Archive+Algebra+1+Red+2010-11

toc =Unit 9: Polynomials & Factoring=
 * Resources**
 * Even Answers**
 * Questions (assignment questions or general questions)**
 * ThatQuiz.org**

=Final Exam= Section A and B are on the ThatQuiz link above- NO CALCULATOR! Use this answer key to enter your answers from Section C (also circle your answers on your test paper). Write your answers to Section D on your test paper.

=Friday, June 10, 2011= Today was the final exam revision day. After checking Quarter 4 grades, we worked on exam revision by: If you need any extra credit for your quarter assignment grade, submit Assignment #1 and #2 from this mini-unit on quadratics.
 * Finishing up any Q4 work to improve grades before the exam (online grade calculator available here)
 * Doing practice Section A and practice Section B of the Final Exam
 * Doing p. 518/5, 35 and p. 476/9-15, 18, 22, 23, 25-28 and checking answers on the Even Answers link above.
 * Finishing notecard.

=Wednesday, June 8, 2011= We began class with the follow up test (Quizlet question here ), and then gave Mr. O'Brien some feedback. We then did a practice Section A and practice Section B of the final exam. We talked about the final including the importance of checking answers on the multiple choice Section C and revising the old unit test Supercorrections for the 4 identical questions on Section D. We practiced our quadratic skills by graphing and finding zeros using both factoring and quadratic formula using quadratics here. We spent the remainder of the class working on the notecard for the final.

__Assignment__:
 * Finish your notecard and go over the final exam revision guide here.
 * Bring your textbook to the exam, please!

=Monday, June 6, 2011= We began class by graphing parabolas by plotting points here. We then factored the quadratic trinomial x² – 2x – 3, solved the quadratic equation x² – 2x = 3, and found the vertex, axis of symmetry and zeros of the quadratic function y = x² – 2x – 3. We discussed the connections between the problems and then wondered what would happen if the number 3 were 4. We learned about the all powerful Quadratic Formula and how it can be used to solve *any* quadratic equation. We went over the assignment. We ended class with practice time.

__Assignment #2__:
 * p. 484/[21, 23 using Geogebra], [35 and sketch the graph using Geogebra]. Be sure to use graph paper and ruler for your graphs!
 * p. 509/6, 7, 9, 23-29 odd
 * If you need a different explanation of solving quadratic equations with the all powerful Quadratic Formula, check out this one from Purplemath (first page only).
 * If you'd like some extra credit, find a good Quadratic Formula video out there on the internet, and email the link to Mr. O'Brien.

=Thursday, June 2, 2011= We began class by reading through the Final Exam Revision Guide, distributing a notecard, and checking text book numbers. We then learned how to use factoring to answer a question like "what number when squared and added to twice itself is 8?" (hint: there are two answers!). We discussed the powerful Zero Product Property and how it is used along with factoring to solve a quadratic equation like x² – 12 = x. We practiced with p. 468/7, 9, 12 and ended by working on the assignment.

__Assignment #1__:
 * p. 468/7, 9, 12, 21-25 odd, 29-33 odd
 * In Geogebra, graph y = x 2 – 2x – 3. Sketch the graph on your assignment sheet. Then, solve the equation 0 =x 2 – 2x – 3. What connection do you see between the graph and the solutions to the equation?
 * If you need a different explanation of solving quadratic equations with factoring, check out this one from Purplemath (first page only)

=Tuesday, May 31, 2011= We Supercorrected.

__Assignment__:
 * Finish Supercorrections

=Thursday, May 26, 2011= Today was the test day- question 1 is here. Those who finished early worked on the MangaHigh challenge. A silver or gold earns extra credit.

__Assignment__:
 * Pick up your test and begin the Supercorrections. You will have next class to work on your Supercorrections, too.

=Tuesday, May 24, 2011= We began class by doing some factoring of quadratic trinomials containing negative coefficients- a minimum of 5 correct on Level 2 of the factoring applet. We then worked towards bronze on the MangaHigh challenges. We did a practice quiz on paper to test our factoring ability by hand, and we ended class by working on the assignment.

__Assignment #9__:
 * Earn a bronze on each of the MangaHigh challenges.
 * Do each of the five sets of Assistments.
 * Go over the three quizzes and be sure you know the skills from this unit.
 * Organize your assignments to be submitted on test day.

=Friday, May 20, 2011= We began class with the assignment quiz; question 1 of the quiz is available here and here is the distributive law applet. After the quiz, we practiced with these ([|U9 GCF practice.pdf]) 24 common factors practice questions (answers here: [|U9 GCF solutions.pdf]). After going over the assignment, we learned how to factor a trinomial into two binomials. We looked at x² + 5x + 6 and x² + 6x + 9 using the rectangle applet. We then used this applet to look at another problem. We generalized how to factor trinomials of the form x² + bx + c by listing factor pairs. We did a number of practice problems with Level 1 and 2 trinomials.

__Assignment #8__:
 * Finish the U9 GCF practice questions from above- write them on your assignment sheet and *check* the answer
 * p. 462/5-9, 15-23 odd, 27, 29, 35
 * If you need a different explanation of factoring trinomials, check out [|this one from Purplemath]. You may also find it helpful to practice a bit more with the applets from class.

=Wednesday, May 18, 2011= We began class by correcting the assignment quiz and talking about greatest common factors using this applet again with the problems 6x² + 2x and the applet at this site.

__Assignment #7__:
 * p. 450/6-9, 15-48 last column of problems
 * If you need a different explanation of factoring, check out [|this one from Purplemath]. You may also find it helpful to practice a bit more with the applets from class.
 * Revise for the homework quiz next class (Assignments #1 to #5). Be sure that you have gone over and corrected your first assignment quiz.

=Monday, May 16, 2011= We began class with the assignment quiz; question 1 of the quiz is available here and here is the distributive law applet. After the quiz, we worked on the MangaHigh challenges. Those who earned bronzes on each then did the assignment #6.

__Assignment #6__:
 * Do (at least) ten more problems from this [|distributive rule practice site] on your homework page to keep practicing with FOIL. Be sure to check answers.
 * Be sure you have earned a bronze in each of the MangaHigh challenges.

=Wednesday, May 11, 2011= We began class with a ThatQuiz FOIL warm-up (use scratch paper as necessary). We then worked on FOIL practice using option 5 on this applet. We went over the assignment questions and discussed two special patterns: the PST and DOTS. We then took a look at our distributive rule in reverse by using this applet again with the problems 6x² + 2x, 4xy + 6x + 2x², 3x + 6y, and 3x² + 2y. This reversing the distributive rule process is called factoring. We revised how to find the greatest common factor (GCF) of two numbers by using this site and then practiced here.

__Assignment #5__:
 * Do (at least) three more problems from the option 5 on the distributive rule practice site and write the problems and answers on your assignment page in preparation for the quiz next class.
 * ThatQuiz Greatest Common Factor (GCF) practice
 * Revise your old assignments in preparation for the quiz.

=Monday, May 9, 2011= We began class with a polynomial revision. We first tested the 18 vocabulary words here. We then used the applet to model the polynomial multiplication problem (x + y)(2x + y +1). We discussed how to use the distribution rule and connected it to our visualization of polynomial multiplication. We used this to develop the FOIL method for multiplying two binomials and looked at special products. We ended class by going over the Supercorrection Follow-up test and beginning the assignment.

__Assignment #4:__
 * p. 441/13-23 odd, 32, 50, 52
 * p. 436/23, 25, 27, 41

=Tuesday, May 3, 2011= We began class with the Supercorrection follow-up test- sorting question available here. We then revised the polynomial vocabulary: revising the 18 definitions with flashcards, doing a matching scatter game, and finally testing. We went over assignment questions and then explored polynomial multiplication using this applet. We talked about visualizing the multiplication with areas of rectangles.

__Assignment #3:__
 * p. 430/39-45 odd
 * Model the following five questions on the applet from class. In your notebook, sketch the rectangles and give the answers.
 * 1) x(x + 1)
 * 2) 2(x + y)
 * 3) x(x + y + 2)
 * 4) (2x + 1)(x + 3)
 * 5) (x + y)(2x + y)
 * Bring your laptops fully charged for the NWEA testing next class.

=Friday, April 29, 2011= We began class with a factoring warm-up on ThatQuiz.org. We went over the Unit 8 test and then we then began our new unit with this reading and took notes on the following vocabulary: polynomial, degree, standard form, monomial, binomial, and trinomial. We discussed the reading and brought in some new vocabulary: constant, linear, quadratic, cubic, quartic, quintic, coefficient, base, exponent, like terms, simplest form. We then did a few practice problems (p. 430/12-15) and began the assignment.

__Assignment #2:__
 * p. 430/12-15, 20, 23-29 odd, 47, 49, 50-52, 55, 60-61
 * Supercorrection Follow-up Test next class- be sure to study!

=Wednesday, April 27, 2011= We began class with this feedback survey. We then spent a little more time supercorrecting, and those who finished early spent some time on MangaHigh. We took a break at the end and worked on this multiplication applet in preparation for our factoring work next unit.

__Assignment #1:__
 * Finish Supercorrections. They are due Thursday- since you won't have class, be sure to hand them in to the wire basket on your own. Also, be sure to write out the exponent expansion for each problem (like you did for #12).
 * Work some more on this multiplication applet.
 * Get a Bronze Medal on the Sigma Prime challenge in MangaHigh. If you're not the video game playing type, you can do the ThatQuiz assignment instead (link above).

=Unit 9: Polynomials & Factoring– Preview= This 10 day unit will address the essential question "what is a polynomial and how do we factor one and why should we care?" We will how to add, subtract, and multiply polynomials. We will also learn about common factors and factor patterns. The assessments for this unit will be the assignments for each class, two quizzes, and one unit test with Supercorrections.

=Monday, April 25, 2011= We first read this letter and then worked on Supercorrections. The ThatQuiz problems can be supercorrected using the link above, and the online Scientific Notation ordering problem can be supercorrected at this link (be sure to show Mr. O'Brien *before* you hit submit).

__Assignment:__
 * Work on Supercorrections for one hour. They are due Thursday; you will have some time in class on Wednesday. Be sure to write out the exponent expansion for each problem (like you did for #12).

=Thursday, April 14, 2011= Today was our test day. The first online test question is here and the second two are on the ThatQuiz link. Those who finished early worked on solving this math card game puzzle. If you can explain how this trick is done (it's all math!), you will earn 10 IOUs. It might help to take screen shots of the three deals to figure out how the cards are being dealt.

__Assignment__
 * None. Feel free to work on the math card game puzzle (link above) or MangaHigh.

=Tuesday, April 12, 2011= We began class by revising scientific notation and exponents: We then discussed how to multiply/divide/add/subtract numbers in scientific notation by hand (using these problems) and on calculators. We discussed what the test will cover, and we finished with a game of Jeopardy.
 * 1) Do the ThatQuiz warm-up.
 * 2) Order numbers in scientific notation twice here- once with the bins and once without.
 * 3) Sign up for Assistments and begin to do Assignment #6.

__Assignment #6:__
 * Do each of the six sets of Assistments.
 * Organize your assignments to be submitted on test day.
 * For further exponent revision:
 * 1) Here are some great problems with audio and visual explanations from the Algebasics website. Try doing them in your notebook and then check your solution by listening to the explanation.
 * 2) For scientific notation practice, either use the smiley face practice site or these thatquiz.org problems.
 * 3) Try the Jeopardy game again.
 * 4) Here are some other explanations (first three pages only) from the wonderful Purplemath website.

=Friday, April 8, 2011= We began class by discussing some of the exponent puzzle problems. We then took the quiz. We explored the mechanics of scientific notation conversion and multiplication using this neat applet. We did some scientific notation conversion and multiplication/division practice (smiley face). We ended class by putting scientific notation numbers in order using this applet.

__Assignment__ __#5:__
 * Visit each of the last 3 links above and work with each applet again to practice your scientific notation skills. Take the smiley face conversion, multiplication/division, and addition/subtraction quizzes again.
 * Do the thatquiz.org problems.

=Wednesday, April 6, 2011= We began class by finishing Digs 1-4 here and went for even better MangaHigh scores. We ended class by working on the two puzzles from the assignment in our notebooks (U8 exponent practice.pdf).

__Assignment #4:__
 * Do the two exponent puzzles (U8 exponent practice.pdf) in your notebook to be submitted on test day.
 * Be prepared for an assignment quiz covering Assignments #1 to #4. If you have questions on Assignment #4, be sure to post them on the questions page so we can go over them before the quiz.
 * Extra credit: U8 exponent more puzzles.pdf

=Monday, April 4, 2011= We began class with the Supercorrection follow-up test. We then worked on a revision of exponent rules from last class on MangaHigh and discussed the 7 Exponent Laws. We looked at the expanded form of both positive and negative exponents and how canceling works. We also examined negative bases and what a negative power to a negative power means. We ended class with some practice with Digs 1-4.
 * 1) Go here.
 * 2) Click the button that says "Bigger" in the upper right hand corner
 * 3) Choose Dig 1.
 * 4) When you finish Dig 1, move on to Digs 2, 3, and 4.

__Assignment #3:__
 * Earn a Bronze medal on each of the four Challenges on MangaHigh.
 * Go over Assignments #1 and #2 to prepare for the quiz next class. You will be able to use your notes on the quiz...

=Thursday, March 31, 2011= We began class with a revision of negative exponents on MangaHigh. The goal for both this challenge and the previous challenge is a Bronze medal. Silver and Gold earn extra credit. When everyone finished, we went over the assignment and the exploration from last class. We discussed how negative exponents work and then we explored the laws of exponents.
 * 1) Go here.
 * 2) Click the button that says "Bigger" in the upper right hand corner.
 * 3) Fill in the exploration sheet from class.

We ended class by summarizing the 7 Laws of Exponents.

__Assignment #2:__
 * If necessary, finish the Laws of Exponents sheet from class (it will be submitted at the end of the unit)
 * Do ten problems correctly here at the Khan Academy (make sure you are logged in with your Google Account so that you get credit for doing your assignment!)
 * Watch this video (again, make sure you are logged in so that you get credit!)
 * Be ready for the Supercorrections Follow-up test from Unit 7

=Tuesday, March 29, 2011= We began class by finishing Q11 from the Supercorrections and doing the ThatQuiz U8 Warm-up. We then logged back into MangaHigh and did the exponent challenge. We then did the following exploration:
 * 1) Go here.
 * 2) Click the button that says "Bigger" in the upper right hand corner.
 * 3) Answer the questions from the Powers of 10 exploration that Mr. O'Brien handed out in class.

We discussed exponent notation and what it means to have integer exponents (i.e. 0 and negatives).

__Assignment #1:__
 * If necessary, finish the exploration sheet from class (it will be submitted at the end of the unit)
 * Do ten problems correctly here at the Khan Academy (make sure you are logged in with your Google Account so that you get credit for doing your assignment!)
 * Watch this video (again, make sure you are logged in so that you get credit!)

=Unit 8: Exponents– Preview= This 7 day unit will address the essential question "how do you work with exponents when they're not just whole numbers?" We will learn rules for simplifying products and quotients of like bases and powers to powers. We will discover what it means to raise something to the zero power and a negative power. We will discover how scientific notation helps us make sense of very large and very small numbers. The assessments for this unit will be the assignments for each class, one quiz, and one unit test with Supercorrections.

=Friday, March 25, 2011= We spent the day Supercorrecting.

__Assignment:__
 * Finish Supercorrections. Be sure to check your answers with someone (like Mr. O'Brien!) before submitting. Use the Keynote slides to correct all four word problems to ensure that you get the highest possible grade on your last test...

=Wednesday, March 23, 2011= Today was the test day. If you finish early, try the coin weighing challenge. If you can solve with 8 coins, try 9 and then 12. If you can solve the Challenge, email me a screen shot for extra credit.

__Assignment:__
 * Stop by and pick up your test and begin the Supercorrections. You will have next class to work on them as well.

=Monday, March 21, 2011= We began class by solving a linear inequality system by hand. We then went over the assignment (answers to word problems here: [|U7 word problem solutions.pdf]). We spent the remainder of the class revising for the test by working on the revision assignment.

__Assignment #9:__
 * p. 362/1 (by hand on graph paper!), 9, 23, 25 (how many solutions), 31, 37, 39
 * Check and correct Assignments #1-#8 (if you have trouble with the word problems, use the Keynote slides from class- first set and second set). Organize your assignments and staple on the cover page
 * If you'd like an explanation different from the one in your textbook, you may find these Purple Math topics helpful: [|the three solution techniques], [|word problems], [|graphing linear inequalities]
 * If you'd like to watch and listen to some worked examples, the Algebasics website has some great ones: [|the three solution techniques], [|age and mixture problems]
 * Of course, the Khan Academy has it all- just type a topic in the search box for great video explanations that you can pause and rewind

=Thursday, March 17, 2011= We began with these inequality graphing questions. We went over the two graphing by hand problems from the assignment and discussed the concept of a test point. We corrected the quiz from last class, and then we looked at the solution set of a system of inequalities. After we looked at the solution set on this applet, we all got a chance to try this neat Geogebra applet. We finished by learning the steps for graphing by hand, including the test point. We checked our answer using the Grapher application on our laptops and Wolframalpha.

__Assignment #8:__
 * Take another look at the websites above
 * p. 350/33-37 odd- you must do one completely without computer technology, but you can use technology to assist you with the others (but be sure that all your graphs are on graph paper!).
 * p. 336/43 and 48 solving each with our three solution techniques on the sheet given out in class ([|U7 word problems a1.pdf])

=Tuesday, March 15, 2011= We began class with the quiz. Those who finished early went over the word problems (Keynote slides with answers to p. 358/9, 10, 11, 16, 18, 19, 20, 21 here). After all taking a look at the solutions, we took notes on graphing of linear inequalities. We began by looking at the solution set of y > 2x + 1 by guessing some points and then using this applet. It allowed us to learn the difference between the signs >, ≥, <, ≤, =, ≠ when graphing in two dimensions.

__Assignment #7:__
 * Take another look at the applet above and the Keynote slides as necessary
 * p. 350/17, 19 do one completely without computer technology, but you can use technology to assist you with the other (but be sure that all your graphs are on graph paper!).
 * Do the ThatQuiz graphing problems from the link on the class website

=Thursday, March 10, 2011= We began by going to the Dutch applet in Safari and doing #13- could you get it in only 5 steps? We then signed up for the Khan Academy:

We did some elimination practice (if you get stuck, watch the video!). We then went over the quiz from last class and the homework and revised word problem solving (Keynote slides with answers to p. 358/6, 8, 17 here). We learned how to solve mixture problems and ended class by working on the assignment word problems together.

__Assignment #6____:__
 * Read the two pages here (need to follow the link at the bottom to get the second page)
 * p. 358/[9, 10, 11, 16, 18, 19, 20, 21 make a system of equations for these word problems and solve with graphing, substitution, or elimination. These are tough, and if you need help, use the examples on p. 353-357, the links to particular problem types at the bottom of the second page of the reading above, and of course Mr. O'Brien/Math Directed Study]
 * Make sure you have Assignments #1-#5 done, checked, and corrected. You may find the Keynote slides from class helpful as you revise.

=**Tuesday, March 8, 2011**= We began class with the quiz. We then revised the Elimination Method by going over Assignment #4 and learned how to do model wind/current and coin problems with systems.

__Assignment #5:__
 * p. 335/[16, 27, 31- solve all three using the Elimination Method]
 * p. 335/[32- solve this using the Substitution Method]
 * p. 358/[6, 8, 17 make a system of equations for these Wind/Current, Coin, and Digit problems and solve with graphing, substitution, or elimination]
 * Sarah's helpful word list from Purplemath

=Friday, March 4, 2011= We began class by going over the Supercorrection follow-up test and the assignment. We then learned our last method for solving systems: the Elimination Method.

__Assignment #4:__
 * Go to [|this website] and click on the 6th problem and watch the explanation (you'll need sound up).
 * p. 335/14, 15, 17, 37-39
 * p. 342/11- solve with the Elimination Method
 * p. 358/[12, 15 - make a system of equations for these Digit and Age problems and solve with either graphing, substitution, or elimination]
 * Make sure Assignments #1-3 are checked and corrected- review them for the quiz next class

=Wednesday, March 2, 2011= We began class with the Supercorrection follow up test. Those who finished early revised graphing of lines by hand using this set of problems. We then warmed up with two graphing by hand problems and we saw that some systems have no solutions (inconsistent systems). Of those that have solutions (consistent systems) some have only one solution (independent) while others have an infinite number of solutions (dependent). Although the names are not so important, recognizing the three situations is important. We modeled a digit problem with a system and solved it and finished by looking at the assignment due today.

__Assignment #3____:__
 * p. 358/[7, 14 make a system of equations for these Digit and Age problems and solve with graphing or substitution]
 * p. 342/[11, 20 - solve these 2 with the Graphing Method by hand on graph paper]
 * p. 342/[14, 15, 21 - solve these 3 with the Substitution Method]
 * Check your last two homework assignments- are they finished, checked, and corrected?

=Monday, February 28, 2011= We began class by revising the substitution and graphing methods using p. 329/22-24. After going over the Unit 6 Supercorrections, we used Guess and Check to solve the "Try This" Age problem on p. 354. We then learned how to model this problem with algebra and solved with the Substitution Method. We spent the remainder of the class working in small groups on the assignment problems.

__Assignment #2:__
 * p. 358/[5, 13 make a system of equations for these Age problems and solve with graphing or substitution]
 * p. 329/22-24 from class, 9, 13, 17, 23, 33, 39, 40 - solve these with the Substitution Method
 * Study your Unit 6 Supercorrections to prepare for the follow-up test- all questions directly from the test!

=Thursday, February 17, 2011= After submitting Supercorrections, we began with this question: //Tyler scored 39 points from 2-pointers and 3-pointers. He scored 16 times. How many 2-pointers and how many 3-pointers did he score?// After solving it with guess and check, we worked on creating a system of equations to model the situation. We examined how guess and check could be improved by involving a Numbers spreadsheet, and then we solved the system with a graph and finally learned an algebraic solution: The Substitution Method. We spent the remainder of the lesson practicing this new method of solution.

__Assignment #1:__
 * You will do many of the problems below in class, but finish them for your assignment.
 * p. 329/10-12, 14-16, 19-21 (these 9 must be solved by substitution)
 * p. 323/[4, 5, 12, 13, 17 you may use Geogebra but graph at least one by hand], 28, 30

=Unit 7: Systems of Equations Inequalities– Preview= This 9 day unit will address the essential question "how do you solve equations with more than one unknown?" We will learn about how to write systems of equations to model problems that we used to solve using Guess and Check. We will learn three methods for solving systems: Graphing, Substitution, and Elimination. We will model these types of problems: age, digit, wind/current, coin, and mixture. We will end by extending our system idea to systems of inequalities- a chance to get out our colored pencils for some shading! The assessments for this unit will be the assignments for each class, two quizzes, and one unit test with Supercorrections.

=Tuesday, February 15, 2011= We Supercorrected.

__Assignment:__
 * Finish Supercorrections

=Friday, February 11, 2011= Today was the test day. Those who finished early worked on this puzzle (for each one you solve, email me a PDF of your screen for extra credit!).

__Assignment:__
 * Supercorrect for one hour. To do this, you will need to pick up your test from Mr. O'Brien some time on Monday. Don't forget!!!

=Wednesday, February 9, 2011= We began with a practice assignment quiz which we then corrected together. We discussed the assignment (solutions here: [|U6 assignment #5 solutions.pdf]) and how to use the Triumverate to solve absolute value equations and inequalities. We then revised for the test next class.

__Assignment #6:__
 * p. 310/5, 11, 21, 27, 31, 33, 37, 57, 61, 67
 * Since you will need to use each of the solution methods from class (algebra, graph, table), be sure to review how to use Geogebra and Numbers to generate graphs and tables easily.
 * Optional revision reading: solving inequalities, graphing absolute value functions by hand, solving absolute value equations with algebra and graph, solving absolute value inequalities with algebra
 * Organize your assignments- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your assignments ordered from **oldest to newest** with the assignment cover page on top. Staple your stack in the **lower right hand corner**. You will hand in your assignments next class.

=Monday, February 7, 2011= We began class by going over Assignment #4 and revising how to solve absolute value equations and inequalities algebraically. After correcting the quiz, we used the very cool applet to examine the solutions to |2x – 1| = 7, |2x – 1| > 7 and |2x – 1| < 7 using the Triumverate approach. We learned how to use the software Numbers and Geogebra to assist us in solving absolute value equations and inequalities numerically and graphically.

__Assignment #5:__
 * Finish the packet from class.

=Thursday, February 3, 2011= We began class with the quiz and then went over assignment questions. We learned how compound inequalities are used when solving absolute value inequalities. We spent the remainder of class on the assignment.

__Assignment #4:__
 * The last 4 Algebasics absolute value equation and inequalities- write them out on your assignment sheet!
 * p. 305/6, 8, 12, 15, 19, 23, 25, 26, 27, 28, 29, 31, 37, 41, 49

=Tuesday, February 1, 2011= We warmed up by solving and graphing two inequalities to revise our properties of inequalities. In a return to the Triumverate, after discussing the assignment, we used this very cool applet to solve one of the inequalities from a numeric and graphic viewpoint. We solved p. 286/38 and 60 algebraically and then examined each in a similar way. We finished with notes on compound inequalities.

__Assignment #3:__
 * p. 293/12, 16, 17, 20, 21, 31, 33, 34, 36, 39, 44
 * Go over Assignment #1 and #2 to be sure that you are ready for the quiz next class. The quiz questions will come directly from the assignments, so you should look at it as an opportunity to correct any original errors you made when doing the assignments.

=Friday, January 28, 2011= We began class with a quick inequality warm-up to make sure everyone knows how to graph inequalities and then took the Unit 5 Supercorrection follow-up test and submitted Supercorrections. After going over the assignment questions, we explored some more inequalities- we solved and graphed them in our notebooks and then checked them with this applet (be sure you are in Firefox!). This led to an important discovery about solving algebraic inequalities: **when multiplying or dividing each side of an inequality by a negative number, we must always switch the sign !** We also discussed the sister equation approach. We then practiced with these 9 Algebasics inequalities- write each on your assignment paper and then check the answer (feel free to listen to the entire explanation!).

__Assignment #2:__
 * These 9 Algebasics inequalities- write them out on your assignment sheet!
 * Inequality puzzle sheet ([|U6 Inequalities Riddle Practice.pdf])- do the problems on your assignment sheet. You can draw lines directly on the PDF using Preview or Adobe Acrobat without having to print anything out!

=Wednesday, January 26, 2011= We began class with a warm up of Unit 5 work and practice with multiple choice from the ThatQuiz link. After we discussed the warm-up, we looked at the Unit 5 test in preparation for the follow up test next class. We revised how to find the equation of a line passing through two points and graphed the solution on Geogebra. We then did an inequalities pre-quiz from the ThatQuiz link. That led to a discussion of algebraic inequalities using this applet. We discussed how there are an infinite set of answers to an algebraic linear inequality (including fractions and other real numbers), so we talked about how we represent the solution with either a simple inequality or a number line. We noticed that solving an inequality that involved addition/subtraction was identical to solving a sister equation involving addition/subtraction. We then began work on the assignment.

__Assignment #1:__
 * p. 280/6-14, 25, 32, 36-38, 43-46
 * Be sure you can do all the Unit 5 test questions- the Supercorrections follow-up test next class will come directly from this test!

=Unit 5: Linear Functions – Preview= This 7 day unit will address the essential question "how do I move from an equation to a table to a graph and back and forth?" We will learn how to represent linear situations with a table, a graph, and an equation. We will learn how to take one of those three and find the other two. We will learn about slope, slope-intercept form of a line, horizontal and vertical line equations, functions, domains, ranges, point-slope and standard forms of lines, parallel and perpendicular lines, rate of change and direct variation. The assessments for this unit will be the assignments for each class, two quizzes, and one unit test with Supercorrections.

=Monday, January 24th, 2011= Mr. O'Brien will be conferencing with individual students today, and we will be revising the midterm and the Unit 5 test. As you work on revising your midterm exam and the Unit 5 test, be sure to ask questions of your group and Mr. O'Brien- why, how, what if?
 * 1) Get into these groups: Group #1: Katlyn, Lindsey, Alec; Group #2: Josh, Jacob, Franny; Group #3: Lauren, Hayley, Tyler; Group #4: Nik, Lea, Karen; Group #5: Alex, Colin, Allison; Group #6: Sarah, Espen, Lindsay, Jesse.
 * 2) Do the Section A and Section B exam make-up on the ThatQuiz link above. Help each other out.
 * 3) Once everyone in your group has 100%, get your final exams from Mr. O'Brien. Remember that your scores are private; please don't share with others during class.
 * 4) Look over your final exam- are there any mistakes in marking? Are the totals added up correctly?
 * 5) Have one member of your group go here to the Section C Answer sheet. This section was the one that was done most poorly on the exam. As a group, correct your Section C and enter one set of answers for your group. Talk about each of the questions and discuss strategies for how to do multiple choice questions better. Your incentive to do it well: 5 bonus IOU's to each member if your group gets 100%. Also, be sure you can answer each question correctly on your own since this material is all used in the second semester.
 * 6) Finally, write the correct answers to Section D directly on your exam (answers available here). Discuss as a group how to do each question. Again, be sure you can answer each question correctly, as this material will be used in the second semester.
 * 7) As a group, follow the link to give your advice to a new student (one response per group).
 * 8) As an individual, follow the link to take this very short survey reflecting on the first semester (one response per person).
 * 9) Begin your Unit 5 test corrections.

__Assignment__:
 * Check your Quarter 2, Midterm Exam, and Semester 1 grades in Powerschool. If you find an error, let Mr. O'Brien know immediately.
 * Take a look back over your Course Outline ([|course outline algebra 1.pdf]) in preparation for your fresh start to the semester.
 * Correct your Unit 5 test to submit next class (answers here: [|U5T a1 solutions.pdf]). You will have time to ask questions on the Unit 5 test next class, and there will be a Unit 5 follow up test after that.

=Monday, January 10th, 2011= Today was our revision day. We first corrected the quiz and then the direct variation assignment. We revised the Unit 5 topics and then spent the remainder of the lesson working on the Revision Test.

__Assignment #8__:
 * Do the Unit 5 Revision Test and check your answers here: [|U5T revision solutions.pdf]
 * If you have trouble with any of the Unit 5 topics, please see the resources in the study guide
 * Organize your assignments from oldest to newest, and staple with cover page in the lower right hand corner.

=Thursday, January 6th, 2011= We began class with the quiz. Those who finished early read about the midterm exam (midterm study guide) and made sure their assignments were all up to date. After discussing the assignment and doing another parallel and perpendicular line problem together using Geogebra, we learned about our final topic of Semester 1: direct variation. We connected it to our work with the Triumverate, slope-intercept form, and proportions.

__Assignment #7__:
 * p. 240/1, 5-10, 13, 23, 32-34
 * Revise Unit 5 (study guide here)
 * Begin your Midterm Exam revision (study guide here) by working on your notecard.

=Tuesday, January 4th, 2011= We began class by correcting the quiz from before break- we worked on the ThatQuiz portion in pairs first. We then reviewed function vocabulary (relation, function, domain, and range) and went over the assignment. We used this spreadsheet grade calculator to discuss the way grades are calculated in high school. We then investigated parallel and perpendicular lines using Geogebra (file is here: [|U5 Parallel and Perpendicular.ggb]). We ended class by looking at the handout from The Learning Center ([|U5 Linear Equations Formulas for Graphing.pdf]) that summarizes the important Unit 5 information.

__Assignment #6__:
 * p. 262/17, 24, 28, 31, 34, 37, 47, 48, 52, 53, 56-61
 * Revise your first 5 assignments and the ThatQuiz problems for the quiz next class

=Wednesday, December 22nd, 2010= We began class by going over the assignment questions, revising the three forms of a line, and finding intercepts. We then took the quiz. Those who finished early began Assignment #5. We then took notes on functions and worked on the Assignment #5 problems on functions.

__Assignment #5__:
 * p. 256/43-47 all
 * Listen and watch the last five questions on this Algebasics page. Then, write out each question on your Assignment #5 sheet.
 * p. 223/5-11 all, 15, 16, 18, 26

=Monday, December 20th, 2010= We began class by checking ThatQuiz assignments. We then went over assignment questions (horizontal and vertical lines and intercepts) including the ThatQuiz questions. We then learned how to write equations of lines through two point, including the three forms of a line (slope-intercept, point-slope, standard) and intercepts. We practiced these skills in groups of three: These are the questions to answer:
 * Each group needs to share a Google Doc titled **R1 first names Equations** with obrienbluester@gmail.com.
 * The "by hand" person needs to show how to answer each question without using technology.
 * The "Geogebra" person needs to show how to answer each question using Geogebra- include screen shots.
 * The "WolframAlpha" person needs to show how to answer each question using WolframAlpha- include screen shots.
 * 1) Write the equation of the line through the two points (the by-hand person needs to write the equation in all three forms).
 * 2) Find the x-intercept and y-intercept of the line.

__Assignment #4__:
 * U4 Assignment #4 on the ThatQuiz link above
 * p. 256/17, 20, 29, 35, 39, 40

=Thursday, December 16th, 2010= We began class with the quiz and then worked on these warm-up equations to review how to work with the slope intercept form of a line (y = mx + b). We then went over the assignment and used [|this graphing applet] to learn about vertical and horizontal lines the the standard form of lines and finding x-intercepts (using these x-intercept questions).

__Assignment #3__:
 * U4 Assignment #3 on the ThatQuiz link above
 * p. 249/13, 39, 41

=Tuesday, December 14th, 2010= We began class by graphing these warm-up equations using the table method (remember when dealing with fractions that it is easiest to use a number for x that can be easily multiplied by that fraction- e.g. if multiplying by 1/3, let x be 3 or 6 or 9). We discussed slope a little more as we went over questions from the assignment. We then took a look at the statistics projects and talked a little about circle graphs and box and whisker graphs in preparation for Thursday's quiz. We then went back to the warm-up equations and made an observation about the y-intercept and the slope of an equation in the form y = mx + b where m and b are numbers and x and y are variables. We explored this powerful observation with [|this graphing applet]. We connected the table of values to the graph to the equation and discussed how our goal is to be able to take one of these three (table, graph, equation) and find the other two. We used these examples and our new-found observation on slopes and y-intercepts to find equations from graphs.

__Assignment #2__:
 * U4 Assignment #2 on the ThatQuiz link above
 * p. 249/19, 21, 23, 34, 36

=Friday, December 10th, 2010= We began class by finishing off the Unit 4 projects. Those who were already finished played some Algebra Meltdown at Manga High at @http://schools.mangahigh.com/chrhs (email a screenshot of any score over 50,000 to Mr. O'B for extra credit!). We then practiced plotting points with [|Billy Bug] to get our heads back into graphing in a coordinate plane; the fastest time earned extra credit. We finished by demonstrating our knowledge of point plotting with Follow-up 12/10 on the ThatQuiz link above. We then took notes on slope using [|this applet]. We practiced with some of the p. 231 assignment problems.

__Assignment #1__:
 * Watch and listen to the four "find the slope" questions on this page. When you are finished, write each problem out on your assignment page.
 * p. 231/12, 13, 15, 16, 17, 21, 26, 33, 34, 37, 38, 39 (feel free to use the [|slope applet] from class as you work)

=Unit 5: Linear Functions – Preview= This 9 day unit will address the essential question "how do I move from an equation to a table to a graph and back and forth?" We will learn how to represent linear situations with a table, a graph, and an equation. We will learn how to take one of those three and find the other two. We will learn about slope, slope-intercept form of a line, horizontal and vertical line equations, functions, domains, ranges, point-slope and standard forms of lines, parallel and perpendicular lines, rate of change and direct variation. The assessments for this unit will be the assignments for each class, two quizzes, and one unit test.

=Wednesday, December 8th, 2010= We began class by going over the assignment and discussing how to do Parts 4 and 5 of the project. We then took the quiz and spent the rest of the period finishing the project.

__Assignment #5__:
 * Finish Part 4 and Part 5 and post the PDF of your final work to Google Docs, name it with your class period and first name(s) (e.g. R1 Bill & John) and then share your PDF with obrienbluester@gmail.com.
 * Organize your assignments- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your assignments ordered from **oldest to newest** with the assignment cover page on top. Staple your stack in the **lower right hand corner**. You will hand in your assignments next class.

=Monday, December 6th, 2010= We began class by checking the assignment and working some more on the surveys. We went over the Supercorrections follow-up test and discussed how to be successful in a math course. We then took notes on mean, median, mode, and range so that we could complete Part 3 of the project.

__Assignment #4__:
 * p. 190/15, 16, 25, 26, 35, 36, 45, 50
 * Collect survey data by asking people to complete your survey (post it on the class link page if you haven't already done so)
 * Once 20 people have taken your survey, do Part 3 of the project
 * Assignment quiz on 4.1-4.3 next class- you can study for this!

=Thursday, December 2nd, 2010= We began class with a warm up on probability from the ThatQuiz link above. It is called Warm-up 12/2. After discussing probability, we took the Follow-up 12/2 quiz and went over the questions from Assignment 2 and the Unit 3 test. We then took the Supercorrections Follow-up Test and ended class by learning about the Unit 4 statistics project and typed up our surveys and posted them on the class link page.

__Assignment #3__:
 * p. 183/13, 15, 17, 19, 20, 25
 * Collect survey data by asking people to complete your survey either via email, Facebook, or by going to it on your own computer and asking your friend to fill it in for you (post it on the class link page if you haven't already done so)
 * Read the Unit 4 statistics project.
 * Take several other people's surveys by going to the class link page (answer honestly, please!)

=Tuesday, November 30th, 2010= We began class by signing into Google Docs, creating a document titled YourLastName, and sharing it with obrienbluester@gmail.com. We then practiced converting between fractions, decimals, and percents by playing this game on "Compare all three" and Level C. We discussed the assignment and learned how to solve percentage problems using proportions and algebra. We used this applet as we explored. We finished by going over the Supercorrections and practicing some with the actual test.

__Assignment #2__:
 * p. 176/25, 29, 43-47 odd, 49, 54, 55, 61, 63, 69, 71, 83, 86- use the applet from class along with WolframAlpha, making sure that you can answer without technology if asked
 * Practice for the Unit 3 Supercorrection follow up test (original copy here: U3T1 a1.pdf)!

=Tuesday, November 23rd, 2010= We began class where we left off last time, solving these equations graphically in Geogebra, and then we learned how to use WolframAlpha to solve equations both graphically *and* algebraically. We then learned how to solve proportion problems using algebra, including why the cross product method works and how to find an answer with a calculator and without.

__Assignment #1__:
 * p. 168/14-44 middle column, 47, 49 [do at least three problems with the clever non-calculator approach- feel free to use Google calculator for the others]

=Unit 4: Proportional Reasoning & Statistics – Preview= This 5 day unit will address the essential question "how do I collect data in 2010 and how do I present the data I do collect?" We will learn how to use algebra to solve proportions and then we will apply those new techniques to percent problems. We will revise how to answer basic probability questions, and then we will revise methods of data analysis: mean, median, mode, range, bar graphs, line graphs, and circle graphs, stem and leaf plots, histograms, and box-and whisker plots. The assessments for this unit will be the assignments for each class, one quiz, and one unit project.

=Friday, November 19th, 2010= We talked about the goal of Supercorrections and how to make these corrections Super by using the Dutch Applet and checking to show that the LHS = RHS. To start Unit 4, we ended class by learning how to solve these equations graphically in Geogebra.

__Assignment__:
 * Finish Supercorrections- be sure to get help at MDS! Feel free to explore with the Dutch Applet (but remember that you won't have access to it on the Follow-up Test, so be sure you use it to learn how to solve each equation by hand). If you don't know how to use your calculator to check answers to equations, stop by!

=Wednesday, November 17th, 2010= Today was the test day. Those who finished early finished their equations exploration and then played Algebra Meltdown at Manga High at @http://schools.mangahigh.com/chrhs. Email Mr. O'Brien a screenshot for extra credit if you score over 50,000!.

__Assignment__:
 * Get your test before next class and spend one hour on Supercorrections. We will work on them next class as well.

=Monday, November 15th, 2010= Today was our revision day. We began by doing these equations in our notebook and checking answers. We then went over the assignment and discussed how to solve literal equations. We practiced by working with the problems from p. 151/19-35 odd and then continued work on Assignment #7.

__Assignment #7__:
 * Finish p. 151/19-35 odd if necessary
 * p. 157/21, 27, 33, 45, 49-59 odd
 * Study for the test next class- go through your old assignments and notes. For more practice with solving equations on the Algebasics website (with visual and auditory explanations), click here. Be sure your volume is up! Let's minimize those Supercorrections!
 * Organize your assignments from oldest to newest, and staple with cover page in the lower right hand corner.

=Wednesday, November 10th, 2010= We began class by doing #7 to #13 on the Dutch Applet and we solved the equation 4x – 3(2x + 1) = 6x + 2 – 3x by hand and checked the answer to make sure the LHS and the RHS were the same. We then went over the quiz, focusing on how we check answers and how we show algebra steps. We then went over the assignment and learned when an equation has a solution of all real numbers (aka an identity) and when it has no solution. We spent the remainder of the class working on the exploration from last class and Assignment #6.

__Assignment #6__:
 * p. 145/11, 17, 32, 38, 39, 44 (be sure to show your algebra steps and you may find the Dutch applet helpful!)
 * p. 151/7-13
 * Finish the exploration from class (if necessary). This needs to be submitted by next class.
 * Organize Unit 3 homework in preparation for next week's test.

=Monday, November 8th, 2010= We began class with the equation quiz (the Dutch applet may be helpful!). Those who finished early practiced their number skills with this applet. We then went over the Unit 2 Supercorrections follow up and the assignment and decided on a best strategy to solve an equation with variables on each side. We spent the remainder of class working on an investigation (get your investigation sheet here).

__Assignment #5__:
 * p. 145/5, 7, 8, 9, 13, 14, 15, 35, 43, 45 (you may find the Dutch applet helpful!)

=Thursday, November 4th, 2010= We began class with the Unit 2 follow up test. We then practice solving multi-step equations by using the Dutch applet to do the problems from Assignment #3 that caused difficulty (make sure you're in Safari!). We continued working on Assignment #4.

__Assignment #4__:
 * p. 127/45 (show your steps- use the Dutch Applet if you're stuck!!)
 * p. 133/39, 42, 51, 53, 55 (show your steps- use the Dutch Applet if you're stuck!!)
 * p. 139/14-32 even, 33 (show your steps- use the Dutch Applet if you're stuck!!)
 * Review Assignments #1 to #3 for the quiz next class

=Tuesday, November 2nd, 2010= We began class with a warm-up on the ThatQuiz link above. Be sure to use scrap paper for #6-10. After that, we finished going over the Unit 2 test and went over Assignment #3. We then talked briefly about the steps to solving a simple linear equation like 2x – 7 = 5x + 3: 1) simplify each side of the equation, 2) isolate the variable by using inverse operations, and 3) check the answer. We then worked on solving questions 1 to 6 on the Dutch Applet (using Safari). We decided on the best way to isolate a variable when two operations are present in an equation. We finished by working on the assignment problems.

__Assignment #3__:
 * p. 127/20, 38, 44, 47, 50 (if you would like to use guess and check on some of these, go for it!)
 * p. 133/13, 16, 25, 34, 37, 46, 49 (write down what you are doing to each side of the equation for these problems- if you have trouble, put them into the Dutch Applet first)
 * Be ready for the Supercorrections follow-up test next class- it will consist of questions directly from the Unit 2 test!

=Friday, October 29th, 2010= We began class by going over Assignment #1. We discussed how the Addition Property of Equality will help us solve more complicated equations that we can't answer by Guess and Check. We revised combining more complicated like terms in pairs using this sheet of ten practice problems (don't waste paper by printing!). We then spoke a little about the importance of taking responsibility for our own learning- it all starts with assignments! To this end, we wrote an assignment goal for Unit 3. We ended class by correcting the Unit 2 test together.

__Assignment #2__:
 * For more practice with solving equations using the Addition Property of Equality, go here. Click on each of the first three questions on the left side for a nice visual and auditory explanation. Be sure your volume is up! Then, write each of the three equations out on your homework page, showing your steps.
 * Do [|these ten problems] on your homework page (don't waste paper by printing!). Write out the steps and then check your answers on the second page.
 * Make sure you know how to answer each of the Unit 2 test questions on your own in preparation for next week's follow-up test. Use Mr. O'B and use Math Directed Study. The follow-up test will have the same questions, but you will be expected to do better than you did the first time. The solutions to the test can be viewed [|here].

=Wednesday, October 27th, 2010= Unfortunately, Mr. O'Brien couldn't be in class today as we began a new unit on solving equations. These are the things that need to be done today:
 * 1) Use your guess and check skills to answer these ten questions.
 * 2) Our goal in this unit is to solve more complicated equations such as 2(x – 5) = 4(x + 3) – 5 and others seen on the higher levels of Manga High's Algebra Meltdown. Such equations can't easily be solved with guess and check. We will use some algebra properties instead, the first of which is the Addition Property of Equality. Look on p. 116 in your textbook, and copy it in your notebook.
 * 3) To see how the Addition Property of Equality works, go to this site and *explore*. Help each other out.
 * 4) We then tried playing with [|this applet] in Safari.
 * 5) Look at Example 3 and Example 4 on p. 116 and 117 in your textbook. Notice how the algebra steps are shown and how the answer is checked by putting it back into the equation to see if it works.
 * 6) Do Assignment #1.

__Assignment #1__:
 * p. 119/19-61 left column (solve by showing your algebra steps and check your answer by putting it back into the equation to see if it works)
 * Do the ThatQuiz problems on the link above.

=Unit 3: Equations – Preview= This 8 day unit will address the essential question "how do I do I solve a complicated equation like 2(x – 4) + 5 = 3(x + 3) since guess and check fails me?" We will learn how to solve equations by using inverse operations. When we combine this with our simplification work from Unit 2, we will be able to solve multi-step equations like the one above. We will learn to write and solve equations that represent some simple real-world situations. We will finish by putting our equation solving skills to work on formulas like those that arise in science. The assessments for this unit will be the assignments for each class, one quiz, and one test with Supercorrections.

=Monday, October 25th, 2010= We took the test. Questions 9, 10, and 11 are accessible at the ThatQuiz link above. After finishing, we relaxed with some Algebra Meltdown at Manga High at @http://schools.mangahigh.com/chrhs. Email Mr. O'Brien a screenshot for extra credit if you score over 40,000!

__Assignment__:
 * None. Check Powerschool, though- if you have any late work to submit that could raise your grade (like Unit 1 Supercorrection corrections!), be sure to drop them off in the wire basked by 3 pm Wednesday. No late Quarter 1 work will be accepted after that date.

=Thursday, October 21st, 2010= Today was our Unit 2 revision day, so we began class with some more practice time: After all that practice, we took a break and went over the quiz and the assignment questions. We had intended to look at a spreadsheet in Numbers to see how algebraic expressions and simplification are used in real life, but we ran out of time. We ended class by working on some practice simplification problems in our notebook (don't waste paper by printing!): [|sheet1.pdf], [|sheet2.pdf], [|sheet3.pdf]. Answers are on the second sheet of each page.
 * 1) Do a practice multiple choice Unit 2 vocabulary quiz (be sure to note the correct answer of any you miss!).
 * 2) Use this applet to combine like terms (use Safari). Continue until you get three correct.
 * 3) Do these 20 arithmetic problems (be sure to note the correct answer of any you miss!).
 * 4) Do these 20 PEMDAS arithmetic problems (be sure to note the correct answer of any you miss!).
 * 5) Do these 10 inverted arithmetic problems (be sure to note the correct answer of any you miss!).

__Assignment #7__:
 * Do [|this revision test] (questions 9, 10, 11 on ThatQuiz link above) and check your answers [|here]. The real test next class will not have Supercorrections (since the quarter ends next Friday), but it will look just like the revision test! If you know all of these problems, you will do very well on the real test. If you have trouble with any, just stop by Math Directed Study *before* next class (schedule here). If you'd like another explanation of number types (whole, natural, integer, etc.), here's a good explanation from Purplemath. If you'd like another explanation of properties (commutative, associative, distributive), here's a good explanation from Purplemath.
 * Organize your assignments to be handed in next class- make sure each assignment is completely checked and corrected and that each has your name, date, the assignment, and the assignment number at the top. Stack your assignments ordered from **oldest to newest** with the cover page on top. Staple your stack in the **lower right hand corner**. You will hand in your assignments on the day of the test **before** you take your test.

=Tuesday, October 19th, 2010= We began class with the quiz. We then practiced with this applet [note: use Safari, and be aware that it can be a little glitchy] and discussed combining like terms again. This led to a discussion of coefficients of 0 and 1, the difference between y + y and y x y, use of parentheses, and the distributive property. We took a look at this Purplemath page for a summary of combining like terms. We went over Assignment #5, and then we ended our Unit 2 by taking notes on multiplying and dividing with algebraic expressions. We used p. 101/7, 10, 12, 15 as examples.

__Assignment #6__:
 * Take a look at Examples 1, 2, and 4 on pages 98 and 99 in your text.
 * p. 101/7, 10, 12, 15, 17-45 odd, 50, 51, 54, 85 [be sure to check your answers in the back!]

=Friday, October 15th, 2010= We began class by reviewing some Unit 2 vocabulary by looking over some flashcards, playing a matching game, and ending by doing a practice multiple choice quiz. We then corrected the quiz and went over the assignment (even answers above). We then logged into Manga High at @http://schools.mangahigh.com/chrhs and did the combine like terms challenge until we got at least a bronze medal (using the hints and solutions to learn as we went). We took notes on adding and subtracting like terms (using p. 92/8-11 as our examples) and then ended with some time to practice with the assignment.

__Assignment #5__:
 * p. 92/8-11, 21-27 odd, 39, 43, 50, 51, 57
 * ThatQuiz negative number practice problems (link above)
 * Be sure you've finished Assignments #1-#4 since the quiz next class will come directly from them! In particular, be sure you know your vocabulary. The solutions to the Number Types from Assignment #1 are here. There will be a question on the quiz right from that online quiz!

=Thursday, October 7th, 2010= We started class with the quiz and Warm-up 10/7 from ThatQuiz above (continue until you get 29 or 30 correct). We went over the assignment (be sure to check evens above!), and then we looked at how we can perform mental math calculations using number properties. This led us to some notes on the Commutative, Associative, and Distributive properties (for another explanation of these properties, go [|here]).

__Assignment #4__:
 * p. 86/13-21 odds, 23-25, 32-37
 * ThatQuiz negative number practice problems (link above)
 * Make sure you've checked all problems from Assignments #1-#3 and that you've re-done any problems you originally missed.

=Tuesday, October 5th, 2010= We began class with the Supercorrection Follow-up Test. We then worked on Warm-up 10/5 from the ThatQuiz link above to practice addition and subtraction with negative numbers. After going over the assignment (even answers above), we looked for patterns in multiplying numbers using the activity Multiplication and Division Patterns in the yellow box on page 73 and 74. This led to our notes on multiplying and dividing real numbers- including reciprocals and division by zero.

__Assignment #3__:
 * p. 78/19, 27, 29, 31, 35-43 odd, 49, 53, 57, 59, 60-63, 66, 79 (do not use a calculator for these)
 * Review your number types by [|reading this page]
 * Revise for the quiz next class by looking over your assignments for this unit- the questions will come directly from the assignments! The solutions to the Number Types from Assignment #1 are here.

=Friday, October 1st, 2010= We warmed up by playing with this chip applet to help visualize adding positive and negative numbers and then did Warm-up 10/1 while Mr. O'Brien checked Assignment #1. After checking the evens and going over questions from the assignment, we played with this number line applet to give a different visualization of adding positive and negative numbers. This led us into a discussion of how subtraction is the same as adding the opposite (just as division is the same thing as multiplying by the reciprocal). We discussed opposites and absolute value, and then we did some practice with subtraction of integers (repeat until you can get 100%!). We spent the remainder of class working on the assignment with the goal of finishing at least half of the problems assigned during class time.

__Assignment #2__:
 * This online number quiz (again!)
 * p. 58/13, 15, 29-33, 37, 39, 45, 52, 56
 * p. 65/55-58, 64, 65
 * p. 71/16-44 left column, 47, 48-58, 64 (do not use a calculator for these)
 * Be sure to go over the 12 questions from the Unit 1 test to prepare for the Supercorrection Follow-up Test next class. The problems on that test will come directly from these 12!

=Wednesday, September 29th, 2010= We began class by working in groups on this webquest. After discussing it, we practiced by being assigned numbers and then getting up and moving around the room. We then reviewed the inequality symbols here (repeat until you get 100%). We played this chip applet to help visualize adding positive and negative numbers. We practiced with these practice problems until we could get all ten correct. After taking the Follow-Up 9/29 quiz from the ThatQuiz link above, we worked on the assignment.

__Assignment #1__:
 * p. 58/17, 23–27, 44
 * p. 65/20-53 middle column (do not use a calculator for these)
 * This online number quiz

=Unit 2: Operations in Algebra – Preview= This eight day unit will address the essential question "how do I do the four operations with *any* real number or variable?" We will learn about the number types (natural, whole, integer, rational, irrational, real), how to do the four operations with negative numbers, absolute values and opposites, algebraic properties (commutative, associative, distributive) and how they are used in mental math tricks, and how to do the four operations with algebraic expressions. The assessments for this unit will be the assignments for each class, two quizzes, and one test with Supercorrections.

=Monday, September 27th, 2010= We spent the class working on Supercorrections (be sure you have read the instructions). We looked at [|these model Supercorrections] and discussed how the final grade is determined. Those who finished their Supercorrections early helped others.

__Assignment__:
 * Work on Supercorrections- they will be due by 2:15 next class (when you submit your Supercorrections, they will be paperclipped (not stapled) to your test and put in the wire basked). Help each other out with the corrections (indicate the students you work with in the margin), but don't forget that a Supercorrection needs more than just a correct answer- show your working, and include more than one way to solve if possible. Make sure that your paragraph reflection says more than "I made a silly mistake. I know what to do now." Be specific like "I got 13 when I subtracted 30 and 18- I should have got 12. Next time, I will check my answer by calculating the first differences with my answer to make sure they match the original question." Your paragraph reflection should be **thoughtful**. Use Supercorrections as your opportunity to fill in any gaps in your mathematical understanding foundation before you move on to more challenging material. Don't forget that you will be tested again on the same questions during the Supercorrection Follow-up Test. Get help from a CHRHS math teacher during your study hall: Math Directed Study hall schedule.
 * Log into @http://schools.mangahigh.com/chrhs and play the Negative Number Challenge (since this requires an internet connection, you should do it during study hall or before/after school unless you have an internet connection at home). If you forgot your login information, you can just email Mr. O'Brien, and I'll give it to you.

=Thursday, September 23rd, 2010= Today we took the test. Mr. O'Brien collected the homework packets for the unit before anyone took the test. Those who finished early filled in a survey and read about Supercorrections.

__Assignment__:
 * Finish the survey.
 * Read about Supercorrections. If you have any questions about Supercorrections, please email Mr. O'Brien.
 * You may pick up your test on Friday and start your Supercorrections early if you'd like. We will work on them Monday, and they are due Wednesday.

=Tuesday, September 21st, 2010= Today was our revision day before the test next class. We began class by doing ThatQuiz Warm-up 9/21 and then discussed how to use the Triumverate to turn equations into graphs and graphs into equations and practiced here. We then corrected the quiz from last class and went over questions from Assignment #6. Check your evens here ; odds in the back of the book. We looked at p. 46 for a summary of Unit 1, discussed how to organize the assignments to be submitted next class, and finished class by working on Assignment #7.

__Assignment #7__:
 * p. 46/1, 3, 7, 13, 15, 17, 19, 21, 25, 29, 32, 33 (the last two can be done by hand or on Logger Pro) [be sure to check and correct each problem *before* test day]
 * Organize your assignments- make sure each assignment is completely checked and corrected and that each has your name, date, number, and the assignment at the top. The grading rubric is available here: [|Assignment Rubric]. Stack your assignments in numerical order with the cover page on top. Staple your stack in the **lower right hand corner**. You will hand in your assignments on the day of the test **before** you take your test.
 * Optional: Here are some thatquiz.org practice quizzes: order of operations, plotting points, solving for y, graphing by plotting points, and making equations from graphs.
 * Come to the test relaxed, prepared, and with your assignments, a pencil and a calculator.

=Friday, September 17th, 2010= We began class with the quiz and those who finished early played a little Algebra Meltdown on http://schools.mangahigh.com/chrhs. Although Mr. O'Brien checked Assignment #5, we waited to go over questions until next class. Check your evens here ; odds in the back of the book. Be sure to post your questions using the link above! We then learned how to make scatter plots and lines of best fit using Logger Pro with p. 42/11. For a review of what we did, take a look at this screencast. We ended class by learning about correlation (strong positive, strong negative, little to none) using this website.

__Assignment #6__:
 * p. 40/4, 5, 6, 7, 8, 9 (use Logger Pro for the scatter plot and line of best fit)
 * Be sure you've done the ThatQuiz part of Assignment #5!
 * Extra credit: use [|this Geogebra file] to see if you can figure out how the line of best fit is determined. If you do, email your answer to Mr. O'Brien.

=Wednesday, September 15th, 2010= We began class by playing a little Algebra Meltdown on @http://schools.mangahigh.com/chrhs while Mr. O'Brien checked Assignment #4. After, we talked about the equations in the game and then went over questions from Assignment #4 (even answers available here ; odds in the back of the book). We recalled that Math Directed Study is a great place to work on assignments and that help is always an email or text away (619-2455). We then took a look at this problem:

//Mr. O'Brien hikes at about 2 mph when he is up on Maiden's Cliff. If he starts out 2 feet from the cross, about how far has he hiked from the cross after 10 seconds?//

We discussed how to use Google to easily convert mph into feet per second, set up a table for the problem, plotted the points in Geogebra, found an equation for the points, graphed the equation in Geogebra, and then examined how every point on the equation's graph is a solution to the equation. In other words, we discovered the Triumverate: the numeric, the graphic, and the algebraic (**graphs**, **tables**, **equations**). We then tried our hand at graphing a couple of equations by making tables and plotting points here. We ended class by working on Assignment #5 which practices graphing by hand.

__Assignment #5__:
 * p. 34/5, 9, 14, 17, 36-38, 41, 44, 46 [graph these by hand, not on the computer]
 * ThatQuiz (link above- needs an internet connection, so do in class or study hall)
 * Optional: If you know that you are kind of weak on coordinate graphing, play a little Billy Bug or Alien Search.
 * Quiz on Assignments #1 – #4 next class.

=Monday, September 13th, 2010= We began class with the Warm-up 9/13 quiz on ThatQuiz (link above). We then discussed the quiz from last class- how to make sure you are prepared for future quizzes (ask questions *before* the quiz!!!) and how to avoid careless mistakes. We revised our work thus far in Unit 1 and we also discussed the handshake problem from last week. We then went over Assignment #3 (even answers available here ; odds in the back of the book). We tried some coordinate graphing with either Billy Bug or the Alien Search or both and then took notes on the Cartesian plane, including the vocabulary **coordinate plane, origin, axes, quadrants, coordinates** (go to this website and read all three pages for a nice summary). We finished with a check of the day's learning by doing Follow-up 9/13 on ThatQuiz and began Assignment #4.

__Assignment #4__:
 * p. 27/23, 27-33 odd, 34, 39, 40, 43, 45, [55- you only need to do the first sentence of the directions]
 * Next quiz is Friday

=Thursday, September 9th, 2010= We began class with the Assignment #1 quiz and the follow-up quiz from last lesson (Follow-up 9/7 on ThatQuiz link above). Those who finished early played around a little more with the Algebra Meltdown game on @http://schools.mangahigh.com/chrhs (if you get over 25,000 points, email Mr. O'Brien a screenshot for extra credit!). When every one was finished, we discussed Assignment #2 and went over questions (even answers available here ; odds in the back of the book). We looked at [|this problem] and had a discussion of order of operations and why they are important- it doesn't matter whether we use our Macbook, Excel, or Google, they all evaluate 12 + 8 ÷ 4 x 3 the same way! We visited [|this webpage] and worked through the tutorial. Those who finished early did the post-test. We discussed the fine point that PEMDAS could really be PEDMAS, PEMDSA. We ended class with this non-graded quiz for understanding (Follow-up 9/9 on ThatQuiz link above) and worked on Assignment #3.

__Assignment #3__:
 * p. 21/21, 27, 31, 33, 37, 39, 43-47 odd, 51, 52, 64

=Tuesday, September 7th, 2010= We began class with a review of basic fractions (Warm-up 9/7 on ThatQuiz link above). After, we played around a little with the Algebra Meltdown game on @http://schools.mangahigh.com/chrhs while Mr. O'Brien checked Assignment #1. We took a look at the responsibility and assignment rubrics (copies on the home page), viewed [|this Prezi] that summarizes the assignment procedure, discussed the homework and went over questions with the goal of having Assignment #1 ready to submit to be graded for a score of 100% (even answers available here; odds in the back of the book). We looked back at the Algebra Meltdown game for a brief discussion of variables, expressions, and equations. We finished our lesson with a non-graded quiz for understanding (Follow-up 9/7 on ThatQuiz link above). We spent the remainder of class working on Assignment #2.

__Assignment #2__:
 * Quiz Thursday on Assignment #1- you can use your Assignment #1 when you do the quiz (but no textbook)!
 * p. 15/1, 5, 6, 11, 15, 20, 23, 39, 45, 47 (don't forget to check answers in the back- checks and crosses and corrections!)
 * Optional: score above 15,000 on Algebra Meltdown and earn extra credit! Just email Mr. O'Brien a screenshot of your high score...

=Thursday, September 2nd, 2010= We began class by checking homework and having a course methodology "quiz". During the "quiz", we discussed what Algebra 1 is all about, expectations for class, the importance of assignments, how to get help, and more. We then began examining some sequences of numbers to find patterns. If you know the number of handshakes, [|answer here]. We explored first and second differences and saw how they could help us make predictions for number sequences. We finished with a look at the textbook and talked about how to format assignments.

__Assignment #1__:
 * p. 8/12-15, [17- what are the 2nd differences for this problem?], 36, 38, 39, 41-43 (without a calculator)
 * Quiz Thursday
 * Be sure to finish the assignment from last class!

=Unit 1: From Patterns to Algebra - Preview= This ten day unit will address the essential question "what is algebra?" We will use patterns as our introduction to the Triumverate: the numerical, the graphical, and the algebraic. We will learn about constant differences, variables, expressions, equations, the order of operations, tables, graphing with coordinate pairs, scatter plots, lines of best fit, and correlation. The assessments for this unit will be the assignments for each class, two quizzes, and one test with Supercorrections.

=Tuesday, August 31st, 2010= We thought about the following...

For each of the following problems, first estimate an answer and then try to calculate an answer using your mathematical skills. If you're interested in how we name large numbers, [|click here]. For a visualization of a trillion dollars, [|click here].
 * 1) When was one million seconds ago? How about one billion seconds ago? For more on this problem, [|click here].
 * 2) If a piece of paper could be folded in half fifty times, how high would the stack of paper be? For more on this problem, [|click here]. Have you heard that it is impossible to fold a piece of paper more than eight times? If so, [|click here].

We explored both problems using technology and learned how the second can earn you a very nice month's allowance. We finished with some quiet reading of the course methodology.

__Assignment__:
 * Please complete this [|student information sheet] (plan on spending about half an hour on this- I would like some thought on some of the questions).
 * Read the course methodology and come to class prepared to discuss it (a copy is available on the home page)
 * Read the family letter and then give it to your parent/guardian (a copy is available on the home page).
 * Have your parent/guardian sign the Student Release Form and return it next class.
 * Cover your text book.
 * Explore this class website- it would be a good idea to bookmark it.