Computing with Polynomials Practice

Students worked in pairs to practice adding, subtracting and multiplying polynomials today. Each student worked with three different partners, and was asked to complete 3 addition, 3 subtraction, and 3 multiplication tasks. The last part of today's assignment was to pair up with another pair, and use the product of the last task from each pair to add, subtract and multiply those polynomials. Students were given the weekend to complete the last 3 operations, as time ran just a bit short.

Tonight's Homework: Finish the Polynomial Practice activity if you didn't do so in class today. Also, rewrite the work for your answers on the blue Dimensional Analysis worksheet so it includes the units and shows how most cancel out.

FOILing Polynomials

Students received their graded concept 13 tests today. Scores were a bit lower than I would have expected. Uh oh.

We learned how to multiply using the double distributive property using double digit numbers like 25 and 17. Then we applied this method to multiplying binomials, like ( a + 7 ) ( a - 3 ). We discovered that there are four parts, or steps, to complete this type of task. We called them the FOIL steps: first, outer,inner, and last. Many thought this was fairly easy.

Tonight's Homework: Lesson 10.2 ( 24 - 45, first column only, and 54 )

Finishing Concept Test 13

Students were given the second part of Concept Test 13 to finish in class today. Afterwards, students began completing a worksheet covering Dimensional Analysis.

Tonight's Homework: Lesson 10.2 ( 18 - 23 and 62 - 79 ) and the worksheet.

Concept Test 13, part 1

Signed grade slips were collected today, as was homework from last night. Students reviewed the distributive property, and learned that the same rules apply to multiplying polynomials by a monomial.

Students then took the first part of the thirteenth concept test today in class. The rest will be taken in class tomorrow.

Tonight's Homework: Complete the white worksheet over Lessons 10.1 and 10.2. Be sure to show work!

Classifying Polynomials

We finished reviewing for the thirteenth concept test today. The first part of it will be given in class on Tuesday, and the second part will be given in class on Wednesday.

Students were introduced to many vocabulary words related to polynomials. Students learned how to classify polynomials by degree and by number of terms. A review of these topics can be found in the beginning of lesson 10.1. We then looked at how to add and subtract polynomials. Students recognized that this is similar to combining like terms, and that is something we've become quite familiar with this year.

Tonight's Homework: Lesson 10.1 ( 5 - 46 , first column only). In addition, you need to get your grade slip signed this week (it's a graded assignment).

P.S. The projects that were turned in on Friday are terrific!

Projects were collected and then we reviewed answers for questions on the practice test for concept 13. This took the entire period.

Tonight's Homework: Study for the concept test, which will be given in class on Tuesday, April 27th.

Reviewing Quadratic Functions

Students worked with 3 others in groups to answer a series of questions related to parabolas and the quadratic functions we have been studying. Those who were on the band trip will not need to make up this work.

Tonight's Homework: Finish the practice test for Concept 13, and be sure to bring your finished product for the quadratic analysis assignment to class tomorrow.

Practicing for the Concept 13 Test

Students received a copy of the practice test for concept 13 today, and had 40 minutes of class time to work on it or on the project that is due on Friday. Most students chose to use their class time to complete the practice test. No work will be collected on Thursday, as many students will be gone on a band trip.

Tonight's Homework: Work on the practice test for Concept 13 or the Quadratic Project. Both are due at the beginning of the period on Friday.

Tying Things Together

Today, we spent most of the period using previous homework and in class investigations to analyze the quadratic formula and quadratic equation. Students had 30 minutes to work on sketching out answers to a series of prompts that need to be answered in some way (written, theatric, visual, electronic, or some combination of these) by Friday class time.

Tonight's Homework: Work on the Quadratic Analysis presentation that you started in class today. Don't forget--it's due by Friday!

Vertical Motion Models--Again

Since the guest teacher wasn't able to remember how to use the quadratic equation, I took a step backwards and worked with students on how this actually works. First, we looked at a series of equations and determined whether the parabola showed a maximum or minimum, opened up or down, and named the y intercept. Next, we practiced finding the determinant, and used that to determine the number of x intercepts the graph would show. Using the handheld computers, students were able to verify their predictions. The class ended with me reminding students of what the quadratic equation looked like, and how to work through it. The key is understanding the +/- sign, and knowing that you can end up with 0, 1 or two solutions to a particular problem.

Tonight's Homework: Complete the yellow worksheet you received in class on Thursday.

Putting Pieces Together for the Quadratic Equation

Students worked on solving six problems related to the vertical motion model. These were supposed to be completed in class, but evidently, the guest teacher neglected to collect them. I guess I will collect them on Monday.

Tonight's Homework: Complete the white worksheet. Remember to do all nine parts for each equation on the sheet.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Models of Vertical Motion

Why do we study parabolic functions? Well, these functions describe many types of things, including the shapes used at skate parks, ski slopes, and the motion of lots of different objects. After being subjected to my lame drawings, students learned about the two different types of vertical motion models--if an object is dropped and if an object is thrown. See page 535 in your book for more information.

Tonight's Homework: Lesson 9.5 ( 71 - 83 ) Set up these problems only, by determining which model they describe and which formula to use. DO NOT solve the problems yet! Also, continue working on the graphing work you started in class yesterday and tell me how the line of symmetry of a parabola is related to the "b" term of the quadratic equation.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Working with the Discriminant

The discriminant of the quadratic equation can be useful in helping you determine how many solutions the equation will have. Before we go much further, it's important to practice finding the discriminant, and then use it to determine whether there will be 0, 1 or 2 solutions.

Tonight's Homework: Lesson 9.5 ( 23 - 31 ); Lesson 9.6 ( 9 - 14 ) and determine how b changes the location of the parabola on the graph (you started this in class today, unless you decided to visit instead).

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

The Quadratic Equation

We continued our investigation of the quadratic equation by learning about the standard form of the equation. We then tried to figure out how the shape of the graph changes when the c term changes.

Tonight's Homework: Lesson 9.2 ( 32 - 48, even, 50 - 52, and 56 - 58 ) and finish the worksheet you started in class (both sides).

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Concept Test Over Radical Computation Taken In Class Today

Students shared their analyses of how the coefficient in front of the squared variable changes the shape of the graph of the function. We reviewed some vocabulary related to these types of functions (parabola, vertex, intercepts) so they can be used on tonight's homework: All students then took the test over Concept 12 (square root computation).

Tonight's Homework: Complete the worksheet you received in class today. Remember to include an analysis paragraph, and try to use appropriate math vocabulary.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

We are beginning our study of quadratic functions today by looking at how the graph of simple equations involving x^2 (x squared) changes when the coefficient in front of it changes.

Tonight's Homework: Finish the graphing worksheet you started in class. Don't forget the analysis! Study for the concept 12 test, which will be given in class on Friday. Good luck, track athletes!

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Applying Radical Equation Work to Real-Life Situations

After reviewing the practice test for concept 12, it was obvious that students had more questions about the review material than the new material. It might be a good idea to look over sections 1, 2, and 3 of chapter 8 to refresh your memory about computing with exponents and the rules that govern these types of problems.

Tonight's Homework: Page 728 ( 11 - 17, show work) and Page 767 ( 16 - 18 ). The test over concept 12 will be given in class on Friday, April 9th.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Winding Up Our Study of Radical Computation

We are nearing the end of the chapter on radical computation, which means Concept Test 12 is just around the corner. Students had about 20 minutes to begin reviewing and work on answering questions on the practice test.

Tonight's Homework: Complete all problems on the practice test for Concept 12.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Solving Radical Equations

Solving an equation with radicals in it is very similar to solving a linear equation, although it might require an extra step or two. Beware of problems that end up with a radical being set equal to a negative number! I highly recommend you take the time to do a check step for these problems, just so you are absolutely sure you have the correct answer. If you get a false statement, then the answer must be "No Solution".

Tonight's Homework: Lesson 12.3 (15 - 30, all) Be sure to show your work.

P.S. Be sure to discuss whether you and your parents think purchasing a summer math packet would benefit you. All requests for packets are due to me by Friday, April 30th.

Random Radical Review

We are nearing the end of this unit, so we spent the afternoon reviewing how to solve a variety of problems involving radicals. Students noted that the process for solving radical equations is very similar to solving linear equations (like we worked on from October to February).

Tonight's Homework: Complete the purple worksheet on radicals. Happy Easter!

Computing with Radicals

We spent about half of the period graphing last night's homework on the handheld computers. Students discovered patterns that existed as the basic equation was altered. Adding or subtracting under the radical sign will cause the graph of the function to move right or left along the x-axis, while adding or subtracting outside of the radical sign results in the graph of the function to move up or down the y-axis. None of our graphs have entered into quadrant III . . . yet.

We switched gears and learned how to add and subtract radical expressions. This is similar to adding variable expressions, but one must be aware that certain radical expressions might need to be reduced before being combined.

Tonight's Homework: Complete the worksheet labeled "P, 31"