Thursday, May 18

In class: we studied the definition of /rational functions/ and looked at the graph of f(x) = 1/x and transformations of this parent function.

For example the function f(x) = 1/x When transformed to g(x) = 3/(x-4) + 1 incurs a vertical stretch by factor 3 and horizontal shift of +4 to the right and vertical shift + 1. The asymptotes of the function are transformed with the function, so the asymptotes y = 0 and x = 0 of the parent function are vertically stretched (no effect) then vertically shifted (y -> 3fy + 1) and horizontally translated (x -> x + 4), so the x = 0 vertical asymptote moves right to x = 4.

Also, our nice point (1,1) moves 4 to the right and takes a vertical stretch by factor 3 followed by a vertical shift + 1, so (1 + 4, 1*3+1) = (5, 4) Assignment: 9.6 on p. 536: 1-8, 10-12

Reminder: SBAC testing in Ms. Mac’s room tomorrow during 6th period.

Thursday, May 18

Today's class. Review of 8.3 distance problems, graphing video activity, no hw.

Wednesday, May 17

In class problem solving to prepare for Friday’s test on Similarity (Ch. 11).

Assignment: Challenge Problems + 11.5/11.6 PYS worksheet.

Wednesday, May 17

These problems deal with proving congruence, perpendicularity, and parallelism using coordinate relationships. So for example, showing that the shape below is a rectangle by demonstrating that the slope of each pair of adjacent sides is perpendicular. We demonstrate perpendicularity by computing the slopes of the lines say slope(BC) = -(2/6) = -1/3 and the slope(AB) = 3/1 = 3. Since -1/3 and 3 are negative reciprocals we can see that sides AB and BC are perpendicular, and thus the angle at B is a right angle. Tuesday, May 16

In class we reviewed various forms of conics (ellipses, hyperbola, parabola) and learned about the general form of a quadratic

Today's problems ask students to convert between this general form and the standard form of various other conic sections.

Assignment: 9.5 on p. 531: 1-8, 10, 13-16

Tuesday, May 16

In class: I checked 11.3 and 11.4 homework, we completed a proof relating to parallel lines and proportional lengths Assignment: 11.6 on p. 607: 1-21 odds

Tuesday, May 16

In class many students were absent due to WEB training. We worked in groups to complete 8.2 Task + RSG.

Monday, May 15

In class topic: ratios between similar figures. If and are the lengths of two corresponding dimensions between two similar figures, then we can say that all corresponding side lengths will be in the ratio

Their area or surface area ratios will be

Their volumes will be in the ratio

Assignment: 11.5 on p. 595: 1-6, 10-17

Monday, May 15

In class students worked through problems intended to help them create the distance formula

which becomes

They should understand how and why the formula works. And also see the relationship between the distance formula and the pythagorean theorem which it is based on

a triangle is right if and only if (its sides a, b and c) satisfy