SY2023-24 Keys IMP 2 (013) Period 7AC-Keys Period 7AC (Section 013) in Room 115 Assignments

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then later, as you SCARY COBRA, you can add arrows, right angle boxes, arcs, arcs with ticks, etc. as you decide what angles to use for reflex angles, right angles, congruent angles, vertical angles, etc. PLEASE circle the letters in your angles that are the shared side or shared vertex when identifying adjacent angles and vertical angles. PLEASE use the congruence symbol when identifying congruent angles and bisected angles. A Model is attached!!!

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then, as you SPIRAL, you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then later, as you SCARY COBRA, you can add arrows, right angle boxes, arcs, arcs with ticks, etc. as you decide what angles to use for reflex angles, right angles, congruent angles, vertical angles, etc. PLEASE circle the letters in your angles that are the shared side or shared vertex when identifying adjacent angles and vertical angles. PLEASE use the congruence symbol when identifying congruent angles and bisected angles. A Model is attached!!!

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then, as you SPIRAL, you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then later, as you SCARY COBRA, you can add arrows, right angle boxes, arcs, arcs with ticks, etc. as you decide what angles to use for reflex angles, right angles, congruent angles, vertical angles, etc. PLEASE circle the letters in your angles that are the shared side or shared vertex when identifying adjacent angles and vertical angles. PLEASE use the congruence symbol when identifying congruent angles and bisected angles. A Model is attached!!!

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then, as you SPIRAL, you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then later, as you SCARY COBRA, you can add arrows, right angle boxes, arcs, arcs with ticks, etc. as you decide what angles to use for reflex angles, right angles, congruent angles, vertical angles, etc. PLEASE circle the letters in your angles that are the shared side or shared vertex when identifying adjacent angles and vertical angles. PLEASE use the congruence symbol when identifying congruent angles and bisected angles. A Model is attached!!!

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections and endpoints first. Then, as you SPIRAL, you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

We SPIRAL-ed Rain in class. Now it's your turn to SPIRAL Bug! (A model is attached.) 

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections first. Then you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

First, do an internet search to find the kanji for numbers 6-10. Draw the kanji in the boxes provided.

Second, on the back, do one of two things:
Choose one of the kanji for numbers and SPIRAL it. However, you must choose a kanji that will allow you to SPIRAL all 9 elements of the SPIRAL mnemonic...except, maybe, arc. OR...
Use 9 of the number kanji and, for each one, SPIRAL a different one of the 9 elements.

Complete the 4 attached worksheets. They are all related to your Angles Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

Complete the 4 attached worksheets. They are all related to your PLPs Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

Complete the 4 attached worksheets. They are all related to your Angles Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

Complete the 4 attached worksheets. They are all related to your PLPs Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

Complete the 4 attached worksheets. They are all related to your Angles Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

Complete the 4 attached worksheets. They are all related to your PLPs Vocabulary Chart. You may write on the worksheets (I handed out half-page copies in class) OR use loose-leaf. In addition, if you would like more space, I have also attached full-page versions of each page.

We SPIRAL-ed Rain in class. Now it's your turn to SPIRAL Bug! (A model is attached.) 

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections first. Then you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

First, do an internet search to find the kanji for numbers 6-10. Draw the kanji in the boxes provided.

Second, on the back, do one of two things:
Choose one of the kanji for numbers and SPIRAL it. However, you must choose a kanji that will allow you to SPIRAL all 9 elements of the SPIRAL mnemonic...except, maybe, arc. OR...
Use 9 of the number kanji and, for each one, SPIRAL a different one of the 9 elements.

We SPIRAL-ed Rain in class. Now it's your turn to SPIRAL Bug! (A model is attached.) 

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections first. Then you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

First, do an internet search to find the kanji for numbers 6-10. Draw the kanji in the boxes provided.

Second, on the back, do one of two things:
Choose one of the kanji for numbers and SPIRAL it. However, you must choose a kanji that will allow you to SPIRAL all 9 elements of the SPIRAL mnemonic...except, maybe, arc. OR...
Use 9 of the number kanji and, for each one, SPIRAL a different one of the 9 elements.

We SPIRAL-ed Rain in class. Now it's your turn to SPIRAL Bug! (A model is attached.) 

Suggestion: I would start out by simply placing point labels in order from A-Z on all intersections first. Then you can add arrows, right angle boxes and parallel line arrows later as you decide what segments or curves to use for lines, rays, segments, arcs, etc.

First, do an internet search to find the kanji for numbers 6-10. Draw the kanji in the boxes provided.

Second, on the back, do one of two things:
Choose one of the kanji for numbers and SPIRAL it. However, you must choose a kanji that will allow you to SPIRAL all 9 elements of the SPIRAL mnemonic...except, maybe, arc. OR...
Use 9 of the number kanji and, for each one, SPIRAL a different one of the 9 elements.

Using your completed PLPs and Angle Vocabulary Charts as well as the previously posted alternative textbook chapters (Week of 4/8), see if you can make some progress on all 3 practice 'quizzes'. Either print out the practice 'quizzes' or use a sheet of loose leaf. Follow our standard folded and headed format. No page numbers or source is necessary; simply write "PLPs and Angle Diagnostic Practice 'Quizzes'" as your title along with your full name and period.

Use the two previously posted (Week of 4/8) alternative textbook chapters (Chapter 1 for points, lines and planes; Chapters 1 and 3 for angles) to fill in the following 4 pages of vocabulary charts. Use pencil so you can erase if necessary when we go over this work in class on Friday. These are the first 4 pages of your Geometry 'Gournal'.

Using your completed PLPs and Angle Vocabulary Charts as well as the previously posted alternative textbook chapters, see if you can make some progress on all 3 practice 'quizzes'. Either print out the practice 'quizzes' or use a sheet of loose leaf. Follow our standard folded and headed format. No page numbers or source is necessary; simply write "PLPs and Angle Diagnostic Practice 'Quizzes'" as your title along with your full name and period.

Use the two previously posted alternative textbook chapters (Chapter 1 for points, lines and planes; Chapters 1 and 3 for angles) to fill in the following 4 pages of vocabulary charts. Use pencil so you can erase if necessary when we go over this work in class on Monday. These are the first 4 pages of your Geometry 'Gournal'.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems. When solving, your 'mental math' should be visible.

For this assignment, you will need 1 sheet of loose leaf. Look at the 3/20 PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

For this assignment, you will need 1 sheet of loose leaf. Look at the 3/20 PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems...especially on page 2. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems. When solving, your 'mental math' should be visible.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all problems, especially evaluating and solving problems. In other words, your 'mental math' should be visible.

For this assignment, you will need 1 sheet of loose leaf. Look at the 3/18 PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all word problems (i.e., formula, formula substitution, tables or logarithms, etc.)

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all word problems (i.e., formula, formula substitution, tables or logarithms, etc.)

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all word problems (i.e., formula, formula substitution, tables or logarithms, etc.)

For this assignment, you will need 1 sheet of loose leaf. Look at the attached PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Complete the entire worksheet. There are no bonus or skippable questions. Show comprehensive work for all word problems (i.e., formula, formula substitution, tables or logarithms, etc.)

For this assignment, you will need 1 sheet of loose leaf. Look at the attached PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

For this assignment, you will need 1 sheet of loose leaf. Look at the attached PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Since you need an exponential growth formula in order to answer problem #1 for January 31 and Leap Day, #2 and #3, do three extra calculations to determine creature populations for January 3rd, 4th and 6th besides the days mentioned in the book (January 1st, 2nd and 5th). With your answers from problem  #1a-f (January 1-6), you should be able to determine a pattern in the population numbers in order to write a growth formula. Look at the attached PowerPoint to see a model for creating a table to record all this info as it seemed to help when we created the growth formula in class.

If you are completely and totally stumped on how to do that, email me or google exponential growth formula.

Complete the entire worksheet. There are no bonus or skippable questions. As there is not a great deal of space on the worksheet, please use a separate sheet of loose leaf stapled to the worksheet unless you can clearly and carefully write SMALL in the space provided. Please no arrows to all sorts of odd white spaces in the margins: just use loose leaf if you have an urge to do that.

For this assignment, you will need 1 sheet of loose leaf. Look at the attached PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Since you need an exponential growth formula in order to answer problem #1 for January 31 and Leap Day, #2 and #3, do three extra calculations to determine creature populations for January 3rd, 4th and 6th besides the days mentioned in the book (January 1st, 2nd and 5th). With your answers from problem  #1a-f (January 1-6), you should be able to determine a pattern in the population numbers in order to write a growth formula. Look at the attached PowerPoint to see a model for creating a table to record all this info as it seemed to help when we created the growth formula in class.

If you are completely and totally stumped on how to do that, email me or google exponential growth formula.

Complete the entire worksheet. There are no bonus or skippable questions. As there is not a great deal of space on the worksheet, please use a separate sheet of loose leaf stapled to the worksheet unless you can clearly and carefully write SMALL in the space provided. Please no arrows to all sorts of odd white spaces in the margins: just use loose leaf if you have an urge to do that.

If you are unsure of exponents and how to deal with them, look at the Rules of Exponents handout that I gave you in class OR access it here on Google Classroom. At the top of each page, there is also information similar to the Rules of Exponents handout to help you.

For this assignment, you will need 1 sheet of loose leaf. Look at the attached PowerPoint for instructions about how to set up your paper so that you have ample room to do work for each problem AND give me space to write comments.

Since you need an exponential growth formula in order to answer problem #1 for January 31 and Leap Day, #2 and #3, do three extra calculations to determine creature populations for January 3rd, 4th and 6th besides the days mentioned in the book (January 1st, 2nd and 5th). With your answers from problem  #1a-f (January 1-6), you should be able to determine a pattern in the population numbers in order to write a growth formula. Look at the attached PowerPoint to see a model for creating a table to record all this info as it seemed to help when we created the growth formula in class.

If you are completely and totally stumped on how to do that, email me or google exponential growth formula.

Complete the entire worksheet. There are no bonus or skippable questions. As there is not a great deal of space on the worksheet, please use a separate sheet of loose leaf stapled to the worksheet unless you can clearly and carefully write SMALL in the space provided. Please no arrows to all sorts of odd white spaces in the margins: just use loose leaf if you have an urge to do that.

If you are unsure of exponents and how to deal with them, look at the Rules of Exponents handout that I gave you in class OR access it here on Google Classroom. At the top of each page, there is also information similar to the Rules of Exponents handout to help you.

Complete the entire worksheet. There are no bonus or skippable questions. As there is not a great deal of space on the worksheet, please use a separate sheet of loose leaf stapled to the worksheet unless you can clearly and carefully write SMALL in the space provided. Please no arrows to all sorts of odd white spaces in the margins: just use loose leaf if you have an urge to do that.

If you are unsure of exponents and how to deal with them, look at the Rules of Exponents handout that I gave you in class OR access it here on Google Classroom. At the top of each page, there is also information similar to the Rules of Exponents handout to help you.

Complete the entire worksheet. The bonus questions are not bonus questions: they are part of the assignment. 

If you are unsure of exponents and how to deal with them, look at the Rules of Exponents handout that I gave you in class OR access it here on Google Classroom.

For this assignment, you will need 1 sheet of loose leaf. On page 1 (the front of your loose leaf), place your notes and problems #1a, 1b, 2a and 2b. On page 2 (the back of your loose leaf), use the top half for extra calculations and the bottom half for problems #3 and 4.

Since you need an exponential inflation formula in order to answer problems #3-4, do two extra calculations to determine the price of eggs in 2003 and 2004. With your answers from problems  #1a-2b and your extra calculations for 2003-4, you should be able to determine a pattern in the egg price index in order to write an inflation formula.

If you are completely and totally stumped on how to do that, email me or google exponential inflation formula.

For this assignment, you will need 1 sheet of loose leaf. On page 1 (the front of your loose leaf), place your notes and problems #1a, 1b, 2a and 2b. On page 2 (the back of your loose leaf), use the top half for extra calculations and the bottom half for problems #3 and 4.

Since you need an exponential inflation formula in order to answer problems #3-4, do two extra calculations to determine the price of eggs in 2003 and 2004. With your answers from problems  #1a-2b and your extra calculations for 2003-4, you should be able to determine a pattern in the egg price index in order to write an inflation formula.

If you are completely and totally stumped on how to do that, email me or google exponential inflation formula.

For this assignment, you will need 1 sheet of loose leaf. On page 1 (the front of your loose leaf), place your notes and problems #1a, 1b, 2a and 2b. On page 2 (the back of your loose leaf), use the top half for extra calculations and the bottom half for problems #3 and 4.

Since you need an exponential inflation formula in order to answer problems #3-4, do two extra calculations to determine the price of eggs in 2003 and 2004. With your answers from problems  #1a-2b and your extra calculations for 2003-4, you should be able to determine a pattern in the egg price index in order to write an inflation formula.

If you are completely and totally stumped on how to do that, email me or google exponential inflation formula.

For this assignment, you will need 1 sheet of loose leaf. On page 1 (the front of your loose leaf), place your notes and problems #1a, 1b, 2a and 2b. On page 2 (the back of your loose leaf), use the top half for extra calculations and the bottom half for problems #3 and 4.

Since you need an exponential inflation formula in order to answer problems #3-4, do two extra calculations to determine the price of eggs in 2003 and 2004. With your answers from problems  #1a-2b and your extra calculations for 2003-4, you should be able to determine a pattern in the egg price index in order to write an inflation formula.

If you are completely and totally stumped on how to do that, email me or google exponential inflation formula.

If you are interested in earning some extra credit during Black History month, read through the attached spreadsheet of Mathematicians, Engineers and Scientists and choose someone you'd like to create a poster about. All guidelines are in the attached PowerPoint. In addition, to the right of the 2 sign-up columns in the spreadsheet, you will find a list of links that will take you to various websites briefly describing the lives of most of the names you find in the spreadsheet. 

PLEASE READ THE GUIDELINES BEFORE YOU EMBARK ON THIS PROJECT! And if you would like to use any of the jewels bling, design tapes, colored paper, foam paper, stickers, stamps, colored pencils, colored markets, glue, tape, etc. that I have in my room to decorate your poster, come during almost any AcLab to Room 113.

If you are interested in earning some extra credit during Black History month, read through the attached spreadsheet of Mathematicians, Engineers and Scientists and choose someone you'd like to create a poster about. All guidelines are in the attached PowerPoint. In addition, to the right of the 2 sign-up columns in the spreadsheet, you will find a list of links that will take you to various websites briefly describing the lives of most of the names you find in the spreadsheet. 

PLEASE READ THE GUIDELINES BEFORE YOU EMBARK ON THIS PROJECT! And if you would like to use any of the jewels bling, design tapes, colored paper, foam paper, stickers, stamps, colored pencils, colored markets, glue, tape, etc. that I have in my room to decorate your poster, come during almost any AcLab to Room 113.

If you are interested in earning some extra credit during Black History month, read through the attached spreadsheet of Mathematicians, Engineers and Scientists and choose someone you'd like to create a poster about. All guidelines are in the attached PowerPoint. In addition, to the right of the 2 sign-up columns in the spreadsheet, you will find a list of links that will take you to various websites briefly describing the lives of most of the names you find in the spreadsheet. 

PLEASE READ THE GUIDELINES BEFORE YOU EMBARK ON THIS PROJECT! And if you would like to use any of the jewels bling, design tapes, colored paper, foam paper, stickers, stamps, colored pencils, colored markets, glue, tape, etc. that I have in my room to decorate your poster, come during almost any AcLab to Room 113.

For this assignment, you will need 1 sheet of graph paper and one sheet of loose leaf. You will be making or copying two graphs. Use the front and back of your graph paper. Use the loose leaf to do your notes and calculations for 1c-e and 2c. 

Remember: For 1e and 2c, the book is using a calculus term for what we have been calling instantaneous slope/speed/area/etc. That term is derivative. Derivative is just a calculus term for the term mentioned above. The mathematical calculation for finding a derivative is EXACTLY the same calculation that we've been using for instantaneous slope/speed/area/etc.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 3 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2a. Questions 2b, 2c and 3 will be on the back (page 2). 

Pay attention to the fact that you are no longer calculating either height or distance with the given formula. This time it is AREA in square meters.

This activity is asking you to do virtually the same thing that you did in The Instant of Impact and Doctor's Orders and Photo Finish! It is simply reviewing the process of getting an INSTANTANEOUS speed because it is SOOOOOOOOOOOOOOOOO important in order to fully understand everything else we are going to do in this lesson and the following one.

For #1, you are calculating the area of the oil slick when Lindsay first saw it...t = 0. Use the given formula.

For #2a, you are calculating the area of the oil slick 2 hours after Lindsay saw it...t = 2. Use the given formula. THEN calculate the rate of change in those 2 hours. That's the slope formula!

For #2b, you are now beginning the process of getting closer and closer to the rate of change (or speed) that you will calculate INSTANTANEOUSLY! Now t = .5...a half hour. So use the area formula first and the slope formula second.

For #2c, it's the same as #2b: you getting even closer to calculating the final instantaneous speed. But now t = .25...a quarter hour!

For #3, it's time to calculate the instantaneous rate almost EXACTLY when Lindsay saw the oil slick the first time. Get even closer than .25 hours!!!

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 5 rectangles on the front and 8 on the back. The front (page 1) will contain a section for notes and questions 1a and 1b. Questions 2a, 2b and 3a-c will be on the back (page 2). 

For questions 1 and 2, you should be looking at your homework for Instant of Impact and The Growth of the Oil Slick in order to compare the work you do for this assignment to the rates of change you initially found on the original assignments.

For question 3, you did not do the original assignment Wake Up! It is not necessary to do that assignment in order to answer 3b. However, you may want to do 3a and 3c first BEFORE you answer 3b since you should notice something very different about your answers to 3a and 3c that does not apply to your answers for 1 and 2.

For ALL these problems, the book is using a calculus term for what we have been calling instantaneous slope/speed/area/etc. That term is derivative. Derivative is just a calculus term for the term mentioned above. The mathematical calculation for finding a derivative is EXACTLY the same calculation that we've been using for instantaneous slope/speed/area/etc.

For this assignment, you will need 1 sheet of graph paper and one sheet of loose leaf. You will be making or copying two graphs. Use the front and back of your graph paper. Use the loose leaf to do your notes and calculations for 1c-e and 2c. 

Remember: For 1e and 2c, the book is using a calculus term for what we have been calling instantaneous slope/speed/area/etc. That term is derivative. Derivative is just a calculus term for the term mentioned above. The mathematical calculation for finding a derivative is EXACTLY the same calculation that we've been using for instantaneous slope/speed/area/etc.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 5 rectangles on the front and 8 on the back. The front (page 1) will contain a section for notes and questions 1a and 1b. Questions 2a, 2b and 3a-c will be on the back (page 2). 

For questions 1 and 2, you should be looking at your homework for Instant of Impact and The Growth of the Oil Slick in order to compare the work you do for this assignment to the rates of change you initially found on the original assignments.

For question 3, you did not do the original assignment Wake Up! It is not necessary to do that assignment in order to answer 3b. However, you may want to do 3a and 3c first BEFORE you answer 3b since you should notice something very different about your answers to 3a and 3c that does not apply to your answers for 1 and 2.

For ALL these problems, the book is using a calculus term for what we have been calling instantaneous slope/speed/area/etc. That term is derivative. Derivative is just a calculus term for the term mentioned above. The mathematical calculation for finding a derivative is EXACTLY the same calculation that we've been using for instantaneous slope/speed/area/etc.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 3 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. Question 3a will be on the back (page 2) and feel free to use 3 different rectangles for each of the speeds you are calculating. 

My suggestion for 3a is that you calculate 3 speeds CLOSE to the INSTANT Speedy crosses the finish line. Maybe .1 second, .5 seconds and 1 second before she crosses the finish line. That way you can check to make sure you are steadily decreasing to the answer you got in #2.

Pay attention to the fact that you are no longer calculating height with the given formula. This time it is DISTANCE in meters.

This activity is asking you to do virtually the same thing that you did in The Instant of Impact and Doctor's Orders! It is simply reviewing the process of getting an INSTANTANEOUS speed because it is SOOOOOOOOOOOOOOOOO important in order to fully understand everything else we are going to do in this lesson and the following one.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 3 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. Questions 3, 4 and 5 will be on the back (page 2). 

Suggestion: Do not do this activity UNTIL you have completed The Instant of Impact on page 415 BECAUSE...

This activity is asking you to do virtually the same thing that you did in The Instant of Impact! It is simply reviewing the process of getting an INSTANTANEOUS speed because it is SOOOOOOOOOOOOOOOOO important to fully understand everything else we are going to do in this lesson and the following one. The only major difference is the scenario, the quadratic we're using to model the scenario and the allowable speed at the point of this scenario's impact.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 3 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. Questions 3, 4 and 5 will be on the back (page 2). 

Suggestion: Do not do this activity UNTIL you have completed The Instant of Impact on page 415 BECAUSE...

This activity is asking you to do virtually the same thing that you did in The Instant of Impact! It is simply reviewing the process of getting an INSTANTANEOUS speed because it is SOOOOOOOOOOOOOOOOO important to fully understand everything else we are going to do in this lesson and the following one. The only major difference is the scenario, the quadratic we're using to model the scenario and the allowable speed at the point of this scenario's impact.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 5 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1a, 1b, 2a and 2b. Questions 3, 4 and 5 will be on the back (page 2). 

We did questions 1a and 1b in class as an opener.

For the next 4 questions, you will be starting your intervals at successively closer times to 5 seconds. So, if you answered questions 1a and 1b with an interval starting 2 seconds before 5, ie, t = 3, then for questions 2a and 2b, you will be using an interval that starts 1 second before 5, ie, t = 4. Then, for question 3, you will be using an interval that starts a half second before 5, ie, t = 4.5. Then, for question 4, you will be using an interval that starts a tenth of a second before 5, ie, t = 4.9. Et cetera.

For question 5, you must STILL make a calculation. But it's one that uses an interval that's even SMALLER than the one between t = 4.9 and t = 5.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 5 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1a, 1b, 2a and 2b. Questions 3, 4 and 5 will be on the back (page 2). 

We did questions 1a and 1b in class as an opener.

For the next 4 questions, you will be starting your intervals at successively closer times to 5 seconds. So, if you answered questions 1a and 1b with an interval starting 2 seconds before 5, ie, t = 3, then for questions 2a and 2b, you will be using an interval that starts 1 second before 5, ie, t = 4. Then, for question 3, you will be using an interval that starts a half second before 5, ie, t = 4.5. Then, for question 4, you will be using an interval that starts a tenth of a second before 5, ie, t = 4.9. Et cetera.

For question 5, you must STILL make a calculation. But it's one that uses an interval that's even SMALLER than the one between t = 4.9 and t = 5.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 3 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. Questions 3, 4 and 5 will be on the back (page 2). 

Suggestion: Do not do this activity UNTIL you have completed The Instant of Impact on page 415 BECAUSE...

This activity is asking you to do virtually the same thing that you did in The Instant of Impact! It is simply reviewing the process of getting an INSTANTANEOUS speed because it is SOOOOOOOOOOOOOOOOO important to fully understand everything else we are going to do in this lesson and the following one. The only major difference is the scenario, the quadratic we're using to model the scenario and the allowable speed at the point of this scenario's impact.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 5 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1a, 1b, 2a and 2b. Questions 3, 4 and 5 will be on the back (page 2). 

We did questions 1a and 1b in class as an opener.

For the next 4 questions, you will be starting your intervals at successively closer times to 5 seconds. So, if you answered questions 1a and 1b with an interval starting 2 seconds before 5, ie, t = 3, then for questions 2a and 2b, you will be using an interval that starts 1 second before 5, ie, t = 4. Then, for question 3, you will be using an interval that starts a half second before 5, ie, t = 4.5. Then, for question 4, you will be using an interval that starts a tenth of a second before 5, ie, t = 4.9. Et cetera.

For question 5, you must STILL make a calculation. But it's one that uses an interval that's even SMALLER than the one between t = 4.9 and t = 5.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 4 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2.  Questions 3 and 4 will be on the back (page 2).

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 4 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2.  Questions 3 and 4 will be on the back (page 2).

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 4 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. (Question 2 is a graph!) Questions 3, 4a, 4b and 4c will be on the back (page 2). 

We have done most of the graph in class. Once you are about to attach your detergent data, you may have to adjust your scales. I changed my hours scale to go up by 2s for each unit square. I did not change my radius scale, where each unit square after the break went up by 6s.

Add another column to the table we created in class so that you can add the detergent's 10 meters/hour growth numbers. Remember to start adding this data at hour 7! (7, 0) When you plot the data on your graph, start your line at hour 14!!!! You can't start from 0 because of the break in your r-axis.

You can answer question 4 in three ways:
Look for the intersection of the two lines in your graph.
Just keep on adding data to your table until both the oil slick radius and the detergent radius match.
After answering question 3, create another equation for the detergent and look at both equations as a linear system. Then solve the system algebraically using substitution.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/vertical so you have 4 rectangles on the front and 4 on the back. The front (page 1) will contain a section for notes and questions 1 and 2. (Question 2 is a graph!) Questions 3, 4a, 4b and 4c will be on the back (page 2). 

We have done most of the graph in class. Once you are about to attach your detergent data, you may have to adjust your scales. I changed my hours scale to go up by 2s for each unit square. I did not change my radius scale, where each unit square after the break went up by 6s.

Add another column to the table we created in class so that you can add the detergent's 10 meters/hour growth numbers. Remember to start adding this data at hour 7! (7, 0) When you plot the data on your graph, start your line at hour 14!!!! You can't start from 0 because of the break in your r-axis.

You can answer question 4 in three ways:
Look for the intersection of the two lines in your graph.
Just keep on adding data to your table until both the oil slick radius and the detergent radius match.
After answering question 3, create another equation for the detergent and look at both equations as a linear system. Then solve the system algebraically using substitution.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3 & 4 will be on the back (page 2). 

All of these problem involve finding slope. Use the slope formula that we've been using in class. When asked to explain your process, simply describe how you found your 2 points then how you used the formula.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 8 rectangles on the front and 8 on the back. The front (page 1) will contain a section for notes and questions 1b, 1c, 2b and 2c. [1a and 2a are graphs! You need graph paper!] Questions 3b, 3c, 4a and 4d will be on the back (page 2). [3a is a graph! You need graph paper!]

For your graphs (1a, 2a and 3a), fold the paper in half and then you can do two mini-graphs on the front and one mini-graph on the back.

All of these problem involve finding slope and the y-intercept and writing linear equations. Use y = mx + b to write your equations. Use the slope formula that we've been using in class to find your m. Find your y-intercept or b by either looking at your graph OR filling in your m, x and y in the equation and solving for b. You did this last semester to find a missing 'a' value in a vertex form quadratic and you did this THIS semester in an opener in the first or second week of school.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3 & 4 will be on the back (page 2). 

All of these problem involve finding slope. Use the slope formula that we've been using in class. When asked to explain your process, simply describe how you found your 2 points then how you used the formula.

For this assignment, you will need 1 sheet of loose-leaf paper. Fold it horizontal/horizontal/vertical so you have 8 rectangles on the front and 8 on the back. The front (page 1) will contain a section for notes and questions 1b, 1c, 2b and 2c. [1a and 2a are graphs! You need graph paper!] Questions 3b, 3c, 4a and 4d will be on the back (page 2). [3a is a graph! You need graph paper!]

For your graphs (1a, 2a and 3a), fold the paper in half and then you can do two mini-graphs on the front and one mini-graph on the back.

All of these problem involve finding slope and the y-intercept and writing linear equations. Use y = mx + b to write your equations. Use the slope formula that we've been using in class to find your m. Find your y-intercept or b by either looking at your graph OR filling in your m, x and y in the equation and solving for b. You did this last semester to find a missing 'a' value in a vertex form quadratic and you did this THIS semester in an opener in the first or second week of school.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1a & 1b; questions 3 & 4 will be on the back (page 2). 

For #1a, think about how you answered 2c and 3c from page 389.

For #1b, you might want to think about the vocabulary we used to answer 2b and d and 3b and d from page 389. OR you can make a guess about what range of the graph you will use to calculate slope (rate/pace/speed).

For #2, you must make a graph. Try it (in pencil) and then, in class, we will go through the steps and you can correct your work.

For #3, think again about the graph vocabulary we used for 2b, 2d, 3b, 3d and 4 from page 389.

For #4, try using y = mx + b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3 & 4a-c will be on the back (page 2). 

For #1, calculate the total time in hours from 5 am to 3 pm. Then calculate the speed using (0,0) for the start time, where x is the number of hours and y is the distance traveled in miles.

For #2, use the information given to come up with a coordinate point for when the 40 mph segment ends. Then use that coordinate point and the coordinate point for when the next segment ends (at 3pm) to calculate the asked-for average speed.

For #3, let's just think about a trip with two different speeds that average to 50 mph and not any more than that. Get a piece of graph paper and make 'sketch' graph of the situation. Draw a straight segment as long as you want from (0,0) BUT don't let it go all the way to 11 hours. (In other words, it will be a segment that DOESN'T have a slope of 50.) Calculate its slope. Then draw a segment from the first segment's endpoint to (11,550). Calculate its slope. You've now answered the question!

For #4a-c, you will be estimating. For a and b, give your 'opinion' answer then explain how you got it. For c, do the same. Remember: steepness = quickly rising = faster; gentleness = gradually rising = slower.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; question 3 will be on the back (page 2). 

For #1 and 2, remember: just like average speed (distance per unit of time), average increase (amount per unit of time) also equals slope!

For #3, it's your opinion. But realize that though your answer for the first question might be a simple yes or no, your answers for the next two questions require you to analyze the 'why' of your yes or no then give some advice/suggestion to anyone who finds themselves in a situation of analyzing two seemingly identical or similar graphs.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3 & 4a-c will be on the back (page 2). 

For #1, calculate the total time in hours from 5 am to 3 pm. Then calculate the speed using (0,0) for the start time, where x is the number of hours and y is the distance traveled in miles.

For #2, use the information given to come up with a coordinate point for when the 40 mph segment ends. Then use that coordinate point and the coordinate point for when the next segment ends (at 3pm) to calculate the asked-for average speed.

For #3, let's just think about a trip with two different speeds that average to 50 mph and not any more than that. Get a piece of graph paper and make 'sketch' graph of the situation. Draw a straight segment as long as you want from (0,0) BUT don't let it go all the way to 11 hours. (In other words, it will be a segment that DOESN'T have a slope of 50.) Calculate its slope. Then draw a segment from the first segment's endpoint to (11,550). Calculate its slope. You've now answered the question!

For #4a-c, you will be estimating. For a and b, give your 'opinion' answer then explain how you got it. For c, do the same. Remember: steepness = quickly rising = faster; gentleness = gradually rising = slower.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; question 3 will be on the back (page 2). 

For #1 and 2, remember: just like average speed (distance per unit of time), average increase (amount per unit of time) also equals slope!

For #3, it's your opinion. But realize that though your answer for the first question might be a simple yes or no, your answers for the next two questions require you to analyze the 'why' of your yes or no then give some advice/suggestion to anyone who finds themselves in a situation of analyzing two seemingly identical or similar graphs.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1a & 1b; questions 3 & 4 will be on the back (page 2). 

For #1a, think about how you answered 2c and 3c from page 389.

For #1b, you might want to think about the vocabulary we used to answer 2b and d and 3b and d from page 389. OR you can make a guess about what range of the graph you will use to calculate slope (rate/pace/speed).

For #2, you must make a graph. Try it (in pencil) and then, in class, we will go through the steps and you can correct your work.

For #3, think again about the graph vocabulary we used for 2b, 2d, 3b, 3d and 4 from page 389.

For #4, try using y = mx + b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1a & 1b; questions 3 & 4 will be on the back (page 2). 

For #1a, think about how you answered 2c and 3c from page 389.

For #1b, you might want to think about the vocabulary we used to answer 2b and d and 3b and d from page 389. OR you can make a guess about what range of the graph you will use to calculate slope (rate/pace/speed).

For #2, you must make a graph. Try it (in pencil) and then, in class, we will go through the steps and you can correct your work.

For #3, think again about the graph vocabulary we used for 2b, 2d, 3b, 3d and 4 from page 389.

For #4, try using y = mx + b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3, parts a-b, and 4, parts a-c, will be on the back (page 2). 

For #1, you are making a prediction about (imagining) American boys's height based on the graph having a constant increase (slope)...which it doesn't!

For #2, your are interpreting the shape of one section of the graph in terms of the growth in height of American boys.

For #3a, you are estimating a difference. For #3b, you are using your percentage increase/decrease formulas.

For #4a and b, you are doing exactly what you did in #3a and b but using a different range in the graph. For #4c, you are drawing a conclusion (stating an observation) about American boys's height based on your answers to #3a-b and #4a-b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3, parts a-b, and 4, parts a-c, will be on the back (page 2). 

For #1, you are making a prediction about (imagining) American boys's height based on the graph having a constant increase (slope)...which it doesn't!

For #2, your are interpreting the shape of one section of the graph in terms of the growth in height of American boys.

For #3a, you are estimating a difference. For #3b, you are using your percentage increase/decrease formulas.

For #4a and b, you are doing exactly what you did in #3a and b but using a different range in the graph. For #4c, you are drawing a conclusion (stating an observation) about American boys's height based on your answers to #3a-b and #4a-b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3, parts a-b, and 4, parts a-c, will be on the back (page 2). 

For #1, you are making a prediction about (imagining) American boys's height based on the graph having a constant increase (slope)...which it doesn't!

For #2, your are interpreting the shape of one section of the graph in terms of the growth in height of American boys.

For #3a, you are estimating a difference. For #3b, you are using your percentage increase/decrease formulas.

For #4a and b, you are doing exactly what you did in #3a and b but using a different range in the graph. For #4c, you are drawing a conclusion (stating an observation) about American boys's height based on your answers to #3a-b and #4a-b.

For this assignment, you will need 1 sheet of loose-leaf paper. The front (page 1) will contain a section for notes and questions 1 & 2; questions 3, parts a-b, and 4, parts a-c, will be on the back (page 2). 

For #1, you are making a prediction about (imagining) American boys's height based on the graph having a constant increase (slope)...which it doesn't!

For #2, your are interpreting the shape of one section of the graph in terms of the growth in height of American boys.

For #3a, you are estimating a difference. For #3b, you are using your percentage increase/decrease formulas.

For #4a and b, you are doing exactly what you did in #3a and b but using a different range in the graph. For #4c, you are drawing a conclusion (stating an observation) about American boys's height based on your answers to #3a-b and #4a-b.

For this assignment, you will need 1 sheet of loose-leaf paper and 1 sheet of graph paper. The graph paper will be used to make a graph of the table data from page 386. We will do the graph together in class so no need to deal with it until our next class.

The front (page 1) will contain a section for notes and question 2, parts a-d; questions 3, parts a-d, and 4 will be on the back (page 2). The table you'll be using is, again, on page 386 of your text. 

For #2a, use info from page 386. Your calculation is a simple subtraction. For #2b, postpone answering it till we complete our graph: just leave that space blank. For #2c, your calculation is a simple division by the number of years. For #2d, you CAN answer this 'prediction' using your prior knowledge of linear functions because it's talking about a 'constant' rate of change or slope.

For #3, follow the same suggestions I just gave you for #2. You will simply be using a different range of population numbers from the table on page 386.

For #4, you can make a prediction using 'common sense' and your prior knowledge of linear functions and slope. OR you can wait until we do our graph.

For this assignment, you will need 1 sheet of loose-leaf paper and 1 sheet of graph paper. The graph paper will be used to make a graph of the table data from page 386. We will do the graph together in class so no need to deal with it until our next class.

The front (page 1) will contain a section for notes and question 2, parts a-d; questions 3, parts a-d, and 4 will be on the back (page 2). The table you'll be using is, again, on page 386 of your text. 

For #2a, use info from page 386. Your calculation is a simple subtraction. For #2b, postpone answering it till we complete our graph: just leave that space blank. For #2c, your calculation is a simple division by the number of years. For #2d, you CAN answer this 'prediction' using your prior knowledge of linear functions because it's talking about a 'constant' rate of change or slope.

For #3, follow the same suggestions I just gave you for #2. You will simply be using a different range of population numbers from the table on page 386.

For #4, you can make a prediction using 'common sense' and your prior knowledge of linear functions and slope. OR you can wait until we do our graph.

For this assignment, you will need 1 sheet of loose-leaf paper and 1 sheet of graph paper. The graph paper will be used to make a graph of the table data from page 386. We will do the graph together in class so no need to deal with it until our next class.

The front (page 1) will contain a section for notes and question 2, parts a-d; questions 3, parts a-d, and 4 will be on the back (page 2). The table you'll be using is, again, on page 386 of your text. 

For #2a, use info from page 386. Your calculation is a simple subtraction. For #2b, postpone answering it till we complete our graph: just leave that space blank. For #2c, your calculation is a simple division by the number of years. For #2d, you CAN answer this 'prediction' using your prior knowledge of linear functions because it's talking about a 'constant' rate of change or slope.

For #3, follow the same suggestions I just gave you for #2. You will simply be using a different range of population numbers from the table on page 386.

For #4, you can make a prediction using 'common sense' and your prior knowledge of linear functions and slope. OR you can wait until we do our graph.

For this assignment, you will need 1 sheet of loose-leaf paper and 1 sheet of graph paper. The graph paper will be used to make a graph of the table data from page 386. We will do the graph together in class so no need to deal with it until our next class.

The front (page 1) will contain a section for notes and question 2, parts a-d; questions 3, parts a-d, and 4 will be on the back (page 2). The table you'll be using is, again, on page 386 of your text. 

For #2a, use info from page 386. Your calculation is a simple subtraction. For #2b, postpone answering it till we complete our graph: just leave that space blank. For #2c, your calculation is a simple division by the number of years. For #2d, you CAN answer this 'prediction' using your prior knowledge of linear functions because it's talking about a 'constant' rate of change or slope.

For #3, follow the same suggestions I just gave you for #2. You will simply be using a different range of population numbers from the table on page 386.

For #4, you can make a prediction using 'common sense' and your prior knowledge of linear functions and slope. OR you can wait until we do our graph.

For this assignment, you will need 2 sheets of paper. The front of the 1st sheet (page 1) will contain a section for notes and questions 1 and 2; questions 3 and 4 will be on the back of sheet 1 (page 2). The front of the 2nd sheet (page 3) will contain question 5: a table that takes up the full width of the paper but only half the length of the paper. At this time, we are only creating two columns; we will add more columns to the table at a later time.

The instructions for all the above (how to set up your paper), visuals for how your sheets of paper should look AND questions 1-4 are spelled out in slides 38-41 of today's PowerPoint. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

The link for filling in the page 3 table with data is at the bottom of slide 41 in the PowerPoint.

For this assignment, you will need 1 sheet of paper. The front (page 1) will contain a section for notes and questions 1 and 2; questions 3 and 4 will be on the back (page 2). The table you'll be using is on page 386 of your text. 

For #1, use info from page 386 and a step from #4 of your 'A Crowded Place - The US' homework.

For #2, use the info given and info you calculated in a step from #4 of your 'A Crowded Place - The US' homework.

For #3, use your arithmetic knowledge.

For #4, use a step from #4 of your 'A Crowded Place - The US' homework.

NOTE: For this activity, your are NOT calculating WHEN this 'squashed-up-ness' will occur!

For this assignment, you will need 1 sheet of paper. The front (page 1) will contain a section for notes and questions 1 and 2; questions 3 and 4 will be on the back (page 2). The table you'll be using is on page 386 of your text. 

For #1, use info from page 386 and a step from #4 of your 'A Crowded Place - The US' homework.

For #2, use the info given and info you calculated in a step from #4 of your 'A Crowded Place - The US' homework.

For #3, use your arithmetic knowledge.

For #4, use a step from #4 of your 'A Crowded Place - The US' homework.

NOTE: For this activity, your are NOT calculating WHEN this 'squashed-up-ness' will occur!

For this assignment, you will need 1 sheet of paper. The front (page 1) will contain a section for notes and questions 1 and 2; questions 3 and 4 will be on the back (page 2). The table you'll be using is on page 386 of your text. 

For #1, use info from page 386 and a step from #4 of your 'A Crowded Place - The US' homework.

For #2, use the info given and info you calculated in a step from #4 of your 'A Crowded Place - The US' homework.

For #3, use your arithmetic knowledge.

For #4, use a step from #4 of your 'A Crowded Place - The US' homework.

NOTE: For this activity, your are NOT calculating WHEN this 'squashed-up-ness' will occur!

Using the packet itself, complete the questions on pages 1 and 3.

Should you need a model, please refer to today's PowerPoint, Slide 33. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

For this assignment, you will need 2 sheets of paper. The front of the 1st sheet (page 1) will contain a section for notes and questions 1 and 2; questions 3 and 4 will be on the back of sheet 1 (page 2). The front of the 2nd sheet (page 3) will contain question 5: a table that takes up the full width of the paper but only half the length of the paper. At this time, we are only creating two columns; we will add more columns to the table at a later time.

The instructions for all the above (how to set up your paper), visuals for how your sheets of paper should look AND questions 1-4 are spelled out in slides 38-41 of today's PowerPoint. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

The link for filling in the page 3 table with data is at the bottom of slide 41 in the PowerPoint.

Using the packet itself, complete the questions on pages 1 and 3.

Should you need a model, please refer to today's PowerPoint, Slide 33. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

Using the packet itself, complete the questions on pages 2 and 4 ONLY...showing all work.

Should you need a model for page 2, please refer to today's PowerPoint, Slide 19. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

Using the packet itself, complete the questions on pages 2 and 4 ONLY...showing all work.

Should you need a model for page 2, please refer to today's PowerPoint, Slide 19. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

Using the packet itself, complete the questions on pages 2 and 4 ONLY...showing all work.

Should you need a model for page 2, please refer to today's PowerPoint, Slide 19. I have attached today's PowerPoint in this assignment as well as where I usually post it: in the Classwork section entitled 'PowerPoint Lesson Plans'.

If you were not in class on January 9, please answer Questions 3a and 3b from the PowerPoint slide in the attached document. Either come by Room 113 to complete the C4U on an Opener document in our classroom. Or, use the attached Opener document by printing it out, filling in two squares according to the instructions then turning the document in the next time you are in class. Please hand it to me and do not put in the homework folder.

If you were not in class on January 9, please answer Questions 3a and 3b from the PowerPoint slide in the attached document. Either come by Room 113 to complete the C4U on an Opener document in our classroom. Or, use the attached Opener document by printing it out, filling in two squares according to the instructions then turning the document in the next time you are in class. Please hand it to me and do not put in the homework folder.

If you were not in class on January 9, please answer Questions 3a and 3b from the PowerPoint slide in the attached document. Either come by Room 113 to complete the C4U on an Opener document in our classroom. Or, use the attached Opener document by printing it out, filling in two squares according to the instructions then turning the document in the next time you are in class. Please hand it to me and do not put in the homework folder.

Using the packet itself, complete the questions showing all work...even for the first 4 questions (which are multiple choice).

For this packet, unless otherwise instructed, you may use any solving method (completing the square and taking the square root; factoring and the zero product property; quadratic formula; graphing) when asked for the roots/solutions/x-intercepts.

Using the packet itself, complete the questions showing all work...even for the first 4 questions (which are multiple choice).

For this packet, unless otherwise instructed, you may use any solving method (completing the square and taking the square root; factoring and the zero product property; quadratic formula; graphing) when asked for the roots/solutions/x-intercepts.

Using the worksheet itself, complete the questions showing all work. Feel free to skip the Perimeter/Area questions.

For this worksheet, you should use the quadratic formula only for checking. You should be trying your best to use arithmetic calculations, algebra, -b/2a, factoring/zero product property and completing the square/taking the square root.

Using a separate sheet or sheets of loose-leaf, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Formula Worksheet 2" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula to find your solutions. AT THE VERY MINIMUM, I SHOULD SEE YOUR WHOLE SUBSTITUTION AS WORK! Please refer to the FORMULA in last class's PowerPoint on slide 34. 

Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions.

Using a separate sheet or sheets of loose-leaf OR the worksheet itself, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Equation Projectile Word Problems" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem or part of a problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula as a last resort. You should be trying your best to use arithmetic calculations, algebra, -b/2a, factoring/zero product property and completing the square/taking the square root.

Using a separate sheet or sheets of loose-leaf, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Formula Worksheet 2" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula to find your solutions. AT THE VERY MINIMUM, I SHOULD SEE YOUR WHOLE SUBSTITUTION AS WORK! Please refer to the FORMULA in last class's PowerPoint on slide 34. 

Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions.

Using a separate sheet or sheets of loose-leaf OR the worksheet itself, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Equation Projectile Word Problems" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem or part of a problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula as a last resort. You should be trying your best to use arithmetic calculations, algebra, -b/2a, factoring/zero product property and completing the square/taking the square root.

Using a separate sheet or sheets of loose-leaf, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Formula Worksheet 2" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula to find your solutions. AT THE VERY MINIMUM, I SHOULD SEE YOUR WHOLE SUBSTITUTION AS WORK! Please refer to the FORMULA in last class's PowerPoint on slide 34. 

Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions.

Using a separate sheet or sheets of loose-leaf OR the worksheet itself, complete the attached worksheet. Please properly head your loose-leaf with "Quadratic Equation Projectile Word Problems" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem or part of a problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula as a last resort. You should be trying your best to use arithmetic calculations, algebra, -b/2a, factoring/zero product property and completing the square/taking the square root.

Using a separate sheet or sheets of loose-leaf or writing directly on the worksheet itself, complete the attached worksheet. If you use loose leaf, please properly head your loose-leaf with "Quadratic Formula Worksheet 1" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the quadratic formula to find your solutions. AT THE VERY MINIMUM, I SHOULD SEE YOUR WHOLE SUBSTITUTION AS WORK! Please refer to the FORMULA in today's PowerPoint on slides 34. 

Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions.

Using a separate sheet or sheets of loose-leaf or writing directly on the worksheet itself, complete the attached worksheet. If you use loose leaf, please properly head your loose-leaf with "FQ Worksheet 3" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the BIG 'X' method with a table to determine your 2 numbers that add to 'b' and multiply to 'a*c'. Please refer to the steps in today's PowerPoint on slides 30-33. 

Remember to solve the quadratic once you have factored it. Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions. If each parenthetical factor is the same, you will only have 1 solution. On this worksheet, though, the instructions ask for coordinate point form rather than set notation. I'm really ok with either but coordinate point form is often asked for on quizzes.

In SOME cases, you may decide the quadratic is UNfactorable if you cannot find 2 numbers that multiply to equal 'a*c' and add together to equal 'b'. In such cases, answer the problem with the word 'unfactorable'. OR, if you are really mathematical, use completing the square!

Using a separate sheet or sheets of loose-leaf or writing directly on the worksheet itself, complete the attached worksheet. If you use loose leaf, please properly head your loose-leaf with "FQ Worksheet 2" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For this worksheet, you should use the BIG 'X' method with a table to determine your 2 numbers that add to 'b' and multiply to 'a*c'. Please refer to the steps in today's PowerPoint on slides 26-29. 

Remember to solve the quadratic once you have factored it. Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions. If each parenthetical factor is the same, you will only have 1 solution. On this worksheet, though, the instructions ask for coordinate point form rather than set notation. I'm really ok with either but coordinate point form is often asked for on quizzes.

In SOME cases, you may decide the quadratic is UNfactorable if you cannot find 2 numbers that multiply to equal 'a*c' and add together to equal 'b'. In such cases, answer the problem with the word 'unfactorable'.

You will need a piece of folded GRAPH PAPER for this assignment. Fold your paper horizontal, horizontal, vertical and you will have 8 rectangles on each side of your paper. That's more than enough space for all question answers, work AND graphs.

For #1, you are only finding the factored form and not solving. If you think a quadratic is unfactorable, write the word 'unfactorable'. For all factorable questions, I should either see the box method OR the table method. HINT: 2 of the questions are unfactorable.

For #2, you are finding the solutions to each of the factored forms in #1 AND drawing a graph of the parabola. For the 2 unfactorable questions from #1, use completing the square to find your solutions. THEN draw your graph. HINT: 1 of the questions has imaginary solutions and, for that one, you cannot graph it.

You will need a piece of folded loose-leaf for this assignment...which most people completed in class.
Fold your paper horizontal, horizontal, vertical and you will have 8 rectangles on your paper. Give two to page 43, two to page 44 and four to page 47. Head your paper in the normal way with 'Text' as the source and page #s 43-47. No problem #s are needed in the heading.

For page 43, label your answer and work A. You can answer this question one of two ways: 
Use completing the square to find the vertex form equation and, subsequently, the vertex...which give you the time (x) it takes the rocket to reach its maximum height (y/h). 
Alternatively, you can also use -b/2a and plugging that answer back into the standard form equation.
For page 44, label your answer and work B. You can answer this question one of two ways:
Use taking the square root on step 5 of your completing the square process. If you get two solutions and one is negative, discard the negative solution as this is a real life problem and we don't have negative time.
Alternatively, you can graph the standard form equation on your calculator and use '2nd, trace, zero'. However, to show work if you use the graph on your calculator, you must sketch a graph with x max and y max notated on your axes and the critical points (y-intercept, maximum and positive zero) labeled.
For page 47, answer questions #2-5 in the remaining 4 boxes on your loose leaf. You may use the area model to show factoring work or you may use the table model. Both were demonstrated in class. In addition to finding the factored form of the given standard form quadratic, you should also find the solutions. They should be written in the following form:
x = { #   ,   # } or as coordinate points.

Using a separate sheet or sheets of loose-leaf or writing directly on the worksheet itself, complete the attached worksheet. If you use loose leaf, please properly head your loose-leaf with "FQ Worksheet 1" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

Remember to solve the quadratic once you have factored it. Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions. If each parenthetical factor is the same, you will only have 1 solution. In SOME cases, you may decided the quadratic is UNfactorable if you cannot find 2 numbers that multiply to equal 'c' and add together to equal 'b'. In such cases, answer the problem with the word 'unfactorable'.

You will need a piece of folded loose-leaf for this assignment...which most people completed in class.
Fold your paper horizontal, horizontal, vertical and you will have 8 rectangles on your paper. Give two to page 43, two to page 44 and four to page 47. Head your paper in the normal way with 'Text' as the source and page #s 43-47. No problem #s are needed in the heading.

For page 43, label your answer and work A. You can answer this question one of two ways: 
Use completing the square to find the vertex form equation and, subsequently, the vertex...which give you the time (x) it takes the rocket to reach its maximum height (y/h). 
Alternatively, you can also use -b/2a and plugging that answer back into the standard form equation.
For page 44, label your answer and work B. You can answer this question one of two ways:
Use taking the square root on step 5 of your completing the square process. If you get two solutions and one is negative, discard the negative solution as this is a real life problem and we don't have negative time.
Alternatively, you can graph the standard form equation on your calculator and use '2nd, trace, zero'. However, to show work if you use the graph on your calculator, you must sketch a graph with x max and y max notated on your axes and the critical points (y-intercept, maximum and positive zero) labeled.
For page 47, answer questions #2-5 in the remaining 4 boxes on your loose leaf. You may use the area model to show factoring work or you may use the table model. Both were demonstrated in class. In addition to finding the factored form of the given standard form quadratic, you should also find the solutions. They should be written in the following form:
x = { #   ,   # } or as coordinate points.

Using a separate sheet or sheets of loose-leaf or writing directly on the worksheet itself, complete the attached worksheet. If you use loose leaf, please properly head your loose-leaf with "FQ Worksheet 1" for the source. It would also help if you folded your loose-leaf into 8 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

Remember to solve the quadratic once you have factored it. Correct notation for solutions is usually:
x = { ________ , ________ }
Curly braces are used along with a comma separating each of your 2 solutions...IF there ARE 2 solutions. If each parenthetical factor is the same, you will only have 1 solution. In SOME cases, you may decided the quadratic is UNfactorable if you cannot find 2 numbers that multiply to equal 'c' and add together to equal 'b'. In such cases, answer the problem with the word 'unfactorable'.

Using a separate sheet or sheets of loose-leaf (since there is not enough room on this worksheet in the spaces provided), complete the attached worksheet. Please properly head your loose-leaf with "CtS Worksheet 4" for the source. It would also help if you folded your loose-leaf into 6 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

Choose the first column or the second column. DON'T do all the problems unless you feel you need the practice. The final quadratics in each column will take you much longer since they have an 'a' that does not equal 1 and your completing the square process might give you some ugly fractions!.

Complete the square on each quadratic to get the vertex form. Then use step 4 (a = 1) or step 5 (a does not = 1) to take the square root and find solutions (the x-intercepts/roots/zeroes).

If you would like some extra practice developing area quadratics to find maximum areas, heights and bases, please try doing the activity from our text called 'Pens and Corrals in Vertex Form' on page 40.

For 1a, think about A = l * w or b * h.
For 1b, use the 7-step process for completing the square.
For 1c, use the distributive property on your 1a expression so that you can then use -b/2a to find the maximum x value. Then plug that answer into your area equation to find the maximum area.

For #2, you are on your own...though you will be doing roughly the same steps you performed for 1a-c.

Using a separate sheet or sheets of loose-leaf (since there is not enough room on this worksheet in the spaces provided), complete the attached worksheet. Please properly head your loose-leaf with "CtS Worksheet 4" for the source. It would also help if you folded your loose-leaf into 6 rectangles on each side and placed one problem in each rectangle. That way there is room for corrections, comments, notes and/or work you were unable to complete.

Choose the first column or the second column. DON'T do all the problems unless you feel you need the practice. The final quadratics in each column will take you much longer since they have an 'a' that does not equal 1 and your completing the square process might give you some ugly fractions!.

Complete the square on each quadratic to get the vertex form. Then use step 4 (a = 1) or step 5 (a does not = 1) to take the square root and find solutions (the x-intercepts/roots/zeroes).

Note: I have slightly edited the original posting so that the worksheet says 3 instead of 2!

Using a separate sheet or sheets of loose-leaf, complete the attached worksheet. Please properly head your loose-leaf with "CtS Worksheet 3" for the source. It would also help if you folded your loose-leaf into 8 rectangles and placed on problem in each 1 or 2 rectangles. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For each problem, use our 5-step (if a = 1) or 7-step (if a does not = 1) process to transform each standard form quadratic into a vertex form quadratic. Then, solve your vertex form equation by taking the square root.

PLEASE read the instructions at the top of the worksheet. You do not need to answer all questions unless you would like more practice.

Using a separate sheet or sheets of loose-leaf, complete the attached worksheet. Please properly head your loose-leaf with "CtS Worksheet 2" for the source. It would also help if you folded your loose-leaf into 8 rectangles and placed on problem in each 1 or 2 rectangles. That way there is room for corrections, comments, notes and/or work you were unable to complete.

For each problem, use our 5-step (if a = 1) or 7-step (if a does not = 1) process to transform each standard form quadratic into a vertex form quadratic. Then, solve your vertex form equation by taking the square root.

PLEASE read the instructions at the top of the worksheet. You do not need to answer all questions unless you would like more practice.

Complete the attached worksheet. For each problem, use our 7-step process to transform each standard form quadratic into a vertex form quadratic. However, in this case, since a = 1 for all 12 problems, you can skip step 1 and step 7. 

If you'd like, solve each vertex form equation as well...by Taking the Square Root. Solving, though, is optional at this time.

Complete the attached worksheet. For each problem, use our 7-step process to transform each standard form quadratic into a vertex form quadratic. However, in this case, since a = 1 for all 12 problems, you can skip step 1 and step 7. 

If you'd like, solve each vertex form equation as well...by Taking the Square Root. Solving, though, is optional at this time.

On a separate sheet of properly headed loose-leaf, do #1-6 on page 4 of our 'Completing the Square' Handout. Show all steps/work. Find the vertex form equation (completing the square) AND its solutions (taking the square root).

Read my 'Completing the Square' Notes. As you do so, annotate important information that was not contained in our 4-page 'Completing the Square' Handout. In addition, make note of any questions you have in understanding the steps and explanations of steps.

Read Pages 1-3 but do not do the problems on Page 4. Wait until we compress all the information into a series of concise steps. See if YOU can pick out 4 steps that will successfully (and clearly!) move a standard form quadratic to a vertex form quadratic. (That's completing the square!)

Complete the activity on page 18 of your text: "Is It a Homer?". Please use a piece of folded loose-leaf with a properly formatted heading and room for notes/diagrams. (See the syllabus.) Before you attempt any calculations, read the entire story and draw as accurate a drawing of the situation as possible. You should have a coordinate point for Casey at home plate (0,0), a coordinate point for the vertex, a sketch-like notation of the center field fence with its height and distance from home plate and coordinate points for all possibilities of it hitting the ground. Hint: Change your "Y2" from 0 to the height of the fence if you would like to graphically find where the ball is (distance-wise from the home plate) when it reaches 15 feet in height...as a check for your required calculations!

Then, turn over your piece of loose leaf and, on the back side, complete the activity on page 32 of your text: "How Much Can They Drink?". Before you attempt any calculations, read the entire story and draw as accurate a drawing of the situation as possible in the page 2 notes/diagrams section. Don't forget that Volume = length*width*height. When you reach #3, remember:
1. Your volume formula for this situation can have only one input variable. So decide what variable (Hint: try length!) will never change and what 2 other variables WILL change. Choose one as your 'x' (input) variable (Hint: try height!) and write the other (Hint: try width!) IN TERMS OF 'x'.
2. Your volume formula will be a quadratic! In other words, it will have an x^2.

Both of these assignments will be submitted together.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out below. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our second quiz. However, you may have lost it after that day. So here are the instructions again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

Instructions:
Take out a piece of loose leaf and
properly head your paper. Then turn to page 26 of your text. Use ‘Text’ for
your source, ‘Page 26-27’ for your page and ‘#1-3 & #2-3’ for your problem
numbers.






Answer #1, #2 and most of #3. There is no
need to graph your standard form quadratics in #3. Round to the 1/100ths place
in #3.






When you are finished, do #2 and #3 on
Page 27.

If you did not check your work with a colored pencil, please do so before turning it in on Classroom or in the Homework folder. The answer key will be posted by the end of the day on Friday, the 13th.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out below. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our second quiz. However, you may have lost it after that day. So here are the instructions again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

Instructions:
Take out a piece of loose leaf and
properly head your paper. Then turn to page 26 of your text. Use ‘Text’ for
your source, ‘Page 26-27’ for your page and ‘#1-3 & #2-3’ for your problem
numbers.






Answer #1, #2 and most of #3. There is no
need to graph your standard form quadratics in #3. Round to the 1/100ths place
in #3.






When you are finished, do #2 and #3 on
Page 27.

If you did not check your work with a colored pencil, please do so before turning it in on Classroom or in the Homework folder. The answer key will be posted by the end of the day on Friday, the 13th.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out below. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our second quiz. However, you may have lost it after that day. So here are the instructions again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

Instructions:
Take out a piece of loose leaf and
properly head your paper. Then turn to page 26 of your text. Use ‘Text’ for
your source, ‘Page 26-27’ for your page and ‘#1-3 & #2-3’ for your problem
numbers.






Answer #1, #2 and most of #3. There is no
need to graph your standard form quadratics in #3. Round to the 1/100ths place
in #3.






When you are finished, do #2 and #3 on
Page 27.

If you did not check your work with a colored pencil, please do so before turning it in on Classroom or in the Homework folder. The answer key will be posted by the end of the day on Friday, the 13th.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out below. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our second quiz. However, you may have lost it after that day. So here are the instructions again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

Instructions:
Take out a piece of loose leaf and
properly head your paper. Then turn to page 26 of your text. Use ‘Text’ for
your source, ‘Page 26-27’ for your page and ‘#1-3 & #2-3’ for your problem
numbers.






Answer #1, #2 and most of #3. There is no
need to graph your standard form quadratics in #3. Round to the 1/100ths place
in #3.






When you are finished, do #2 and #3 on
Page 27.

If you did not check your work with a colored pencil, please do so before turning it in on Classroom or in the Homework folder. The answer key will be posted by the end of the day on Friday, the 13th.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint AND at the top of the attached worksheet. You MUST view the attached PowerPoint in order to see the labels for each parabola A-H.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint AND at the top of the attached worksheet. You MUST view the attached PowerPoint in order to see the labels for each parabola A-H.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint AND at the top of the attached worksheet. You MUST view the attached PowerPoint in order to see the labels for each parabola A-H.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint AND at the top of the attached worksheet. You MUST view the attached PowerPoint in order to see the labels for each parabola A-H.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

Please follow the instructions for this assignment as spelled out in the document itself.

We began filling out our Quadratics Graphic Organizer (QGO) in our last class. If you were absent, please see or e-mail me or a classmate about what has been added to the QGO so far.

Before the next class, please make sure you have completed the following on the QGO:
Name or Names?
What does it look like? (with table using D = {-2 ≤ x ≤ +2} )
#3 using y = x^2 + 2
#4 using y = x^2 - 2
#7 using y = 2*x^2
#8 using y = .5*x^2
Boxes 3,4,7 and 8 should all contain graphs of the parent function as well as the new function, each drawn with a different color. The new function, a table with the same domain stated above and a verbal description of what happened to the changed graph should also be included in the box.

If any of this is confusing, e-mail me your question concerning specifically what you don't understand or come by Room 113 and look at my sample.

We began filling out our Quadratics Graphic Organizer (QGO) in our last class. If you were absent, please see or e-mail me or a classmate about what has been added to the QGO so far.

Before the next class, please make sure you have completed the following on the QGO:
Name or Names?
What does it look like? (with table using D = {-2 ≤ x ≤ +2} )
#3 using y = x^2 + 2
#4 using y = x^2 - 2
#7 using y = 2*x^2
#8 using y = .5*x^2
Boxes 3,4,7 and 8 should all contain graphs of the parent function as well as the new function, each drawn with a different color. The new function, a table with the same domain stated above and a verbal description of what happened to the changed graph should also be included in the box.

If any of this is confusing, e-mail me your question concerning specifically what you don't understand or come by Room 113 and look at my sample.

We began filling out our Quadratics Graphic Organizer (QGO) in our last class. If you were absent, please see or e-mail me or a classmate about what has been added to the QGO so far.

Before the next class, please make sure you have completed the following on the QGO:
Name or Names?
What does it look like? (with table using D = {-2 ≤ x ≤ +2} )
#3 using y = x^2 + 2
#4 using y = x^2 - 2
#7 using y = 2*x^2
#8 using y = .5*x^2
Boxes 3,4,7 and 8 should all contain graphs of the parent function as well as the new function, each drawn with a different color. The new function, a table with the same domain stated above and a verbal description of what happened to the changed graph should also be included in the box.

If any of this is confusing, e-mail me your question concerning specifically what you don't understand or come by Room 113 and look at my sample.

We began filling out our Quadratics Graphic Organizer (QGO) in our last class. If you were absent, please see or e-mail me or a classmate about what has been added to the QGO so far.

Before the next class, please make sure you have completed the following on the QGO:
Name or Names?
What does it look like? (with table using D = {-2 ≤ x ≤ +2} )
#3 using y = x^2 + 2
#4 using y = x^2 - 2
#7 using y = 2*x^2
#8 using y = .5*x^2
Boxes 3,4,7 and 8 should all contain graphs of the parent function as well as the new function, each drawn with a different color. The new function, a table with the same domain stated above and a verbal description of what happened to the changed graph should also be included in the box.

If any of this is confusing, e-mail me your question concerning specifically what you don't understand or come by Room 113 and look at my sample.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out in the document itself. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our first quiz. However, you may have lost it after that day. So here it is again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out in the document itself. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our first quiz. However, you may have lost it after that day. So here it is again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out in the document itself. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our first quiz. However, you may have lost it after that day. So here it is again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

If you have not done this because you were absent on the day of the quiz, please follow the instructions for this assignment as spelled out in the document itself. For those who WERE in class on the day of the quiz, we did this and corrected it in class on the day of our first quiz. However, you may have lost it after that day. So here it is again so that you can redo it and turn it in...as it is one of the five assignments that are required before doing a redo.

This handout was given to you in class if you were not absent today or walked out before taking/being given a copy. Please follow the instructions for this assignment as spelled out in the document itself. We will correct it in our next class.

#1 and 2 require more than one interval.
For #3 and 4, you may use set notation OR interval notation. Also, for #4, the instruction should read, "If the function doesn't continue TO INFINITY to the left end of the graph,..."
On the back page, ALL ?s refer to the real-life scenario and given graph. When the questions refer to "in this situation" or "in this context", they MEAN 'in the real world and not mechanically'.

Please follow the instructions for this assignment as spelled out in the document itself. This is all good practice for your first quiz on Thursday. But if you're limited in time, definitely do at least 3 problems on page 1 and the real-life problems on page 2.

Please follow the instructions for this assignment as spelled out in the document itself. We will correct #1-17 in our next class. You may write directly on the document I gave you in class and submit it in paper in the homework folder or take pix of your completed work and submit digitally.

Please follow the instructions for this assignment as spelled out in the document itself. We will correct #1-17 in our next class. You may write directly on the document I gave you in class and submit it in paper in the homework folder or take pix of your completed work and submit digitally.

Please follow the instructions for this assignment as spelled out in the document itself. We will correct #1-17 in our next class. You may write directly on the document I gave you in class and submit it in paper in the homework folder or take pix of your completed work and submit digitally.

Please follow the instructions for this assignment as spelled out in the document itself. We will correct #1-17 in our next class. You may write directly on the document I gave you in class and submit it in paper in the homework folder or take pix of your completed work and submit digitally.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

NOTE: I have added an 'explain' question to #4. Please read the PowerPoint Slide 2 to access it.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

NOTE: I have added an 'explain' question to #4. Please read the PowerPoint Slide 2 to access it.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

Please follow the instructions for this assignment as spelled out in the attached PowerPoint. The pages concerned are IN the PowerPoint. However, you may choose to access the actual book chapter, which I've attached as a PDF file.

Attached is the handout for recording info from your classmates's 'Who Am I?' boards that I gave you in class today. We did not finish the gallery walk. However, depending on how many I recorded, I will give you a reasonable amount of time to complete yours in class when we come back from the Labor Day Holiday. I will not give extra time in class if I think it is a matter of just doing a few more.

I have attached a link to all Who Am I? Boards that have been submitted on Classroom. Use that link to a Google doc of the boards to complete your Who Am I? Boards Gallery Walk Handout if you have not finished it already. Please make sure you have finished and turned in your handout (in your period's homework folder just inside the door to our classroom) by the end of the week we return...or submit it digitally.

Also, don't forget to make sure you have submitted your Who Am I? Board on Google Classroom before the start of the holiday weekend if you have not done so already.

For Period 6, you should have 23 entries including mine and yours.
For Period 7, you should have 20 entries including mine and yours.

Before our next class, please try to carve out about 20 minutes to read through the attached three documents.

For the EC (Extra Credit) Options & Instructions as well as the E-Mail Format for MSGs (Missings) & EC Queries, I think just skimming through them is adequate. Simply familiarize yourself with the EC options in case you are interested (and I'm always open to additions to that list if you have other ideas) as well as the e-mail formats for inquiring about EC in addition to taking care of missings digitally instead of in AcLab.

For the Classroom Procedures, read a bit more carefully and jot down a few things on a piece of paper that does not need to be turned in but should be brought with you to the next class. What I would like you to jot down are three things:
Do you think any of my 12 Procedures are unnecessary and should be removed from the list? Aside from just listing the procedures you think need removal, write down a justification and I will seriously consider it.
Do you think any of my 12 Procedures need to be edited in some way? Aside from just listing the procedures you think need editing, write down a justification and I will seriously consider it.
Do you think any additional procedures should be added to the list of 12? Again, aside from just saying yes or no, write down a summary of your addition (or additions) with an explanation for why it's necessary. If enough people give me such a list, we will vote as a class on the ones to add to the Classroom Procedures. But I really don't think we should add more than 3; otherwise our rules and regulations list will grow too long and be too difficult to keep in mind.

Fill in the first double-sided page (pages 1 and 2 of the digital copy) of the Culture Form. You may leave up to 2 questions blank if their wording confuses you. But please answer AT LEAST 8 questions if 10 are too overwhelming. You may submit your form on Google Classroom or on paper in your class's Homework folder. NOTE: IF YOU WANT SOME EXTRA CREDIT for this assignment, then have your parents or guardians fill out the 2nd double-sided page (pages 3 and 4 of the digital copy) of the Culture Form. Ask your parents or guardians to answer as many questions as possible. Again, submit THEIR form on Google Classroom or in paper in the homework folder at the same time as you submit your own form.

Look at the instructions and examples in Slides 23-25 of the attached PowerPoint Lesson Plan. Your Big Number Board may be a Jamboard slide, a PowerPoint slide, a Google Slides slide, a landscape Word or Google doc or a single-sided piece of unlined paper. Remember: there are 6 elements to your board (see Slide 24); make sure your final submission has all of them. 

NOTE: Slide 25 is a student sample of the assignment and there is one missing element; Slide 24 is my model of the assignment and (I don't think!) there are any missing elements. 

On the assigned due date, make sure your board is submitted in Google Classroom or your class's Homework folder (if on paper) in Room 113/115 AND oriented so that, when I open it up, it is RIGHT-SIDE-UP!

You and your pod-mates should divide up the attached 20 questions as evenly as possible. Then each of you will be responsible for finding the answers to your allotted questions. In our next class, you will spend a little time sharing answers in your pod and making sure all of YOUR 20 questions are answered completely. We will correct the questions in class; you will make corrections in colored pencil; and then you will submit your scavenger hunt in your class's homework folder (if on paper) OR on Google classroom (if a pic or digital copy).

You SHOULD have a paper copy of the syllabus to use in answering the questions. However, if you have lost or never received a copy, it is posted in the Course Documents section of Classwork in your Google Classroom. I am also attaching it here!

Imagine this...
1. You and a friend in your math class are discussing a math topic, a homework problem associated with a math topic, a paragraph associated with the math topic from your textbook, etc.
2. That math topic could be something from last year (slope, linear equations, solving multi-step algebraic equations, etc.) or something you're going to study this year (quadratics, derivatives, probability, trigonometry, etc.).
3. One of you is familiar with the topic; one of you is unfamiliar with the topic.
4. It's crucial that the person who's unfamiliar LEARNS and UNDERSTANDS the topic as you'll be taking a quiz on it the next day.

On a sheet of loose-leaf, describe the above scene with the math topic and situation of your choice. Be as creative and scene-setting as you can be.

Then, using the attached handout (If you were in class today, then you have a paper copy of the handout.), write the short conversation you have as the person who's familiar with the topic tries to help the person who's unfamiliar with the topic. In the conversation, at least three mathematical discourse questions are asked. They can come from the person familiar with the topic or the person unfamiliar or a combination of both. And once again, use the '100 Questions that Promote...' handout to help you formulate good questions that inspire mathematical discourse.

Look at the instructions and examples in Slides 19-24 and 33 of the attached PowerPoint Lesson Plan. Your 'Who Am I?' Board may be a Jamboard slide, a PowerPoint slide, a Google Slides slide, a landscape Word doc or a single-sided piece of unlined paper. Remember: there are 5 elements to your board; make sure your final submission has all of them. On the assigned due date, make sure your board is submitted in Google Classroom AND oriented so that, when I open it up, it is RIGHT-SIDE-UP! For class, you should either have a printed-out copy OR your chromebook/laptop/tablet/etc. to display your work. YOU CANNOT DISPLAY YOUR WORK ON YOUR PHONE!

Fill in the first double-sided page (pages 1 and 2 of the digital copy) of the Culture Form. You may leave up to 2 questions blank if their wording confuses you. But please answer AT LEAST 8 questions if 10 are too overwhelming. You may submit your form on Google Classroom or on paper in your class's Homework folder. NOTE: IF YOU WANT SOME EXTRA CREDIT for this assignment, then have your parents or guardians fill out the 2nd double-sided page (pages 3 and 4 of the digital copy) of the Culture Form. Ask your parents or guardians to answer as many questions as possible. Again, submit THEIR form on Google Classroom or in paper in the homework folder at the same time as you submit your own form.

Look at the instructions and examples in Slides 23-25 of the attached PowerPoint Lesson Plan. Your Big Number Board may be a Jamboard slide, a PowerPoint slide, a Google Slides slide, a landscape Word or Google doc or a single-sided piece of unlined paper. Remember: there are 6 elements to your board (see Slide 24); make sure your final submission has all of them. 

NOTE: Slide 25 is a student sample of the assignment and there is one missing element; Slide 24 is my model of the assignment and (I don't think!) there are any missing elements. 

On the assigned due date, make sure your board is submitted in Google Classroom or your class's Homework folder (if on paper) in Room 113/115 AND oriented so that, when I open it up, it is RIGHT-SIDE-UP!

You and your pod-mates should divide up the attached 20 questions as evenly as possible. Then each of you will be responsible for finding the answers to your allotted questions. In our next class, you will spend a little time sharing answers in your pod and making sure all of YOUR 20 questions are answered completely. We will correct the questions in class; you will make corrections in colored pencil; and then you will submit your scavenger hunt in your class's homework folder (if on paper) OR on Google classroom (if a pic or digital copy).

You SHOULD have a paper copy of the syllabus to use in answering the questions. However, if you have lost or never received a copy, it is posted in the Course Documents section of Classwork in your Google Classroom. I am also attaching it here!

Imagine this...
1. You and a friend in your math class are discussing a math topic, a homework problem associated with a math topic, a paragraph associated with the math topic from your textbook, etc.
2. That math topic could be something from last year (slope, linear equations, solving multi-step algebraic equations, etc.) or something you're going to study this year (quadratics, derivatives, probability, trigonometry, etc.).
3. One of you is familiar with the topic; one of you is unfamiliar with the topic.
4. It's crucial that the person who's unfamiliar LEARNS and UNDERSTANDS the topic as you'll be taking a quiz on it the next day.

On a sheet of loose-leaf, describe the above scene with the math topic and situation of your choice. Be as creative and scene-setting as you can be.

Then, using the attached handout (If you were in class today, then you have a paper copy of the handout.), write the short conversation you have as the person who's familiar with the topic tries to help the person who's unfamiliar with the topic. In the conversation, at least three mathematical discourse questions are asked. They can come from the person familiar with the topic or the person unfamiliar or a combination of both. And once again, use the '100 Questions that Promote...' handout to help you formulate good questions that inspire mathematical discourse.

Look at the instructions and examples in Slides 19-24 and 33 of the attached PowerPoint Lesson Plan. Your 'Who Am I?' Board may be a Jamboard slide, a PowerPoint slide, a Google Slides slide, a landscape Word doc or a single-sided piece of unlined paper. Remember: there are 5 elements to your board; make sure your final submission has all of them. On the assigned due date, make sure your board is submitted in Google Classroom AND oriented so that, when I open it up, it is RIGHT-SIDE-UP! For class, you should either have a printed-out copy OR your chromebook/laptop/tablet/etc. to display your work. YOU CANNOT DISPLAY YOUR WORK ON YOUR PHONE!