HolcombMath

Friday, May 30, 2008

Geometry (Class 86)

Lesson Title
Law of Sines 4

Overview
The warm-up today requires that students apply their knowledge of the areas of polygons, angle relationships of polygons, and right triangle trigonometry to create a regular octagon with an area of 96 square cm.
We will then push on further into seeing the implications, and limitations, of the Law of Sines by working on Chapter 13- Lesson 2: Careful with the Law. As time permits we will begin our work to find a way to solve triangles for which the Law of Sines does not apply— The Law of Cosines!
Textbook Sections
Supplemental

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral
law of sines
apothem

Key Attitudes
Math is about thinking creatively.

Key Ideas
The Law of Sines is a consequence of relationships between arcs and angles of circles.
Th eLaw of Sines can be sued to find missing side lengths or angle measures of triangle including those which are not right triangles.
The Law of Sines is a proportion stating that the ratio of the side length and the sine of the opposite angle is the same for all side/opposite angle pairs in any triangle.
For any obtuse angle their is a corresponding acute angle with the same sine.
In the case of knowing the measure of two sides and a non-included angle (SSA), the law of sines gives zero, one, or two possible solutions.
The law of sines can only be applied if the triangle in question has an angle and opposite side pair of measurements.
Key Skills
I can use right triangle trigonometry to solve a problem.
I can show how the Law of Sines is a consequence of the relationships between arcs, angles, and segment lengths in a circle.
I can use the Law of Sines to solve for missing length sides and angles in a triangle.
I can recognize a situation where using the Law of Sines would be useful.
I can translate a situation into an equation involving the Law of Sines and solve that equation.
I can recognize when I need to be extra careful with the Law of Sines.
I can create a regular polygon of a specified area.
Turn-In (#85)
Benchmark Test 4
Finish Chapter 13- Lesson 1: Law of Sines (Class Work)
Finish Chapter 13- Lesson 1: Law of Sines (Problems)
Test Corrections

Handouts
Areas of Regular Polygons Warm-Up
Chapter 13- Lesson 2: Being Careful with the Law
law of Cosines Problem 1
Chapter 13- Lesson 3: Law of Cosines
Benchmark Test 5 Answers

Assignment
Benchmark Test 5 (Skip #26)
Finish Area of Regular Polygon Warm-Up
Finish Chapter 13- Lesson 2: Careful with the Law
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.

Thursday, May 29, 2008

Algebra (Class 84)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Putting It All Together

Overview
The warm-up for today is the last in the series “Lots of Lots” before the one that will be on the final. There are a few extra copies of past ones in the folder and re-doing some of them would be a good idea!

The lesson for today brings together many of the different representations of quadratic functions: equations, tables, and graphs. Students need to be fluent in moving from one of these representations to another.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 4.3: Putting It All Together

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Quadratic functions can be represented by equations, tables, graphs, or words.
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
I can measure with a ruler in cm.
I can compute area and perimeter of rectangles.
I can understand and use an equation, a table of values, a graph, or words to describe and make predictions about quadratic functions.
Turn-In (#83)
ACE p.65 #3-8, 12-14, 25, 26

Handouts
No Handouts Posted

Assignment
ACE p.64 #1, 11, 15-17, 21, 22
Standards Mastery (p.421) #1-25 (Don’t do “Chapter 9 Test” on the back yet)
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.

Wednesday, May 28, 2008

Geometry (Class 85)

Announcements
Test today-- Chapter 10: Circles

Lesson Title
Law of Sines 3

Overview
The warm-up for today is an extension of the last class, Students will be working to build their fluency with the Law of Sines which we developed in the last class. We will then push on further into seeing the implications, and limitations, of the Law of Sines by working on Chapter 13- Lesson 2: Careful with the Law. Finally, during the last 15 minutes of class Test 13 will be returned and students will have the chance to make corrections.
Textbook Sections
Supplemental

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
The Law of Sines is a consequence of relationships between arcs and angles of circles.
Th eLaw of Sines can be sued to find missing side lengths or angle measures of triangle including those which are not right triangles.
THe Law of Sines is a proportion stating that the ratio of the side length and the sine of the opposite angle is the same for all side/opposite angle pairs in any triangle.
For any obtuse angle their is a corresponding acute angle with the same sine.
Key Skills
I can use right triangle trigonometry to solve a problem.
I can show how the Law of Sines is a consequence of the relationships between arcs, angles, and segment lengths in a circle.
I can use the Law of Sines to solve for missing length sides and angles in a triangle.
I can recognize a situation where using the Law of Sines would be useful.
I can translate a situation into an equation involving the Law of Sines and solve that equation.
Turn-In (#84)
Benchmark Test 3
Mid-Year Test

Handouts
Chapter 13- Lesson 1: Law of Sines Problems
Chapter 13- Lesson 2: Being Careful with the Law
Benchmark Test 4 Answers

Assignment
Benchmark Test 4
Finish Chapter 13- Lesson 1: Law of Sines (Class Work)
Finish Chapter 13- Lesson 1: Law of Sines (Problems)
Test Corrections

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, May 27, 2008

Algebra (Class 83)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Measuring Jumps

Overview
The warm-up for today, Lots of Lots 4, continues to push students concepts of area and perimeter while building their reasoning skills. Our lesson for the day also continues with using tables, graphs, equations, and words to reason about quadratic functions. Specifically we analyze and compare the time and height of the jumps of a frog, a flea and a basketball player.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 4.2: Measuring Jumps

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
I can measure with a ruler in cm.
I can compute area and perimeter of rectangles.
Turn-In (#82)
Complete creating examples for “Minimum Requirements for Final”
Standards Mastery- All

Handouts
No Handouts Posted

Assignment
ACE p.65 #3-8, 12-14, 25, 26
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, May 23, 2008

Geometry (Class 84)

Announcements
Test today-- Chapter 10: Circles

Lesson Title
Law of Sines 2

Overview
The warm-up for today’s class focuses on connecting the algebraic skill of completing the square with the geometry of circles. Students see how this skill can be used to find the length of the radius and the location of the center of a circle. The lesson today will be brief-- we will make further progress in developing the Law of Sines but time is limited. The class will finish with students writing the last regular test for the year.
Textbook Sections
Supplementary

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
The Law of Sines is a consequence of relationships between arcs and angles of circles.
Th eLaw of Sines can be sued to find missing side lengths or angle measures of triangle including those which are not right triangles.
THe Law of Sines is a proportion stating that the ratio of the side length and the sine of the opposite angle is the same for all side/opposite angle pairs in any triangle.
Key Skills
I can use right triangle trigonometry to solve a problem.
I can show how the Law of Sines is a consequence of the relationships between arcs, angles, and segment lengths in a circle.
I can use the Law of Sines to solve for missing length sides and angles in a triangle.
I can recognize a situation where using the Law of Sines would be useful.
I can translate a situation into an equation involving the Law of Sines and solve that equation.
Turn-In (#83)
Txt. p. 650 Chapter 10 Review #1-23
Txt. p.653 #2-19 (Optional)
Complete Chapter 10 Outline

Handouts
Graphing Circles by Completing the Square
Benchmark Test 3 Answers
Mid-Year Test Answers

Assignment
Benchmark Test 3
Mid-Year Test
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.

Thursday, May 22, 2008

Algebra (Class 82)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Measuring Jumps

Overview
Lots of Lots 3 is our warm-up today, continuing the theme of solving a logic puzzle which requires measuring and calculating area and perimeter. Our lesson for the day also continues with the theme from last class-- using tables, graphs, equations, and words to reason about quadratic functions. Specifically we analyze and compare the time and height of the jumps of a frog, a flea and a basketball player. Students also begin their review for the final exam by creating examples for the topics which the exam will address.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 4.2: Measuring Jumps

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
I can measure with a ruler in cm.
I can compute area and perimeter of rectangles.
Turn-In (#81)
ACE p.64 #2, 18-20, 24, 36-40, 46, 47

Handouts
No Handouts Posted

Assignment
Complete creating examples for “Minimum Requirements for Final”
Standards Mastery- All
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.

Wednesday, May 21, 2008

Geometry (Class 83)

Announcements
Test Next Class-- Covers Chapter 10.

Lesson Title
Law of Sines

Overview
Our warm-up for today takes us back to right triangle trigonometry. The problem requires students to analyze a diagram, find right triangles, and then use right triangle trigonometry to solve a number of sub-problems in order to arrive at a final solution. The lesson for today marks the start of learning how to deal with triangles which do not have a right angle. In particular we see how what we learned about the relationships between the arcs, angles, and segment lengths of circles can give us a very important tool— the Law of Signs (applause, peals of thunder…)!
Textbook Sections
Supplementary

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
The Law of Sines is a consequence of relationships between arcs and angles of circles.
Th eLaw of Sines can be sued to find missing side lengths or angle measures of triangle including those which are not right triangles.
THe Law of Sines is a proportion stating that the ratio of the side length and the sine of the opposite angle is the same for all side/opposite angle pairs in any triangle.
Key Skills
I can use right triangle trigonometry to solve a problem.
I can show how the Law of Sines is a consequence of the relationships between arcs, angles, and segment lengths in a circle.
I can use the Law of Sines to solve for missing length sides and angles in a triangle.
I can recognize a situation where using the Law of Sines would be useful.
I can translate a situation into an equation involving the Law of Sines and solve that equation.
Turn-In (#82)
Benchmark Test 2-- Skip #30c and just write the proof for #36 if the flow chart confuses more than helps.
Finish Warm-Up

Handouts
Chapter 13- Lesson 1: Warm-Up
Chapter 13- Lesson 1: Law of Sines
Chapter 13- Lesson 1: Law of Sines- Problems

Assignment
Txt. p. 650 Chapter 10 Review #1-23
Txt. p.653 #2-19 (Optional)
Complete Chapter 10 Outline
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, May 20, 2008

Algebra (Class 81)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Quadratic Functions- Tracking a Ball

Overview
Our Warm-Up today, Lots of Lots 2, continues in the theme of the last warm-up. Students need to use their skills to measure and reason about areas and perimeters to solve a puzzle.
In our new set of lessons we will look at some other examples of where quadratic patterns of change arrive and improve our skill of using equations to make predictions.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 4.1: Tracking a Ball

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
I can measure with a ruler in cm.
I can compute area and perimeter of rectangles.
Turn-In (#80)
ACE p.44 #2, 3, 5-8, 10, 11, 16, 41, 42, 44, 45

Handouts
No Handouts Posted

Assignment
ACE p.64 #2, 18-20, 24, 36-40, 46, 47
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, May 19, 2008

Geometry (Class 82)

Announcements
The next test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
Sneaky Squares

Overview
In today’s class our warm-up gives students a chance to practice writing the equation of a circle given the length of the radius and the location of the center. The lesson for today take us back to solving quadratic equations. We see how squares become involved and how we can use that fact as a tool.
Textbook Sections
10.6 (Txt. p.636) Equations of Circles

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
A rectangular grid can be used as an organization tool for multiplying binomial expressions and factoring trinomial expressions.
Quadratic equations which are in the form of perfect squares are easy to solve!
Key Skills
I can use a rectangular grid to multiply binomial expressions.
I can use a rectangular grid to factor trinomial expressions.
I can determine if a trinomial is a perfect square.
I can explain a process for determining if a trinomial is a perfect square.
I can write the equation of a circle given the length of its radius and the location of its center.
I can determine if a point is on the circumference, inside the circumference, or outside the circumference of a circle given the location of the circle and the equation of the circle.
Turn-In (#81)
Benchmark 1 Test
Chapter 10- Lesson 7
Arcs and Segments Warm-Up

Handouts
Chapter 10- Lesson 8: Sneaky Squares
Chapter 10- Lesson 9: Using Sneaky Squares
Benchmark Test 2 Answers

Assignment
Benchmark Test 2-- Skip #30c and just write the proof for #36 if the flow chart confuses more than helps.
Finish Warm-Up
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, May 16, 2008

Algebra (Class 80)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Counting Handshakes

Overview
In today’s class our warm-up shifts away from a focus on analyzing distance and time graphs to focus on problems involving proportional reasoning and measurement. In this set of warm-up problems students need to use clues, a map, a ruler, concepts of area and perimeters, and their logical reasoning skills to solve a puzzle.

In the lesson today we finish up our work with the handshake and high-five problems where we saw how a quadratic pattern of change can arise, learned how to identify a quadratic pattern of change from a table, and improved our ability to write equations and make predictions.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 4.1: Tracking a Ball

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
I can measure with a ruler in cm.
I can compute area and perimeter of rectangles.
Turn-In (#79)
ACE p.44 #1, 9, 17-22, 26-28, 32-35

Handouts
No Handouts Posted

Assignment
ACE p.44 #2, 3, 5-8, 10, 11, 16, 41, 42, 44, 45
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.

Thursday, May 15, 2008

Geometry (Class 81)

Announcements
The next test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
Equations of Circles

Overview
In today’s class our Warm-Up continues with the theme of applied problems requiring the use of many of the concepts and skills students have studied this year. During the lesson for the day we will continue examining circles, this time placing them on the coordinate plane and seeing how the Pythagorean Theorem allows us to predict the location of a point on the circumference of the circle.
Textbook Sections
10.6 (Txt. p.636) Equations of Circles

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
The Pythagorean Theorem can be used to develop a method for writing equations of circles.
Key Skills
I can write the equation of a circle.
I can find arc and angle measures.
Turn-In (#80)
No Homework (if done with warm-up)

Handouts
Warm-Up: Arcs and Angles
Chapter 10- Lesson 7: Equations of Circles
Banchmark Test 1 Answers

Assignment
Benchmark 1 Test
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.

Wednesday, May 14, 2008

Algebra (Class 79)

Announcements
Next Test-- date TBA (the calendar has really thrown us off our regular testing schedule).

Lesson Title
Counting Handshakes

Overview
The Warm-Up for today continues to focus on distance and time relationships-- slope, equations of lines, making predictions using equations. The lesson for today picks up where we left off before the CST-- with counting handshakes and seeing how this situation gives rise to a quadratic pattern of change.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 3.2: Counting Handshakes

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
Turn-In (#78)
No Homework

Handouts
No Handouts Posted

Assignment
ACE p.44 #1, 9, 17-22, 26-28, 32-35
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, May 13, 2008

Geometry (Class 80)

Announcements
The next test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
California Standards Test (CST)- Part 2

Overview
Our warm-up today, Finding the Depth, will focus on using learned concepts and skills to find the amount of water in a pipe. During the rest of the period students will be taking the California Standards Test (CST)- Part 2 for Geometry.
Textbook Sections
Not Applicable

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
Problems can be solved by turning it into a problem about triangles and then applying all we know about triangles.
Key Skills
I can break a problem down into triangles.
I can identify right triangles.
I can use right triangle trigonometry to solve for missing side lengths or missing angle measures of a triangle.
I can find an area by thinking about subtracting a piece from the whole.
I can use ratios to solve a problem.
Turn-In (#79)
No Homework!

Handouts
Finding the Depth

Assignment
No Homework (if done with warm-up)
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.

Geometry (Class 80)

Announcements
The next test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
California Standards Test (CST)- Part 2

Overview
Our warm-up today, Finding the Depth, will focus on using learned concepts and skills to find the amount of water in a pipe. During the rest of the period students will be taking the California Standards Test (CST)- Part 2 for Geometry.
Textbook Sections
Not Applicable

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
inscribe
cyclic quadrilateral

Key Attitudes
Math is about thinking creatively.

Key Ideas
Problems can be solved by turning it into a problem about triangles and then applying all we know about triangles.
Key Skills
I can break a problem down into triangles.
I can identify right triangles.
I can use right triangle trigonometry to solve for missing side lengths or missing angle measures of a triangle.
I can find an area by thinking about subtracting a piece from the whole.
I can use ratios to solve a problem.
Turn-In (#79)
No Homework!

Handouts
Finding the Depth

Assignment
No Homework (if done with warm-up)
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, May 12, 2008

Algebra (Class 78)

Announcements
Test Friday, April 18 focusing on quadratic relationships.

Lesson Title
CST Test- Part 1

Overview
In today’s class the warm-up remains focused on analyzing distance versus time graphs. After the warm-up students will take part 2 of the CST: Algebra 1. After the test, as time permits, we will then turn our focus to finishing the problem we started last week, “Counting Handshakes”, seeing how this problem is an example of a quadratic relationship and seeing how what we have learned about quadratic relationships can help us understand and make predictions.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 3.2: Counting Handshakes

Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
standard form of a quadratic equation
quadratic formula
first difference
second difference

Key Attitudes
Math is about investigating and confirming

Key Ideas
Quadratic patterns of change arise from many different situations.
A table can be used to determine if a pattern of change is or is not quadratic.
All quadratic patterns of change have a second difference that is constant
Key Skills
I can recognize and continue a pattern.
I can make a table of values to represent a pattern
I can use a table of values as a tool for describing a pattern.
I can use a table of values to predict values not in the table.
I can recognize a quadratic pattern of change and write a quadratic equation to represent this pattern.
Turn-In (#77)
No Homework

Handouts
No Handouts Posted

Assignment
No Homework
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.