sides
Vocabulary
special right triangle
isosceles right triangle
45-45-90 triangle
30-60-90 triangle
right triangle trigonometry
trigonometric ratios
Key Attitudes
Math is about thinking creatively.
Key Ideas
All right triangle with an acute angle of measure x˚ are similar.
The ratios of the sides of all right triangles with an acute angle of measure x˚ are equal.
The measure of the reference angle determines the ratios of the sides of a right triangle.
If you know the ratios of two sides of a right triangle, you can use trigonometric ratios to figure out the measure of the angles of the triangle.
Key Skills
I can explain how trigonometry is connected to similar triangles.
I can draw a right triangle in standard position, identify the reference angle, adjacent side, opposite side, and hypotenuse.
I can use a trigonometric ratios table to find the measure of the reference angle when I know the ratio of the adjacent : hypotenuse, opposite : hypotenuse, or opposite : adjacent.
Find the surface area and volume of a triangular based pyramid.
Find the surface area or volume of a prism or cylinder.
Turn-In (#65)
Lesson 9.4 Practice B Worksheet #1-16
Correct Test
Finish Solid 7
Handouts
Chapter 9- Lesson 4: Solving for Sides
Chapter 9- Lesson 5: Code Names
Chapter 12- Lesson 8: Formula Formalization 1
Assignment
§12.2 (Txt. p.731) #3-10, 17-22, 26, 27
Finish Warm-Up, Chapter 9- Lesson 3, and Chapter 9- Lesson 4
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.
Posted by Mr. Holcomb on 04/03 at 09:25 AM
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Wednesday, April 02, 2008
Algebra (Class 64)
Announcements
Test Friday focusing on linear inequalities, systems of linear inequalities, and the Pythagorean Theorem
Lesson Title
Staking a Claim
Overview
So far this year we have been very focused on relationships whose graph creates a straight line— linear relations. Today’s class is the first where our attention shifts to relationships which are not linear.
Textbook Sections
Supplemental
Vocabulary
rectangle
area
perimeter
maximum
Key Attitudes
Math is about investigating and confirming
Key Ideas
Rectangles with a given perimeter can have many different areas.
The area of a rectangle is equal to the product of its length and width.
The perimeter of a polygon is found by adding the lengths of all of its sides.
Key Skills
Make different rectangles which have the same perimeter.
Make a table comparing the length, width, and area of rectangles with a fixed perimeter.
Make a graph comparing the length and area of rectangles with a fixed perimeter.
Use a graph comparing the length and area of rectangles with a fixed perimeter to find the rectangle with the maximum area.
Turn-In (#63)
Skill Builder 1
Extra Practice 26 #28, 29
Handouts/ Links
Pythagorean Theorem Practice Problems
Practice Graphing Linear Inequalities
Assignment
Skill Builder 2A and 2B
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.
Posted by Mr. Holcomb on 04/02 at 08:37 AM
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Tuesday, April 01, 2008
Geometry (Class 65)
Announcements
Test Today. Focus will be on Chapter 8: Lesson 1 through Chapter 9: Lesson 2
Looking for practice? Check out Online Study Tools!
Lesson Title
Right Triangle Magic
Overview
The warm-up for the day remains focused on finding the surface area and volume of polyhedra with the students working toward understanding of the formula for the volume of any pyramid. During the lesson we wrap up “Chapter 9- Lesson 2: Right Triangle Magic” by exploring how the trick worked, creating some tricks of our own, and thinking about the things we know so far about right triangle trigonometry and the things we would like to find out.
Textbook Sections
§9.5 (Txt. p.558) Trigonometric Ratios
Chapter 9- Lesson 2: Right Triangle Magic
Vocabulary
special right triangle
isosceles right triangle
45-45-90 triangle
30-60-90 triangle
right triangle trigonometry
trigonometric ratios
Key Attitudes
Math is about thinking creatively.
Key Ideas
All right triangle with an acute angle of measure x˚ are similar.
The ratios of the sides of all right triangles with an acute angle of measure x˚ are equal.
The measure of the reference angle determines the ratios of the sides of a right triangle.
If you know the ratios of two sides of a right triangle, you can use trigonometric ratios to figure out the measure of the angles of the triangle.
The surface area and volume of a triangular based pyramid can be found in the same way as a square based pyramid, the only difference is that the area of the base is a triangle.
Key Skills
I can explain how trigonometry is connected to similar triangles.
I can draw a right triangle in standard position, identify the reference angle, adjacent side, opposite side, and hypotenuse.
I can use a trigonometric ratios table to find the measure of the reference angle when I know the ratio of the adjacent : hypotenuse, opposite : hypotenuse, or opposite : adjacent.
Find the surface area and volume of a triangular based pyramid.
Turn-In (#64)
Finish Warm-Up (Solid 6)
§9.4 (Txt. p.554) #18-20
§9.3 (Txt. p.546) #11-13, 18-20, 26, 27
Handouts
Chapter 9- Lesson 2: Right Triangle Magic
Chapter 9- Lesson 3: Trigonometric Ratios- Solving for Angles
Chapter 12- Solid 7
Assignment
Lesson 9.4 Practice B Worksheet #1-16
Correct Test
Finish Solid 7
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.
Posted by Mr. Holcomb on 04/01 at 12:35 PM
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