Aims week of 11/9:

Aim 41: Review - What have we learned about polynomials?
hw: study for examination

Aim 42: Examination on Polynomials
hw: none

Wednesday: Veteran's Day No School

Aim 43: Review: Right Triangle Trigonometry
hw: pg 221 1-9

Aim 44: How can we extend right triangle trigonometry to unit circles and reference angles?
hw: none

Aims week of 11/2:

Aim 37: How can we find the equation of a polynomial function, given its graph?
hw: pg 565 2,4,17-22

Note: Tuesday is Election Day: No School

Aim 38: What do polynomials with complex roots look like?
hw: pg 585 1-9, 15-18

Aim 39: How can we solve non linear system of equations?
hw: pg 588 1-10

Aim 40: How can we graph polynomial equations?
hw: none

links to regentsprep.org polynomial functions

Solving polynomial equations of higher degrees:
http://www.regentsprep.org/Regents/math/algtrig/ATE13/HighPolyLesson.htm

Examining graphs of polynomials of higher degrees:
http://www.regentsprep.org/Regents/math/algtrig/ATE13/HighPolyGraphLesson.htm

Aims week of 10/26:

Aim 33: Review logs, natural logs
hw: study for test

Aim 34: Examination logs, natural logs
hw: none

Aim 35: How can we explore polynomial functions?
hw: pg 553 2-16 even

Aim 36: What does the graph of a polynomial function tell us?
hw: none - Halloween dance

Aims week of 10/19:

Aim 28: How can we calculate logs in other than base 10?
hw: pg 623 42-48

Aim 29: What does the graph of the log function look like?
hw: pg 622 32,34

Note: 2nd period had an assembly
Aim 30: What does the graph of the log function look like?

Aim 31: What is the natural log function?
hw: 627 1-13


Aim 32: How can we use the log function to solve problems?
hw: none

Aims week of 10/12:

Aim 23: How can we calculate a logarithmic function?
hw: pg 609 2-12 even,16-22 even

Aim 24: What are the properties of logs?
hw: pg 616 12-22 even, 38-46 even

Aim 25: Practice with properties of logs?
hw: pg 617 48-66 even, 69

Aim 26: How can evaluate logs using the calculator?
hw: study for test

Aim 27: Test - Exponential Functions & Logs
hw: none

Link to regentsprep.org logs:

link to log expressions:
http://www.regentsprep.org/Regents/math/algtrig/ATE9/logs.htm

link to log equations:
http://www.regentsprep.org/Regents/math/algtrig/ATE9/logsEQ.htm

Link to regentsprep.org exponential functions:

Link to exponential functions:
http://www.regentsprep.org/Regents/math/algtrig/ATP8b/exponentialFunction.htm

Link to applications of exponential functions:
http://www.regentsprep.org/Regents/math/algtrig/ATP8b/ExamplesexponentialFunction.htm

Link to exponential expressions:
http://www.regentsprep.org/Regents/math/algtrig/ATE8/exponentialExpression.htm

Link to solving exponential equations:
http://www.regentsprep.org/Regents/math/algtrig/ATE8/exponentialEquations.htm

Link to logarithmic functions:
http://www.regentsprep.org/Regents/math/algtrig/ATP8b/logFunction.htm

Aims week of 10/5:

Aim 19: What is an exponential function?
hw: pg 596 2-8 even, 9,11,20,22

Aim 20: How do banks calculate interest?
hw: pg 597 24,26

Aim 21: How do we calculate an exponential regression?
hw: pg 605 1-4,6,8,10

Aim 22: How do we undo a function?
hw: pg 631 1-7

Aim 23: How do we undo an exponetial function?
hw: none

Aims week of 9/28:

Monday - No School

Aim 15: How can we solve exponential equations?
hw: pg 888 1-3 write rules for each sequence, 10-12

Aim 16: Review: What have we learned about arithmetic and geometric sequences?
hw: study for test

Aim 17: Examination: Arithmetic and geometric sequences, exponential equations.
hw: none

Aim 18: What is an exponential function?
hw: none

Aims week of 9/21:

Aim 9: How can we write a rule for sequences?
hw: pg 851 14-30 even

Aim 10:How can we graph sequences?
hw: pg 856-7 2-8 even, 32, 38, 40

Aim 11: What is an arithmetic sequence?
hw: pg 857 21-29, 42, 52

Aim 12: What is a geometric sequence?
hw: pg 858 68-71, pg 863 2-8 even

Aim 13: How do we write the rule for a geometric sequence?
hw: pg 863 12-18 even, pg 865 1-6

Link to regentsprep.org sequences

link to arithmetic sequences:
http://www.regentsprep.org/Regents/math/algtrig/ATP2/ArithSeq.htm

link to geometric sequences:
http://www.regentsprep.org/Regents/math/algtrig/ATP2/GeoSeq.htm

Aims week of 9/14:

Aim 4: How do we evaluate rational exponents?
hw: pg 547 14-30 even

Aim 5: continuation rational exponents
hw: review exponent material in book.

Aim 6: period 1 - review exponents, period 5 - senior assembly
hw: none

Aim 7: What have we learned so far - Examination
hw: none

Aim 8: What is a sequence? (note this is in ch 12)
hw: pg 851 1-8

Aims week of 9/9:

Aim 1: Intro to course
hw: Set up notebook

Aim 2: Review exponents (reference regentsprep.org outlines in separate post)
hw: pg 542 2-24 even

Aim 3: How do we evaluate rational exponents?
hw: none

Link to regentsprep.org exponent reviews

Positive, Negative, and Zero exponents:
http://www.regentsprep.org/Regents/math/algtrig/ATO1/posnegzles.htm

Rational / Fractional exponents:
http://www.regentsprep.org/Regents/math/algtrig/ATO1/FractionalExp.htm

Evaluating Rational / Fractional exponents
http://www.regentsprep.org/Regents/math/algtrig/ATO1/FractExpressions.htm

Grading Policy

Grades are determined by a combination of three factors:

70% tests and quizzes: point totals will be marked on all examinations. The
marking period grade will reflect a weighted average of all examinations.

15% class work: consists of specific assigned tasks during class time, which are graded. There is also a component that recognizes class participation. This course relies on activities, group efforts, and whole class discussion as important parts of the learning experience. Points will be assigned to different components of class work on a rotating basis. For example, some days will consist of a notebook check or a collection of the Do Now. A log will be kept of students going to the board to put up prior homework problems or work on current work problems. Your marking period class work grade consists of the percentage reflecting your total class points over the total number of possible points.

15% homework: will be assigned daily and collected. Homework is marked based on effort and work shown. Completed homework assignments are expected to be written neatly on clean paper or the original handout, clearly labeled with name, date, and the assignment. Homework is due the next time class meets, unless directed otherwise. Your marking period homework grade consists of the percentage reflecting your completed assignments over the total number of assignments.

Class Rules!

Entering class.

Please enter class quickly and quietly by the front door. Take your assigned seat and get out your materials to work. Copy the Aim and the Do-Now for that day's lesson into your notebook. Work on the Do-Now until the teacher calls for your attention.

Participating in class.

Class participation is an important part of your learning and of your grade. Please raise your hand if you have a question or wish to participate in a discussion. There is no calling out of answers or other comments in the classroom at any time.

Notebook.

Students are expected to write down the aim of each lesson, to take notes during class, to complete in-class assignments, to keep handouts, and to hold on to returned tests and homework. It is imperative that students have an organized system for keeping all these materials together. Whether a student chooses to use a binder with appropriate sections or a combination of binder and notebook, the entire collection is referred to as the math notebook. The math notebook is subject to inspection during the course and may form part of the class work contribution to the grade. The entire math notebook is available to students for use on an "open notebook" test.

Lateness.

If you arrive late to class, enter quietly by the front door. Sign the late log with your name and the time. Take your seat without any fuss or conversation, and prepare to join the work in progress. Repeated lateness will result in detention.

Homework.

Homework will be assigned each night. It forms an important part of your learning experience and of your grade. It should be written neatly on clean paper or the original handout, clearly labeled with your name, date, and the assignment. Homework is due the next time class meets, unless you have been told otherwise. If homework involves working problems, all work should be shown and the final answer clearly marked. If homework involves writing, it is expected that the writing will be done in full sentences and follow all the rules of good composition, including spelling and grammar. And finally, homework must be written legibly — if I can not read it, I can not give credit for it.

Absence.

A student who is absent should bring a note from home to explain the absence. Students are responsible for making up work that they have missed, and for meeting deadlines for projects, tests, and other tasks.

Respect.

All members of the class are expected to show respect for each other, teacher and students alike. We respect each other by taking care of the property and environment of the classroom, by listening when it is someone else's turn to speak, and by accepting the fact that we will all make mistakes. Mistakes are an important part of how we learn, and are not an opportunity to make fun of someone else. We are here to help each other. Disrupting the class is disrespectful to others and will not be tolerated.

Web Site.

To help students and parents keep up with general course information, I will be maintaining a web blog that can be accessed at http://rkamath-mb1.blogspot.com/

Grades.

Grades are determined by a combination of three factors:
70% tests and quizzes
15% class work (includes participation, behavior, notebook, and preparation for class)
15% homework


More information about the general rules and expectations for success at RKA can be found in the Student Planner.


PLEASE KEEP THESE GUIDELINES IN YOUR MATH NOTEBOOK / BINDER.

Responsibilities;

Responsibilities of Students

1. Report to class on time, immediately take out binder, and review the answers to homework, or begin the Do Now.

2. Take notes and participate in all class activities including group assignments.

3. Treat my fellow students, the teacher, and others with respect at all times.

4. Observe all school rules, including those that prohibit wearing hats in class, wearing headphones or using entertainment devices in class, eating or drinking in class, using offensive language, or cheating. Poor classroom behavior will result in one or more of the following: -student-teacher conference—grade reduction—phone call home—parent teacher conference—meeting with administration.

5. Complete all homework on time, and make up all assignments when absent.

6. Utilize available tutoring services when I need extra assistance.

Responsibilities of Parent/Guardian

1. Provide a quiet place for my child to study.

2. Question my child on a regular basis about what he/she learned that day.

3. Monitor my child’s attendance in tutoring if appropriate for him/her to attend tutoring sessions.

4. Contact my child’s teacher and/or guidance counselor (718-796-8516) or (SGordon22@schools.nyc.gov) if I have any questions on my child’s progress.

Responsibilities of Teacher

1. Prepare and conduct a meaningful lesson each day.

2. Collect student work on a regular basis including examinations, projects, and homework.

3. Return student work in a timely manner and provide meaningful constructive feedback on work submitted.

4. Listen to my students, treat them with respect, and maintain an impartial and positive attitude towards them.

5. Contact parents when necessary to alert them of their children’s progress.

6. Be responsive to student’s request for assistance.

Link to regentsprep.org

link to exponents review:
http://www.regentsprep.org/Regents/math/algtrig/ATO1/posnegzles.htm

link to fractional exponents:
http://www.regentsprep.org/Regents/math/algtrig/ATO1/FractionalExp.htm

link to evaluating fractional exponents:
http://www.regentsprep.org/Regents/math/algtrig/ATO1/FractExpressions.htm


link to polynomials of higher degree:
http://www.regentsprep.org/Regents/math/algtrig/ATE13/HighPolyLesson.htm


link to graphing polynomials of higher degree:
http://www.regentsprep.org/Regents/math/algtrig/ATE13/HighPolyGraphLesson.htm
Posted by rka_gordon at 5.08.MD 0 comments

Aims week of 5/4:

Aim 52: How do we evaluate rational exponents?
hw: pg 542 2-24 even

Aim 53: Retake quiz on complex numbers
hw: none

Aim 54: How do we evaluate rational exponents?
hw: pg 547 2-30 even

Aim 55: Practice with evaluating exponents?
hw: none

Aims week of 4/27:

Aim 47: What have we learned about imaginary numbers?
hw: study for quiz

Aim 48: practice exercises in book - review imaginary numbers
hw: study for quiz

Aim 49: Quiz on imaginary numbers
hw: none

Aim 50: How do we evaluate negative and zero exponents?
hw: none

Aim 51: Practice with evaluating exponents
hw: none

Aims week of of 4/20:

Aim 42: What are complex numbers?
hw: pg 520 8-12, 24, 28

Aim 43: What can we conclude about the cyclic nature of i?
hw: pg 520 1-7,35,36

Aim 44: How do we add and subtract complex numbers?
hw: 520 14-23

Aim 45: How can we find the product of complex numbers and review of radicals?
hw: Complete problems on handout.

Aim 46: What have we learned so far about complex numbers?
hw: none

Aims week of 4/6:

Aim 39: What have we learned in chapter 5 review?
hw: study for test

Aim 40: Chapter 5 test
hw: none

Aim 41: Math thinking test
hw: enjoy break

Link to regentsprep.org Inverse Functions

link to regentsprep.org Inverse Functions
http://www.regentsprep.org/Regents/math/algtrig/ATP8/inverselesson.htm

link to graphically represent an inverse function on regentsprep.org
http://www.regentsprep.org/Regents/math/algtrig/ATP8/applesson.htm

link to quadratic formula:
http://www.regentsprep.org/Regents/math/algtrig/ATE3/quadformula.htm

link to discriminant
http://www.regentsprep.org/Regents/math/algtrig/ATE3/discriminant.htm

link to summary:
http://www.regentsprep.org/Regents/math/algtrig/ATE3/QuadLesson.htm
Posted by rka_gordon at 4.19.MD 0 comments

Aims week of 3/30:

Aim 34: What is a square root function?
hw: pg 509 16,18,20,30,32

Aim 35: Review Quadratic equations and quadratic formula
hw: finish worksheet even #'s

Aim 36: What does the discriminant tell us?
hw: pg 532 28,30,32,34,37,42

Aim 37: How do we find the x and y intercepts of a quadratic?
hw: none

Aim 38: How do we graph quadratic inequalities?
hw: none

Aims week of 3/23:

Aim 29: How can we model using quadratics?
hw: pg 502 22,24,30,32,34,37

Aim 30: Review: what have we learned about quadratics?
hw: study for test

Aim 31: Quiz on Quadratics
hw: none

Aim 32: Parent teacher conferences
hw: none

Aim 33: How can we find the inverse of a function?
hw: none

Parabola investigation

Try it yourself:
http://hotmath.com/util/hm_flash_movie.html?movie=/
learning_activities/interactivities/translating_scaling.swf&
return_to=undefined&title=Transforming%20Functions
Graphing Form and Standard Form As you have worked with quadratic functions, equations, and expressions you have regularly seen two forms. One is known as graphing (or vertex) form, the other is known as standard form.
A quadratic equation in GRAPHING or VERTEX FORM looks like:
Y = a(x–h)2 + k.
- the vertex is (h,k) and the axis of symmetry is the line x=h.
- the parabola opens up when a is positive and opens down when a is negative.
- if |a| > 1, the graph will be narrower than the graph of y = x2
- if |a| <1, the graph will be wider than the graph of y = x^ 2

For example, the equation Y = 3(x–1)2 – 5 is in graphing form where a = 3, h = 1, and k = –5.
The following quadratic equation represents the same parabola as y = 3(x – 1)2 – 5, but it is written in what is generally called standard form. For y = 3x2 – 6x – 2, a = 3, b = –6, and c = –2.
A quadratic equation in STANDARD FORM is written as y = ax2 + bx + c.
The vertex of a parabola locates its position on the axes. The vertex serves as LOCATOR POINT for a parabola. The other shapes we will be investigating in this course also have locator points. These points have different names but the same purpose for each different type of graph.

Aims week of 3/16:

Aim 24: Investigation into quadratic functions
hw: pg 490 22,24,26,33

Aim 25: What are the standard and graphing form of a quadratic equation?
hw: pg 496 2,4,10,12,14

Aim 26: How can we find the vertex of a parabola?
hw: pg 501 1-4, 8, 12, 18

Aim 27: How can we model using parabolas?
hw: pg 502 22,24,30,32,36, 37

Aim 28: How can find x intercepts; review factoring
hw: none

Aims week of 3/9:

Aim 19: How do we graph 2 dimensional absolute value inequalities?
hw: pg 372 13,15,18,20

Aim 20: continuation of graphing absolute value inequalities
hw:

Aim 21: Complete Chapter Summary in book
hw: organize notes and prepare for the test

Aim 22: Review Ch 2
hw: study for test

Aim 23: Chapter 2 test
hw: none

Link to regentsprep.org Absolute Value

Link to absolute value equations:
http://www.regentsprep.org/Regents/math/algtrig/
ATE1/abslesson.htm

Link to absolute value inequalities:
http://www.regentsprep.org/Regents/math/algtrig/
ATE2/absinequal.htm

Aims week of 3/2:

Monday: Snow Day :>

Aim 15: How do we graph 1 variable equations and inequalities?
hw: pg 366 2-8 even, 14,16,18

Aim 16: How do we graph absolute value equalities?
hw: pg 367 20,22,24,26,30,32

Aim 17: How do we graph absolute value inequalities?
hw: pg 372 35

Aim 18: Practice with absolute value
hw: none

Aims week of 2/23:

Aim 10: How can we shift a graph horizontally or vertically?
hw: pg 343 1,2,4,9,11,12

Aim 11: How can we use the graphing calculator to explore graphs?
hw: pg 323 2,4,8,31,32,35

Aim 12: Review: Linear equations and slopes
hw: pg 350 2,4,8,18,27,40

Aim 13: What is direct variation?
hw: pg 354 2,4,9,12,29

Aims week of 2/9:

Aim 5: How can we determine domain and range graphically?
hw: pg 312 18-30 even

Aim 6: How do we evaluate a composite function?
hw: pg 317 4,6,14,16

Aim 7: How can we graph functions with restrictions in domain or range?
hw: pg 340 6-16 even

Aim 8: Review: What have we learned about functions?
hw: study for test

Aim 9: Test: Chapter 1 Functions, function notation, domain & range
hw: none

Regentsprep.org links to Function, Domain, & Range

http://www.regentsprep.org/Regents/math/algtrig/ATP5/LFunction.htm - Definition of a relation and a function.

http://www.regentsprep.org/Regents/math/algtrig/ATP5/EvaluatingFunctions.htm - Functional notation and evaluation.

http://www.regentsprep.org/Regents/math/algtrig/ATP5/DomainRange.htm - Graphing domain and range of a function.

http://www.regentsprep.org/Regents/math/algtrig/ATP5/OntoFunctions.htm - One to one and onto functions.

Spring 2008 Semester Opening Comments

The nice thing about the beginning of 2nd semester is that everyone gets a fresh start. YOU have the primary responsibility for what gets done and how much you will learn. If you want maximum results from this course, keep the following in mind:

* Your primary responsibility is to think about mathematics!

* Thinking requires that you be active in your learning.

* You will need to read the book and do your homework every night to practice thinking.

Aims week of 2/3:

Aim 1: How do we collect and organize data?
hw: pg 296 1,2,3,7,8

Aim 2: How do we describe a linear equation?
hw: pg 299 2-10 even

Aim 3: Introduction to functions
hw: pg 311 2,4,6,11

Aim 4: What is function notation?
hw: none

Link to regentsprep.org Circles: tangents, chords, secants

link to tangents, chords, secants:
http://www.regentsprep.org/Regents/math/geometry/GP14/indexGP14.htm

link to circles and angles:
http://www.regentsprep.org/Regents/math/geometry/GP15/indexGP15.htm

link to area's of sectors and segments:
http://www.regentsprep.org/Regents/math/geometry/GP16/indexGP16.htm

Aims week of 1/5:

Aim 71: What is a chord in a circle?
hw: pg 245 2-12 even

Aim 72: What are inscribed angles?
hw: pg 248 2,4,6-9

Aim 73: How do we measure angles formed by chords, secants, and tangents?
hw: pg 252 6,8,10,12,15,17

Aim 74: con't measuring angles formed by chords, secants, and tangents.
hw: pg 259 2,4,6,8,11

Aim 75: Practice with solving problems in circles.
hw: none