HolcombMath

Thursday, September 13, 2007

Geometry (Class 6)

Overview
In today’s class we will review how to simplify a square root as well as begin a new section which focuses on the measurement of angles. We also learn how we can use the coordinates of a line segment to find the midpoint of the segment.
Textbook Sections
§1.4 (Txt. p.26) Angles and their Measures
§1.5 (Txt. p.34) Segment and Angle Bisectors

Vocabulary
vertex
acute angle
obtuse angle
right angle
straight angle
adjacent angles
complementary angles
supplementary angles
interior of an angle
exterior of an angle
midpoint of a segment

Key Attitudes
Math is about investigating.

Key Ideas
Angles can be classified by their measure

Key Skills
Name an angle using both three letter and one letter notation.
Classify an angle by its measure.
Draw angles given specification.
Writing and solving equations related to angle measures.

Turn-In (#5)
Chapter 1- Lesson 2 Packet with Text pages

Handouts
Chapter 1- Lesson 3: Angles and their Measures
Simplify Square Roots

Assignment
Chapter 1- Lesson 3 through #12
Txt. p.29 #17-41, 61, 64, 67, 70-75
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, September 11, 2007

Geometry (Class 5)

Overview
In today’s class we push on with our development of the Pythagorean theorem using our algebra skills to prove that it is always true. In addition we will see how the Pythagorean theorem can be used to find the distance between any two points on a coordinate plane when the coordinates for the points is known. As time permits we will being to learn how to use a straight edge and compass to make geometric constructions. A great website for this can be found at http://www.mathopenref.com/tocs/constructionstoc.html
Textbook Sections
§1.3 (Txt. p. 17) Segments and Their Measures

Key Attitudes
Math is about investigating.

Key Ideas
How algebra and geometry can be used to prove the Pythagorean theorem.
How the Pythagorean theorem can be used to find the distance between two points in the coordinate plane.

Key Skills
Use the distance formula to find the distance between two points in the coordinate plane
Proving the Pythagorean theorem using algebra
Use the distance formula to find the distance between two points in the coordinate plane

Turn-In (#4)
Txt. p.786 #1-24
Txt. p.16 #77-96
Txt. p.21 #19-30 odd

Handouts
See Math Open Reference for handouts and interactive demonstrations.

Assignment
Chapter 1- Lesson 2: Complete all of the packet and the textbook problems listed at the end of the packet. (Some you will have already completed-- don’t do them again!)
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, September 07, 2007

Geometry (Class 4)

Overview
In today’s class we pick up where we left last time-- finding the areas of the shapes. We then continue our work building our understanding of the Pythagorean theorem and using our algebra skills to prove that it is always true. Finally we will see how the Pythagorean theorem can be used to find the distance between any two points on a coordinate plane when the coordinates for the points is known.
Textbook Sections
§1.3 (Txt. p. 17) Segments and Their Measures

Key Attitudes
Being helpful and productive

Key Ideas
Given a segment AC with point D between A and C, the sum of AD and DC is equal to AC.
Definitions of squares, rectangles, parallelograms, and right triangles.
The area of a shape can be found by cutting it into pieces, finding the area of each piece, and then adding all of the pieces together.
Explain the connection between the Pythagorean theorem and the Distance Formula

Key Skills
Finding areas of irregular polygons by dissection.
Determining if a square can be made on a dot grid.
Use the distance formula to find the distance between two points in the coordinate plane
Proving the Pythagorean theorem using a geometric model

Turn-In (#3)
Txt. p.14 #33-35, 40-43, 65-67
Txt. p.785 #1-28

Handouts
No Handouts Posted

Assignment
Txt. p.786 #1-24
Txt. p.16 #77-96
Txt. p.21 #19-30 odd
Chapter 1-Lesson 2 through #19

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, September 05, 2007

Geometry (Class 3)

Overview
In today’s class we being our second lesson for Chapter 1. This lesson develops the concept of the Pythagorean theorem and how it can be used to find the distance between two points in the coordinate plane. It will take us more than one class period to complete this lesson.
Textbook Sections
§1.3 (Txt. p. 17) Segments and Their Measures

Vocabulary
constraint
coordinate
distance
segment addition postulate
distance formula
congruent segments

Key Attitudes
Math is about investigating and dicovering.

Key Ideas
Finding the distance between two points on a number line and in the coordinate plane.

Key Skills
Drawing squares on a coordinate grid given one side
Finding the area of a shape drawn on a dot grid.
Finding the length of a segment on a dot grid.
Drawing a segment on a dot grid of a specified length, like 13^1/2

Turn-In (#2)
Ch. 1 Lesson 1

Handouts
Chapter 1- Lesson 2: Segments and Their Measures

Assignment
Txt. p.14 #33-35, 40-43, 5, 65-67
Txt. p.785 #1-28
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, August 31, 2007

Geometry (Class 2)

Overview
Today we go over the basic procedures of the class, learn to make covers for our textbooks from a paper grocery bag (you can watch a video at http://www.youtube.com/watch?v=CQpq1s1ZfL8), and learn about the basic building blocks of Geometry. Also, if you need some review on how to use a protractor to measure angles you can view a video at http://video.google.com/videoplay?docid=5243836776194014756&q=how+to+measure+with+a+protractor&total=8&start=0&num=10&so=0&type=search&plindex=0 and a video for naming angles at http://www.youtube.com/watch?v=Natupx1e8tU
Textbook Sections
§1.2 Points, Lines, and Planes

Vocabulary
undefined terms
point
line
plane
line segment
endpoints
ray
initial point
opposite ray
collinear points
coplanar points
coplanar lines
protractor
compass

Key Attitudes
Being helpful and productive

Key Ideas
Using reasoning skills to solve problems

Key Skills
Understand and use the basic undefined terms and defined terms of geometry.
Sketch the intersection of lines and planes
Measuring lines, draw a triangle given three sides
Measure angles using a protractor
Name points, lines, segments, rays, planes, and anlges

Turn-In (#1)
First Day Geometry Review

Handouts
Chapter 1- Lesson 1: Points, Lines, and Planes

Assignment
Chapter 1- Lesson 1 (which includes Txt. p.13 #9-31, 36-39, 44-50, 61-64, 74-76)
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, August 29, 2007

Geometry (Class 1)

Overview
The main focus of today’s class is getting our textbook, taking a diagnostic test, learning about the basic procedures of the class, and starting our first assignment.
Textbook Sections
§1.1 (Txt. p. 3) Patterns and Inductive Reasoning

Vocabulary
conjecture

Key Attitudes
Being helpful and productive

Key Ideas
Patterns can help you make predictions.

Key Skills
Review of Algebra 1 skills.
Using patterns to make predictions.

Turn-In (#0)
Nothing to turn in.

Handouts
Assignment 1

Assignment
§1.1 (Txt. p.6) #13-25 odd, 26-28, 29-51 odd
First Day Geometry Review
Remember-- use proper heading, work in two columns.
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, January 17, 2007

Geometry (Class 42)

Overview
In previous classes we have developed and proved various properties of parallelograms as well as reviewed the names, properties, and definitions of various convex quadrilaterals. In this lesson we will turn our attention to the diagonals of quadrilaterals and see what we can uncover.
Textbook Sections
§6.5 (Txt. p.356) Trapezoids and Kites
§6.6 (Txt. p.364) Special Quadrilaterals

Key Attitudes
Mathematics can be a tool for investigating and uncovering facts.
Investigating requires creativity and persistence.
If you don’t first succeed, try, try again.

Key Ideas
The diagonals of quadrilaterals possess unique cahrateristics.

Key Skills
Identifying quadrilaterals from given information (ex: a quadrilateral with 4 right angles is a _____.)
Making and testing conjectures.

Vocabulary
Sufficient
Necessary

Handouts
Chapter 6, Lesson 3: Diagonals of Quadrilaterals
Chapter 6 Test A

Assignment
Finals Exam Review- Chapter 5
Chapter 6 Test A

Saturday, January 13, 2007

Weekly Summary Forms

I’m trying to figure out an easy way to post worksheets and such. This is a test and may not work.
Weekly Summary Form-- Mind Map Version
Weekly Summary Form-- List Version

Friday, January 12, 2007

Geometry (Class 41)

Overview
In the last few classes we have pulled apart what it means for a quadrilateral to be a parallelogram. We now turn our attention to other quadrilaterals: what are there names, how do you identify them, what do they have in common with each other, and what is unique about each.
Textbook Sections
§6.5 (Txt. p.356) Trapezoids and Kites
§6.6 (Txt. p.364) Special Quadrilaterals

Key Attitudes
Mathematics can be a tool for investigating and uncovering facts.
Investigating requires creativity and persistence.
If you don’t first succeed, try, try again.

Key Ideas
What are other types of quadrilaterals? What are their names?
How can you decide on the proper name? What do you look for in order to identify a quadrilateral?
What characteristics do quadrilaterals share with each other? What characteristics are unique?

Key Skills
Identifying quadrilaterals from given information (ex: a quadrilateral with 4 right angles is a _____.)
Making and testing conjectures.

Assignment
Final Exam Review Chapter 4
Worksheet: “Chapter Review Games and Activities” (”Crossword” puzzle)
Worksheet: Lesson 6.6 Practice A #1-11, 14, 16

Wednesday, December 20, 2006

Geometry (Class 38)

Overview

Today we conclude our work which focused on the question “How can you determine if it is possible to construct a triangle when you are given three segments?” We also begin working towards answering the question “How can we define ‘parallelogram’?”

Key Attitudes
Mathematics can be a tool for investigating and uncovering facts.
Investigating requires creativity and persistence.
If you don’t first succeed, try, try again.

Key Ideas
It is not always possible to construct a triangle from three segments.
In order for a triangle to be constructed from three segments, the sum of the lengths of any two sides must be greater than the length of the third side.
In a triangle, the smallest side is always opposite the smallest angle, and the largest sides is always opposite the largest angle.
A parallelogram can be defined in many ways.

Key Skills
Summarizing
Investigating
Working with a group to develop consensus
Drawing and measuring

Vocabulary
polygon
convex
concave
quadrilateral
parallelogram

Handouts
Properties of Parallelograms
Geometry Semester 1 Final Exam Review

Assignment
Final Exam Review (Due day of Final)
Mid-Segments of a Triangle

Friday, October 13, 2006

Geometry (Class 16)

Overview
§3.5 (p.157) Using Properties of Parallel Lines
Quiz 3: §2.6 to 3.2

In §3.4 students construct parallel lines by applying their knowledge of angle relationships and construction skills. In the second part of the class students will show what they know by working Quiz 3. For this quiz they should have one side of an 8 1/2 x 11 sheet of paper with all of the important definitions, postulates, and theorems (hand written only).

Key Ideas
Construct parallel lines using a straightedge and compass.

Vocabulary
No new vocabulary

Assignment
§3.3 (Txt. p.149) #1–5, 8
Proofs for Practice #5
§3.4 (Txt. p.153) #10, 11, 13, 16, 17, 20, 23, 26, 28
§3.5 (Txt. p.160) #8-10, 13, 16, 18, 21, 22, 27

Wednesday, October 11, 2006

Geometry Quiz Friday

The third quiz for Geometry will be this Friday. The focus for this quiz is writing proofs for statements about segments and angles. Make sure you bring your completed 8 1/2 x 11 sheet of paper with the definitions, postulates, and theorems you think will be useful. See the back of your book (p. 827 - p.829) for a nice list! You might want to include drawings to help you remember.

Geometry (Class 15)

Overview
§3.4 (p.150) Proving Lines Parallel
The central question for today is “How can you prove that two lines are parallel”? A point of confusion for students is to discern between the theorems that we proved in the last class and the converses to those theorems which we will prove during this class. The importance of the hypothesis and conclusion of an conditional statement take on increased importance as we work on making this distinction.

Key Ideas
Using the converses of the parallel lines postulates and theorems to determine if two lines are parallel.

Vocabulary
No new vocabulary.

Assignment
§3.1 (p.132) #40
Proofs for Practice #4
Write Postulates, Definitions, and Theorems for use on Quiz-- one side of 8.5 x 11 paper hand written
§3.2 (p.138) #19, 26, 35, 36
§3.3 (Txt. p.146) #14, 17, 18, 19, 21, 22, 27
§3.4 (Txt. p.153) #14, 15, 28