HolcombMath

Friday, May 09, 2008

Geometry (Class 79)

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 1

Overview
Our warm-up today will be a review of properties of quadrilaterals. Then during the rest of the period students will be taking the California Standards Test (CST)- Part 1 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
Quadrilaterals can be classified as different types based on angle measures and/or side lengths.
Key Skills
I can classify a quadrilateral.
I can state the key properties for each type of quadrilateral.
Turn-In (#78)
Finish Warm-Up: Water Lilly Problem
Finish Chapter 10- Lesson 6: Inscribed Quadrilaterals

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.

Thursday, May 08, 2008

Algebra (Class 77)

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

Lesson Title
Quadratic Functions

Overview

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

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
§ (Txt. p.)
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 07, 2008

Geometry (Class 78)

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

Lesson Title
Inscribed Quadrilaterals

Overview
The warm-up for today is another opportunity for students to use what they have learned to solve an applied problem. Our lesson for the day picks up on the ideas regarding inscribed quadrilaterals developed in our last class.
Textbook Sections
§10.3 (Txt. p.613) Inscribed Angles

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 surface area of a sphere is equal to the product of 4, π and the square of the radius of the sphere.
If two rays intersect outside of a circle and also intersect the circle, then the measure of the captured arc is equal to one-half the difference of the “captured” arcs. (Outside, then half difference.)
If two rays intersect inside of a circle, then the measure of the captured arc is equal to one-half the sum of the “captured” arcs. (Inside, then half sum.)
If two rays form an angle such that one ray is a tangent to a circle and the other passes through the circle, then the measure of the angle is half of the “captured” arc.
A quadrilateral can be inscribed in a circle if and only if both pair of opposite angles are supplementary.
Key Skills
I can recognize a problem involving angles which are inside, outside, or on a circle.
I can recall the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle.
I can use the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle to write equations and solve problems.
I can recognize a problem involving the surface area of a sphere.
I can recall the formula for the surface area of a sphere in terms of the radius of the sphere.
I can use the formula for the surface area of a sphere in terms of the radius of the sphere to write equations and solve problems.
I can determine if a quadrilateral can be inscribed in a circle.
I can use determine the measure of missing angles in an inscribed quadrilateral.
Turn-In (#77)
Finish Warm-Up (Angle of Swing)
Finish Chapter 10- Lesson 5
CST Practice 5

Handouts
Water-lily Problem
Chapter 10- Lesson 6: Inscribed Quadrilaterals- Addendum

Assignment
Finish Warm-Up: Water Lilly Problem
Finish Chapter 10- Lesson 6: Inscribed Quadrilaterals
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 06, 2008

Algebra (Class 76)

Announcements
Test Friday, April 18 focusing on quadratic relationships.

Lesson Title
Exploring Triangular Numbers

Overview
The warm-up for the day continues focusing on interpreting distance versus time graphs. The lesson for the day continues the investigation into triangular numbers started during the last class. Students are asked to make observations, describe patterns using words, graphs, tables, and equations, and then to make predictions using these various forms of representation as tools.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 3.1: Exploring Triangular Numbers

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 (#75)
Worksheet 9.5 Practice A #2, 5, 8, 11, 14, 17, 20, 23, 26

Handouts
No Handouts Posted

Assignment
Worksheet 9.5 Practice A #3, 6, 24, 27
ACE p.48 #23-25, 29-31 (Note: problem 23 is incorrectly marked “29”).
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.

Monday, May 05, 2008

Geometry (Class 77)

Announcements
Next test is next Friday, April 26. The following test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
Inscribed Quadrilaterals

Overview
The warm-up today focuses on using right triangle trigonometry to solve a problem involving the angle a swing traverses. Students will need to use the observation skills to find the appropriate right triangles and then recall and use their knowledge of trigonometric ratios to find a solution. In our lesson for today we finish learning about angle relationships of segments related to circles. In addition we examine what is required if a quadrilateral is to be inscribed in a circle.
Textbook Sections
§10.3 (Txt. p.613) Inscribed Angles

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

Key Attitudes
Math is about thinking creatively.

Key Ideas
The surface area of a sphere is equal to the product of 4, π and the square of the radius of the sphere.
If two rays intersect outside of a circle and also intersect the circle, then the measure of the captured arc is equal to one-half the difference of the “captured” arcs. (Outside, then half difference.)
If two rays intersect inside of a circle, then the measure of the captured arc is equal to one-half the sum of the “captured” arcs. (Inside, then half sum.)
If two rays form an angle such that one ray is a tangent to a circle and the other passes through the circle, then the measure of the angle is half of the “captured” arc.
A quadrilateral can be inscribed in a circle if and only if both pair of opposite angles are supplementary.
Key Skills
I can recognize a problem involving angles which are inside, outside, or on a circle.
I can recall the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle.
I can use the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle to write equations and solve problems.
I can recognize a problem involving the surface area of a sphere.
I can recall the formula for the surface area of a sphere in terms of the radius of the sphere.
I can use the formula for the surface area of a sphere in terms of the radius of the sphere to write equations and solve problems.
I can determine if a quadrilateral can be inscribed in a circle.
I can use determine the measure of missing angles in an inscribed quadrilateral.
Turn-In (#76)
Chapter 10- Lesson 4: Practice 1
Chapter 10- Lesson 1: Practice 1
Finish Warm_up

Handouts
Chapter 10: Lesson 6- Inscribing Quadrilaterals v.1
Swing Problem

Assignment
Finish Warm-Up (Angle of Swing)
Finish Chapter 10- Lesson 5
CST Practice 5
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 02, 2008

Algebra (Class 75)

Announcements
Test Friday, April 18 focusing on quadratic relationships.

Lesson Title
Exploring Triangular Numbers

Overview
Our warm-up today changes focus from solving systems of linear equations (balances) to analyzing distance and time graphs. Our lesson for the day also changes focus. While we will continue to practice factoring, expanding, and solving quadratic equations, our new section will be on exploring quadratic patterns of change to see some examples of where they arise and what it is in these situations that force the pattern of change to be quadratic. In the last part of the class student will “show what you know” on Test 14.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 3.1: Exploring Triangular Numbers

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 (#74)
Finish Worksheet 10.5 Practice B #1-33
Finish Worksheet 9.5 Practice A #1, 4, 7, 10, 13, 16, 19, 22, 25

Handouts
No Handouts Posted

Assignment
Worksheet 9.5 Practice A #2, 5, 8, 11, 14, 17, 20, 23, 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.

Thursday, May 01, 2008

Geometry (Class 76)

Announcements
Next test is next Friday, April 26. The following test will not be until May 23 due to STAR testing-- that test will cover a lot of material!

Lesson Title
Surface Area of a Sphere
Inside, Outside, On- Angle Relationships of Circles

Overview
In today’s class our warm-up focuses on the surface area of a sphere, We see how a formula for finding the surface area can be derived by thinking about a sphere as a big ball of cheese and then cutting it up into lots and lots of tiny pyramids. The lesson for the day continues our examination of segment and arc relationships related to circles. In particular we examine the relationships of angles that are outside or on a circle to the “captured” arc for the angle.
Textbook Sections
§10.4 (Txt. p.621) Other Angle Relationships in Circles

Vocabulary
center
inscribed angle
central angle
radius (pl: radii)
chord
diameter
sections of intersecting chords
extended chords
Cavalieri’s Principle

Key Attitudes
Math is about thinking creatively.

Key Ideas
The surface area of a sphere is equal to the product of 4, π and the square of the radius of the sphere.
If two rays intersect outside of a circle and also intersect the circle, then the measure of the captured arc is equal to one-half the difference of the “captured” arcs. (Outside, then half difference.)
If two rays intersect inside of a circle, then the measure of the captured arc is equal to one-half the sum of the “captured” arcs. (Inside, then half sum.)
If two rays form an angle such that one ray is a tangent to a circle and the other passes through the circle, then the measure of the angle is half of the “captured” arc.
Key Skills
I can recognize a problem involving angles which are inside, outside, or on a circle.
I can recall the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle.
I can use the relationships between arc measures and angle measures for angles formed inside, outside, or on a circle to write equations and solve problems.
I can recognize a problem involving the surface area of a sphere.
I can recall the formula for the surface area of a sphere in terms of the radius of the sphere.
I can use the formula for the surface area of a sphere in terms of the radius of the sphere to write equations and solve problems.
Turn-In (#75)
Finish Chapter 10 Lesson 4
Finish Volume of a Sphere (Warm-Up)
Txt. p.632 #10-18, 25

Handouts
Chapter 12- Surface Area of a Sphere
Chapter 10- Lesson 5: Inside, Outside, or On
Chapter 10- Lesson1: Practice 2
Chapter 10: Lesson 4- Practice 1

Assignment
Chapter 10- Lesson 4: Practice 1
Chapter 10- Lesson 1: Practice 1
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.