March 22, 2012

So what are you going to find the height of? You need to use similar triangles and trig ratios to calculate the possible answer and provide verification.

We will work on it in class after Spring Break — maybe the week after. We will have a worksheet or exercise that allows you to practice different methods and decide which will work best for what you want to do.

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March 22, 2012

You did a good job making up your consecutive integer problems! I like it when my students are able to work backwards.

You also did a good job of working with linear equations. You were able to see the patterns and translate them to generalizations. (That means you could do it with x, which can be any number.)

I know you might not remember a lot of what we did after Spring Break, but I wanted to see how you work with patterns again! We are up to three math brain cells now!! 🙂

Have a good Spring Break, Shuma! Rest and enjoy being with your mom! Tell her what a good job you are doing!

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March 21, 2012

Hope you guys did OK on your quizzes. When we return to school after Spring Break, we will find the building of tree or whatever that you want to determine the height of.

Your homework is to not forget what you have learned about similar triangles!

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March 21, 2012

Your assignment is to find two other ways to use lines and equations to predict something. You can make something up or find an example online. However you want to do it! You will share these in class on Monday when we return to school after Spring Break.

* (Hint: Do it now and get it done so that you don’t have to worry about it!)*

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March 20, 2012

Field trip will be next class. While we walk around campus, you will determine for what object you will calculate the height.

Assignment: p. 368/ 3-7 odd, 11-17 odd; p. 375/ 7-11 odd, **13-20** added on today… also be ready for a short quiz.

Next Class: Field trip, quiz, SAS and SSS more in-depth

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March 20, 2012

You have done an excellent job of working with inductive reasoning. We started working more with learning the language of word problems today — something you worked with before, but never with consecutive integers. You did well! Keep up the good work and the good effort!

**Assignment**:

- Create your own word problems

- With just regular consecutive integers
- Another with consecutive odd integers
- Another with consecutive even integers

At least one of them should be a more challenging problem — not just saying what the sum is. Add in another step.

**Next Class**: More word problems that are related to real-life rather than just consecutive integers.

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March 20, 2012

We talked about

- similarity statements
- setting up proportions in the correct order
- AA Similarity
- definition of similarity = angle congruent, sides proportional

Assignment: p. 368/ 3-7 all, 11-17 odd; p. 375/ 7-11 odd

Next Class: Short Quiz; SAS and SSS Similarity; real-life applications

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March 20, 2012

You guys worked on your projects today, answering questions about what your future might look like.

I will be interviewing you on the information you had collected when I made the copies. If you wish to email me more information, please do so. It will add to what we can talk about tomorrow.

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March 19, 2012

My very fast and short research (So far) has shown that there is no practical use for consecutive integer word problems. They are basically a tool to help you prepare for working other types of word problems. If you can see the patterns and figure out how to use these patterns, then you can set up and solve any problem!

**Assignment**: Set up and equation for numbers 3-5. Don’t solve 3 or 5 – only 4. I want to check your equations before you go through the trouble of solving them. (Or you can solve them and check them yourself.)

**Next Class**: We will finish with consecutive integer problems and move on to other practical problems (useful, I hope), leading up to graphing equations.

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March 19, 2012

Still working out what it means to have sides in a certain ratio, or in proportion. Good questions, today. Sorry to put you on the spot like that, Ronny! Make sure you are asking questions if you don’t understand something.

**Assignment**: p. 368/ 3-7 all, 11-19 odd; p. 375/ 7-11 odd.

** Next Class**: More with similar triangles. Let’s use this and make it real! Field trip?!

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