December 21st a.k.a. Nate's B.Day

Today we got our Super Corrections back, then we started out with two fun warm-up problems dealing with proofs. We then learned that both of the warm-up problems were false, and we learned the lesson that you need to look at something closely to get it. You need counter-examples to prove that something is false. When looking at proofs we were taught that you should use a left hand side and a right hand side and compare the two. Then prove with mathematical steps. At the end of your proof you can put Q.E.D. which means Quod Erat Demonstradum.

On our projects, Mr. OB suggested comparing decibel, Richter, and pH levels to understand what the log scale means. The rest of the class we worked on Projects.

Projects are due by midnight on Wednesday, however, if you need an extension you can talk to Mr. O'Brien. Also, we have the Super Correction follow-up test next class so study!

Math on my mind: I'm getting a little stressed about the project. Formatting is not really my thing and my work is not very understandable. I just need a little vacation. Also I need to study for the Super Correction test... so much to do, so little time.

On my mind today: I have a weird horoscope today, it's very telling.
Also a little fun fact for your day, my favorite Christmas song is Feliz Navidad.

Happy Holidays!

Next Scribe: Maci

Unit 3 test

Here is a copy of the Unit 3 test to revise from:


Unit 3 test

Your only homework other than the final draft of the project is to revise for the Unit 3 follow-up test.

Class on Tuesday and Thursday

You will have all class to work on the project. I will be in London on Thursday, but feel free to send any project questions while I am away. Remember that you can work together, but the final work must be your own.

Friday, December 11.

Happy Friday, everyone!

We started out class today by sharing our google doc projects with Mr. O'brien. If you're good at time management, maybe you have something done on those. I do not. However, he will be LEAVING THE COUNTRY on Thursday right after school, so make sure to get those rough drafts in by 2:15 on the 17th.

Next up, we worked on supercorrections for the remainder of class. Etherpad was encouraged as a method of discussing confusing problems. Here's the link to that pad: http://etherpad.com/jjNOAl9LoD. We put the numbers of the questions on the board, and anyone who had gotten that question correct put their name next to it. We helped each other out as much as possible, and Mr. O'B came around helping as well.

On My Mind: I found that most of my mistakes had to do with not taking enough time to think about a problem. The biggest lesson I am learning from these tests is that you need to take your time with each problem (within reason) and go back and check everything at the end. There were two problems (#4 & #6) for which I put almost nothing down on my test. Looking back, I knew how to do those problems, just didn't put in enough thought while I was rushing through. I hope that's helpful.

Homework:
Finish up supercorrections and get going on the quarter project due Thurs.

Have a good weekend, and pray for snow!
Next Scribe is Kayla

A Monday In Review

Happy Snow Day Everyone!

I'm not sure if you do a scribe post for test day... But I guess its better safe than sorry.
As you all know, we had a test on Monday, which I thought may have been the hardest one yet. This was our Unit 3 test, and focused on Exponential and Logarithmic Functions. Mr. Obrien's tests seem to follow a pattern, I get around 2 right, and have a good idea on the rest of them, but can never get them just right.

These are what I thought were the hardest problems:

#8.
Select the values for a and b, with a>b, such that log base b of a is less than zero. Justify your choice for a and b.

I felt that I was pressed for time on this, and guessed that using negative numbers would be a loophole. I chose a to be -2 and b to be -3. However, this was marked wrong. I'm not sure exactly what I could do to fix this, but this would be a good question to ask on the etherpad that Mr. Obrien has set up for Supercorrection Problems.
(http://etherpad.com/jjNOAl9LoD)

#11.
Solve the following equation. (Hint: consider using a graphic method)

On this problem, I guess that I couldn't quite wrap my brain around what he was trying to ask. You see, the hint was to use a graphic method, but there was no y-variable, so I had no idea how you would graph something like this. I guess my problem on this was the lack of the concept needed to solve this problem, and it just didn't quite "click". This would be another good question for the etherpad.

In the end, this test was difficult, but with time well spent on supercorrections, along with the etherpad (which should ease the task substantially), I'm sure that we can all be adequately prepared for the followup test, which occurs on the 23rd.

HW for friday:
Work on your Supercorrections and your quarter project.

ENJOY YOUR SNOWDAY!

Supercorrection Discussion

Please use this document to discuss Supercorrections- remember that the goal is to master the material in this unit on logs and exponentials.

http://etherpad.com/jjNOAl9LoD

Thorsday! The 3rd!

Hallo everybody!
Summary: Today we did a quick warm up that consisted of a whole bunch of common algebra mistakes (which took us a wee bit too long :P). After this we got our quiz from last class back and went over the problems. After we finished with the problems we moved on to a little experiment with ether pad where we had a little chaotic conversation about our worries for unit three (check the links on the blog for our two separate pads). Quickly thereafter we moved onto homework questions.
New Stuff: None to report captain!
Solved Questions:
#27: Half-life of a compound @ 5715 years. After 1000 years, only 2 g are left. Find the initial amount.
y=ae^bt
y=ae^b*0 ------> y=a (y intercept)
2= ae^1000b
a= 2/(e^1000b)
1/2 * a = ae^5715b (cancel a's)
ln(1/2)= 5715b
ln(1/2)/5715=b


#17
2000 = 1000(1 + 0.11/12)^12t
ln2 = ln(1 + 0.11/12)^12t
ln2= 12tln(1+0.11/12)
t=ln2/12(ln(1+ 0.11/12))

2000 = 1000e^0.11t
2=e^0.11t
ln2=0.11t
t=ln2/0.11

#43
a) V = mt+b
b) V = ae^kt
30788=ae^0 => a = 30788
18000 = ae^2k
18000/30788 = e^2k
k= ln(18000/30788)/2

Have a great weekend everyone!
Don't forget TEST MONDAY!!
Next scribe: Nick

etherpad.com

http://etherpad.com/Ee3IObgYVE

http://etherpad.com/H6rk7mRn1L

Purplemath.com log links (scribe?)

HW:

• Choose 8 problems from the Chapter 3 Review/Test. Include them with your homework packet.
• Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.
• Revise for the test. Rest. Psych yourself up. Don't be late and don't be sick- Monday is game day...

Tuesday, December 1

Happy December!

First we started class by reviewing the homework quiz we took last class. We went over certain problems. Here are some things to remember:

** means the power you raise 6 to in order to get 6, so the answer would be 1. This is true for any logarithmic equation where the base is the same as the logarithm.

** In order to write as a ratio, you must use the Change of Base Formula.

This means you would rewrite the log as .

** The cube root of a negative number does not involve i's (eg. )

** means NOT .

We then took another homework quiz (whew!) on the homework we had done since the last homework quiz. If you missed today's class, you need to make that up.

We spent the next bit of time going over homework problems from the p.253 homework assigning last class. These are the ones we had trouble with: 101, 55, 97, 91, 53.

REMEMBER TO CHECK YOUR ANSWERS AFTER FINISHING EVERY PROBLEM. This is especially important when you are solving a "quadratic" type logarithm; extraneous solutions cannot be eliminated unless you check both answers!

We have a Unit 4 T-E-S-T on Monday. This means that Revision Day is Thursday, so if you have any big questions to talk about, bring them to class then! It would be a good idea to start preparing now for this test, especially if you have been having trouble with logs.

We spent a few minutes talking about the midterm... Functions, polynomials, logs, exponentials, and a bit on sequences/series will all be on the midterm. It will be multiple choice, boring, standard type questions.

Then we opened our textbooks to p. 257 and started talking about logarithmic and exponential functions. There are 5 basic types of these models as you'll see by opening up the book. It's not necessary to memorize the equations of all of these models; you can just refer to this page. We looked over a few of the example problems starting on p. 258. These problems can be solved using rules that we already know about logs in a new way - by looking at real-life math applications. So you can sub in the problem itself into the default equation they give you to represent the problem. Most of them can be solved using your function grapher AKA Super TI-84 Math Buddy.

We'll be doing logs until Christmas, yippee!!

See Mr. O'Brien's post for the homework due next class.

HW:

* p. 265/15, 17, 19, 25, 27, 35, 39, 41, 43, 45, 51, 55, 59, 63

le 24 de novembre

HAPPY BIRTHDAY, MR. O'BRIEN!!

Schedule:
- QUIZ!
- Homework questions
- In class questions

Today in class:
Today, we took a homework quiz that everyone loved doing. The questions focused on logarithms and their properties, as well as some nifty tricks we've learned along the way. We then began to work on the in class questions in small groups, just to make things easier. In case you forgot to write them down, here they are:
[Descending order signifies the difficulty]
Page #253: 101, 97, 95, 91, 87, 59, 55, 53, 39, 33.

However, we DID take a short break to go over some homework problems. Mainly, we reviewed how to do logarithms algebraically using the properties of exponents. Here are some notes!

1. If two things are equal, you may log them.

You can do this:


Ding ding ding! That means that you can them do the properties of logs to get through this one, which should really come in handy.

2. Substituting a variable for a series of computations is WAY easier. For example, if you have you can say . Ta-da! This helps when doing equations such as number fifty-seven on the homework [phew] since you could in theory do this:

Let .



Isn't that so much nicer?

3. You can use the quadratic formula in conjunction with the One-to-One or the Common Sense property! Yay! This is sort of obvious, but it's a good thing to remember when you're stuck & can't decide what to do.

After we finished reviewing some homework [#'s 27, 57, 65, 81, & 99], we began to work on our in class problems again. Please note: if any of these are not finished during class, they ARE NOT homework over vacation! However, they do need to be done for class on TUESDAY. It is also good to remember that quarter two projects are posted & available for review. DON'T FORGET!

Have a great Thanksgiving!

[Happy scribing, Annie!]

HW:

• p. 253/101, 97, 95, 91, 87, 59, 55, 53, 39, 33 (whichever are not finished in class)
• Read the Second Quarter Project
  

Post for Class on 11/20/09

We began class by looking at a few blogs created by other math classes. One was from a precalc class similar to ours, and theirs was far superior to what we have done so far. The web address for this blog is: http://pc40sw09.blogspot.com/search/label/Exponents%20and%20Logarithms, in case anyone is interested. We also went over the new rubric for second quarter blogging and talked about how we are planning on moving away from the wikispace and onto the blog.

Getting into the math, we went over the Supercorrection followup tests. Most of the mistakes people made were small, so it seems like we finished strong on that unit. We moved onto logarithms, and started off by looking at the website listed at the bottom of this post. This post goes over the four basic properties of logs and is a very helpful tool. However, this post as well as what Mr. O'Brien said in class goes to prove that y = log_bx if and only if b^y = x,

where x > 0, b > 0, and b 1 is the most important equation used in logarithms. After this, we did the problems p. 243/ 47-59 odd, 69-79 odd, and 80 in class with our groups. Although these problems could look a bit complicated to begin with, by using the four big properties we were able to break them down into a simpler form. Mr. O'Brien also showed us how working vertically instead of horizontally can make problems easier to solve and let us make fewer mistakes. Mr. O'Brien demonstrated how to simply break down problems by solving the problems p. 253/12, 14, 30, 56, 86, and 94 as practice problems.

Main lesson of the day: Even the most complex problems can be broken down into the four basic log properties.

Homework for next class:

p. 253/9-23 odd, 27, 29, 35, 49, 57, 65, 81, 93, 99

If you miss class, be sure to do p. 243/47-59 odd, 69-79 odd, 80 and p. 253/12, 14, 30, 56, 86, 94 as these will be included on homework quizzes for this unit.

Look over your homework in preparation for the quiz next class

Link to four properties: http://www.andrews.edu/~calkins/math/webtexts/numb17.htm

Scribe Post: 11/18/2009

Today, we started off class by taking the Supercorrection Follow-up Test for 25 minutes. Then, we proceeded to explore the value and nature of the number ‘e’ (aka 2.718281828459045...). We discovered the y=ex is the same as y=logex which is also the same as ln x. “Logmn is the power you raise m to to get n.”
Next, we went over last night’s homework discussing ‘log’ and ‘ln’, putting questions on the board and going over them as a class as usual. We took a look at the Mystery Function, leading into the Big Three Log Properties.

Big Three Log Properties:

logn(a•b)=logn(a)+logn(b)
logn(a/b)=logn(a)-logn(b)
logn(am)=m•logan

Next, we covered the Powerful Change of Base Formula.

Powerful Change of Base Formula:

logn x = logbx / logbn

Homework: p. 243 #11-45 odd, 61-67 odd

Monday, November 16, 2009

We started out class with the warm-up worksheet on the Lift-Off Function - we explored the properties of exponents leading to lift-off function is gb(x). We also did some graphing for the warm-up. Then, we went over the homework problems, 55 and 59 --- Both these questions were compound interest problems. After going over homework questions, we briefly went over the mystery function...which we found out is actually logarithms, and then we also reviewed the lift-off function which was also the logarithm function. We learned in class, that logarithms will be the inverse to exponential functions! So, when you get a logarithm problem, you don’t even have to deal with it as a logarithm, you can just convert it back to a exponential.

*Note: On your calculator, ln, is how you can solve for natural log.
Remember that, g(x) = log1 x, does not exist!

We ended class early, and were able to start our homework!
HW for next class:
* p. 236/1-29 odd, 33, 39-44 all, 49-69 odd
* Be sure you are ready for the Supercorrection Follow-up Test

Next Scribe: Julia

11/12/09

Today we spent the first half of class working on our supercorrections that are due on Friday. Then we began talking about the properties of exponents. We went over basic rules such as a power times a power you add the exponent; a power divided by a power you subtract the exponents; and a power to a power you multiply the exponents. Using these properties we then revised the homework on the board. Then we took a look at the exponential Function: f(x)=a^x. Then using both grapher and our GDC's, we graphed the exponential functions a= 1/2, 2, e, 3. Then using GeoGebra we graphed a family of exponential function. We figured out that A must be greater than zero and cant be equal to one, because one to any power is one which graphs as a line. Other properties we found were that the Y intercept is 1, when 0 < a < 1 a > 1 it's increasing.


Homework
Finnish supercorrections for Friday 11/13/09
Finnish Mystery Function for Monday 11/16/09
Do the following book problems for Monday 11/16/09
P. 226/ 7-11, 15, 19, 27, 33, 45-51 odd, (55, 59 formula on page 224)

Next Scribe Anna

11/3/09

We began the class with two warm up problems. The object of this exercise was to graph the problems and solve for inequalities values without using the aid of a calculator or computer. After working one these problems at our tables, we then went over the first problem as a class and we used it to create our class “Steps to Graph Rational Functions”. Then we went over the second problem and used our steps to solve it. As we were solving it we remembered to add two more steps. We also went over how to solve for the inequalities on both problems. Then we went over problematic homework questions. We also discussed “volcano asymptotes”.

Test next class.
All home works due.

HW:

* p. 208/5, 19, 37, 51, 55, 71, 77, 105, 129, 141
* Review for Unit 2 test
* Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. The grading rubric is available here: homework.pdf. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.

next scribe, mr. pieri

Class: October 30, 2009

We started class with a warm-up of using different technology (calculator, Grapher, Wolframalpha, etc) and our intelligence to get as much possible information on the given rational function for a graph. We should be working our way to graphing these functions with only a pencil and ourselves!
Then we went over homework problems from last class: #43 and #47 (page 179).
After that, we got our quizzes back and went over them.
We then talked about the warm-up. The equation was x4-2x3-2x2-2x-3 / x3+6x2+11x-6.
We factored it into (x+1)(x-3)(x2+1) / (x-3)(x-2)(x-1), then divided it to find a slant asymptote of x+4. From there we continued to graph the function fully. Cool!
In the last couple of minutes we briefly went over graphing inequalities of rational functions (on tonight’s homework).

Check out this site for help with long division of polynomials!

Next scribe: Angus

Homework for next class:
Page 204| 11, 13, 15, 21, 37, 39, 43, 47, and 49
Don’t forget your Student Release Form if you haven’t passed it in yet!

October 28, 2009 What We Did In Class Today

For the first thirty minutes of class from 11:33-11:53. Next we took out our laptops and checked out rational functions. Homework will be due next Thursday November 5th, which is when we take the Unit Test.

Today we explored rational function: graphically, numerically, algebraically
We graphed two rational functions on Grapher. Which caused a frenzy in the class. We checked for domain, zeros, shape, asymptotes and other fun graphing things. After analyzing the functions we learned that one day we are expected to do this by hand... Oh no! The two programs we used today were Numbers and Grapher. We graphically analyzed first then we numerically analyzed.
Numerically: Find zeros: Find where numerator= 0. Find vertical asymptotes: Find where denominator= 0. To find the end behavior: Divide top and bottom by the largest power of x and let x--->infinity. After learning these steps we put them into practice and tried them out on some problems.

Homework ?’s that we didn't get to---43, 47


Homework for next class: p. 193/7, 11, 13, 15, 23, 37, 47, 57, 71 [Use your calculator and/or Grapher to explore- your goal should be to do each without technology on the quiz.]
If you forgot your permission slip, bring it in.
You can pass in your IOU’s at the beginning of next week.

Next scribe: Maci

Class - October 26, 2010

We began class today with a small warm up to practice our speed at checking answers in fractions, decimals, percents, and square roots without a calculator. Nick and Robin won (again). Following this we went over the Unit 2 Quiz #1 answers. It is important to realize when being asked for exact answers or not, what the standard form of an equation is, -b/2a, and what multiplicity is (how many times each zero occurs in a function).

Last quiz of the quarter on Wednesday that will cover everything we've had a chance to ask questions about from homework all from Unit 2.

We got to take a look at the Quarter 1 projects in the other class, W2, and see what those groups did. Make sure to indicate where you received help on the projects, as well as on homework and other class work.

Homework problems we went over in class: pg. 167 (39, 41, 43, 71)
39) a+bi complex conjugate is a-bi; helps to put i in front of the radical so you don't make it accidentally look like it's under the radical sign, which can become a very different number.
43) conjugate of the square root of 8 is the square root of 8.
71) If you don't like fractions, multiply the whole thing by the common denominator.
NEVER SQUARE ROOTS OF NEGATIVES IN YOUR ANSWERS! get rid of them as fast as you can. Also, make sure your answers with i are in the complex form, a+bi.

Class work problems for calc/non-calc: pg. 179 (12, 64) (goal is to do without a calc)
12) To find zeros with a calculator: trace if it is a whole number, or go 2nd Calc, zeros and then find. Also, go into data table and check by plugging in possible values of x to find a zero for y.
Without a calculator: use the Rational Root Test to find zeros with synthetic division or plugging in values.
Fundamental Theorem of Algebra introduced: if the degree of a polynomial function is n, then it has exactly n complex zeros, counting multiplicity.
You cannot divide a function to the power of 4 using synthetic division, must use real division (unfortunately).
Homework:

• p. 179/11, 13, 15, 37, 43, 47, 55, 63, 65
• Revise homework for quiz next class covering homework from 2.1-2.4

Next scribe: Kayla

Class, October 20

In class on Tuesday, we started with a warm up on page 149/42. We discussed how to graph polynomial functions without using a calculator, or grapher, etc., relating to the warm up. Next, we went over the homework, and any questions that the class had about the problems. After going over the homework, we took notes about polynomials and synthetic division, and the Remainder Theorem. The homework for the next class was:
pg. 159/ 8, 13, 21, 23, 25, 35, 37, 49, 59

*and there will be a quiz next class!!

Class October 22, 2009

For the first thirty minutes of class, we took a quiz on our homework from 2.1 and 2.2. We then went over how to use the remainder theorem of a fourth degree function and how to easily find any value like f(3) with synthetic division. We also went over homework problems from last class, and this lead us into a bit of a review on long division with functions and synthetic division. We went back and found the zeroes of the function f(x) = x⁴ – 3x³ + 3x² – 3x + 2, which lead us into a review of the forms of complex numbers. From there, we also went over how to add, subtract, multiply, and divide complex numbers and how to find the complex conjugate. We also learned that projects were due by midnight on Friday, not Thursday.

Homework:

• Be sure your project is ready to be graded by Friday midnight.
• p. 167/17, 19, 21, 29, 33, 37-51 odd, 65, 71

Next Scribe: I'm not quite sure. Has anyone not been scribe yet?

Monday, 9/28/09

Today we started class with a game reviewing all the kinds of translations and reflections of different graphs in relation to their parent functions. We went over the last quiz, and talked about the problems. We then went over homework problems, from the homework due today, and prior homework. Next we discussed Wednesday’s Unit Test. It’s a test on chapter 1.1 -1.9, and there is some review problems for each section on p. 115 and 116 in the textbook. There will be a calculator part, and a non-calculator part of the test. We then talked about super corrections, and how they work, and how it’s better to write something down, than leave a question blank. There will be 10 to 15 problems on the test, and we will hand in all of the homework up to this point before getting the test. Mr. Obrien gave us a sheet telling the homework and the order (oldest homework on top) and the homework is also still on the website.

HW:
Do a minimum of six problems from p. 117-122 (be sure to check and correct) to revise from the test- choose ones that you need practice with! These are some good questions (at least one will appear on the test): p. 117/61, 72, 89, 93, 101, 113, 129, 133, 137, 149, 151, 161.
Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. On the website there's a rubric for what the homework should look like. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.

Next scribe is Marnie :)

Scribe Post- Nick Murphy

Scribe Post
Nick Murphy
In the last class, we corrected some of the homework problems that were on the previous homework. These included problems on function transformations and writing equations by looking at graphs. These problems were helpful as it covered some of the material that was on the quiz that we took after reviewing the problems. After the quiz, we learned about function inverses and their formal and informal definitions. We looked at examples of how to find an inverse and what the graph of an inverse looked like as opposed to the regular function.

The Homework was p. 99/3, 9-12, 15, 19, 21, 23, 27, 55, 61, 63, 67, 89

The next scribe will be Hannah!

Scribe Post

Mr. O'Brien was still gone today, and we had the same substitute as last class. We started out by logging on to our SAT Practice accounts and taking the Numbers and Operations quiz #1 (which some of us had actually taken last year). Following this quiz, we took a brief NCTM survey about college. For the remainder of the class we looked over the Geogebra homework, and compared answers. We also looked over old homework problems in preparation for the quiz next class over all of the homework so far. We look forward to having Mr. O'Brien back next class!

Homework:
-Skim p. 84-87 with the goal of revising combinations of functions and composition of functions
-p. 79/5
-p. 89/1, 5, 21, 31, 41, 47, 49, 51

September 18, 2009

Today, we took a quiz over the last few homework assignments for the first thirty minutes of class. Following that, we went over homework in small groups. We then began to work on the Function Transformations 1 handout. Not everyone finished, so the remaining problems were taken home as homework. We all missed you very very much, & hope you're having lots of fun overseas :]

We had trouble with page seventy-nine, numbers fifty-three and sixty-five, so when you get back we'll most likely still be confused about them.

-Lange
Next scribe is going to be Robin Wilder!

Wendsday, 9/16/09

We began class with the SAT account setup, which several people completed. After which we were given a practice file to ensure that Geogebra was working. We quickly passed on to go on to the old homework from the day before. This took up most of the first half of the class. Our new material began with the step function (or the greatest integer function) which we graphed on our GDCs. The step function was the jumping off point into the parent functions, which can be found in the back of the book. We discovered that if you have a(f(x-b))-c and you know how a b and c affect the original parent function and that you know how the original function looked, you can graph it without a GDC. This is going to be valuable later. We graphed a couple on the board, but ran out of time before we could do too much.
Homework: p. 71/31, 43, 53-60 & p. 79/11, 17, 25, 31, 47, 53, 65
-Domingo
Next Scribe: Lange

Monday's Class

We started the class by taking the non-calculator assessment that we didn't get to last class. This is just to check our basic math skills. We then went over our first responsibility check from last week's homework. (N.B.: You don't need to keep these after we go over them.) We also discussed last week's Unit 1 test. Next we talked about the homework from last class. We didn't get to all of our questions, but the problems we didn't get to talk about will NOT be on this week's quiz. There is NO quiz on Wednesday.

We then had a discussion on x-axis, y-axis, and origin symmetry. You should download the symmetry PDF from the class website (http://math-ob.wikispaces.com/Pre-AP+Calculus+Red) if you haven't already. We also talked about even and odd functions and how they relate to symmetry.

The homework is the ten homework problems listed on the class website. Be sure to set up an SAT CollegeBoard account if you haven't done that already.

Thursday's class

Today in class, we had a quiz on 1.1-1.4. We were unable to take the brief non-calculator arithmetic assessment because it was for the W-2 class...
For the rest of the class, we discussed and corrected our homework. This was for the most part individual work, or in groups. All the questions were worked out in class.
Some of us also read the Powerpoint tutorial for “TI-83/84+ Graphing Utility Tutorial on Finding Relative Extrema”. The people who had the Casio’s couldn’t really participate in this tutorial.

Next Scribe: Annie Fagan

HW for Next Class:

* Quiz Friday on homework through Wednesday
* p. 49/29, 33, 63, 89
* p. 63/47, 53, 61
* p. 71/19, 23, 27 (you will need a GDC to do these problems)
*Read the class blog and comments.

Tuesday's class

Today in class, we started by reading a blog post about security on the internet and setting up the class blog - which you can find here: preapcalcred0910.blogspot.com.

We also used the beginning of class to register everyone for the iCal program. You can find the iCal subscription code on the class website - math-ob.wikispaces.com.

We then did a homework check by answering two problems from our homework and turning that in on a separate sheet of paper. Mr. O’Brien went over the expectations for going over homework: list problems you want to discuss, going over problems on the board, talking to classmates, etc.

We put several of the homework questions on the board that the students needed help with and Mr. O’Brien corrected and explained all of them. We discussed how to find the midpoint of a line (as in page 10, #37C), finding perpendicular and parallel lines on a graph (as in page 35, #69 and 75), dividing by zero. We also went over how to operate our calculators.

#61 on p. 49, the answer in the back of the book, we changed to y is greater than or equal to 10 instead of 0

g(y) = the sqrt. of y2 - y -9
y2 - y - 9 greater than or equal to 0

There is a quiz next class (September 10). Be prepared.
Next Scribe: Anna Grigo

The Scribe List

This is The Scribe List. Every possible scribe in our class is listed here. This list will be updated every class. If you see someone's name crossed off on this list then you CANNOT choose them as the scribe for the next class.

This post can be quickly accessed from the [Links] list over there on the right hand sidebar. Check here before you choose a scribe for tomorrow's class when it is your turn to do so.

IMPORTANT: Make sure you label all your Scribe Posts properly (Your Name, Unit Title, Scribe Post) or they will not be counted.

Cycle 4

Annie Julia Anna Kayla Maci Lange Marnie

Nick Angus Keegan Hannah Domingo Noelle Robin Caitlin

Welcome

Welcome to our class blog. This will be our space to discuss mathematics. There are a few basic guidelines to posting online. First, read this post from another blog about personal branding and the internet. Remember the blogging is a very public activity and your writing may be read by anyone on the internet- for as long as it exists. So, please be sure to use your first name only, and do not use a photo of yourself. If you like, you may use an image of something to represent you but that is not you (an avatar).

After each class, the scribe will post a synopsis of the day's events (Scribe Post). A student at another school described the role of a scribe as this:

A scribe post is basically like you are teaching the class again, but this time in your words in a way that other people can understand it. You can also recap other important things that we talk about in class (like Pi Day) so that if someone was away in our class, they would know what they missed. Also don't forget that when you scribe, you get the power to choose the next scribe.

You will also use this blog to post your revision questions before a unit test revision (Revision), and you may make a posting to share at any time (On My Mind).

Your contributions to the class blog consist of a quiz grade (rubric on the class website). To ensure that you receive credit for your contributions, please ensure that any post you make has exactly three labels:

1. Your first name.
2. The unit of study, e.g. Functions
3. The type of post: either Scribe Post, Reflection, or On My Mind.

Below are some guidelines for student bloggers that another teacher, Bud Hunt, came up with:

Students using blogs are expected to treat blogspaces as classroom spaces. Speech that is inappropriate for class is not appropriate for our blog. While we encourage you to engage in debate and conversation with other bloggers, we also expect that you will conduct yourself in a manner reflective of a representative of this school.

Never EVER EVER give out or record personal information on our blog. Our blog exists as a public space on the Internet. Don’t share anything that you don’t want the world to know. For your safety, be careful what you say, too. Don’t give out your phone number or home address. This is particularly important to remember if you have a personal online journal or blog elsewhere.

Again, your blog is a public space. And if you put it on the Internet, odds are really good that it will stay on the Internet. Always. That means ten years from now when you are looking for a job, it might be possible for an employer to discover some really hateful and immature things you said when you were younger and more prone to foolish things. Be sure that anything you write you are proud of. It can come back to haunt you if you don’t.

Never link to something you haven’t read. While it isn’t your job to police the Internet, when you link to something, you should make sure it is something that you really want to be associated with. If a link contains material that might be creepy or make some people uncomfortable, you should probably try a different source.

To kick us off, add a brief comment to this post- thoughts or additions to the above discussion of privacy and blogging.

Note: This blogging model is courtesy of Darren Kuropatwa.