Students completed individual questions on 45-45-90 triangles. We also went over WS 10.2/10.3 and the 10.3 Day 1 assignment. Both were collected.
HW: Practice Assessment 10.1 - 10.3. Mini-test 10.1 - 10.3 is this Thursday.
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We focused more practice on 30-60-90 triangles, with our essential question being: where is shorty?
Students completed individual questions on 45-45-90 triangles. We also went over WS 10.2/10.3 and the 10.3 Day 1 assignment. Both were collected. HW: Practice Assessment 10.1 - 10.3. Mini-test 10.1 - 10.3 is this Thursday. Students received a tan card with the 2 special triangles (30-60-90 & 45-45-90) and we listed key features and ratios for each.
We also completed the front of WS 10.2/10.3 (all of it in period 3). HW: Complete WS 10.3 Day 1 homework that is included in your 10.3 notes packet and WS 10.2/10.3 that you received today. A mini-test on 10.1 - 10.3 will be given this Thursday, 4/2. Students completed the district pre-test on similarity and trig. Then we went over WS 10.2 day 2 and collected it. We also looked at the ratio of the sides of many 30-60-90 triangles. We completed the first 2 pages of the 10.3 notes (2nd hour completed all the notes).
HW: Complete the day 1 attached worksheet and enjoy your spring break. We did an in class review (smartboard flashcards) on multiplying and simplifying radicals. Then we did a quick review of 45-45-90 triangles. Then students had about 10 minutes to work on the WS 10.2 day 2 assignment.
HW: WS 10.2 Day 2 Students investigated the relationship between the leg and the hypotenuse of a right isosceles triangle. Students measured the sides of their own right isosceles triangle. Then we gathered data on these special triangles, creating a list on our TI-Nspire calculators. Then we made a graph from the data and saw that the data was linear. We found the slope of the line was about 1.41 (very close to the square root of 2). We used the Pythagorean theorem to find the value of the hypotenuse in a right isosceles triangle. We found the hypotenuse = leg * square root of 2.
The work on radicals (10.1 day 1 and day 2) were collected. HW: Complete the attached WS 10.2 (last page of the 10.2 notes). Students used the TI-Nspire to work on simplifying radicals. We showed how to use the factor feature of the calculator (hit MENU, then Number, then FACTOR). This helped us simplify radicals with larger radicands. We also went over questions from yesterday's homework. That was also collected. Students had most of the time in class to work using the calculators.
HW: WS Simplifying Radicals (1 - 12 on each side) We used the TI-Nspire calculators to help us simplify radicals. We were able to check our answers and see that different forms of a radical can give the same decimal (ex. square root of 12 is the same as 2 square root of 3). We completed our 10.1 class notes.
HW: WS 10.1 on the last page of the notes packet. Students turned in their review worksheets and completed their test on transformations. Second hour completed the special pi day activity on the orange peel.
HW: None We went over the review worksheet and completed at least 2 5-question quizzes on www.classzone.com (sections 3.7, 5.6, 7.6, and 11.8). We also played the transformations game on the link on the Geometry with support page.
HW: Turn in any missing work from this unit as the test is tomorrow, 3/13. Students completed their requiz on transformations and also their review worksheet.
HW: Review WS on Transformations |
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