World Math Day - Let's Go Algebra 2 Classes!

My Algebra II classes will take time off from the normal routine to compete with various countries throughout the world on Tuesday and Wednesday.  I think if the Computer Lab is available Monday, we will go there to get our pictures put on the website and practice a bit for the real deal on Tuesday and Wednesday.  This can be fun!  World Math Day is March 4, and Tuesday and Wednesday will cover that date throughout the world; it lasts for 48 hours.  This will be interesting and exciting to get online and see what we can do.  The more tests we take, the more points we can accumulate. We can only gain points those two days.  Also, while participating in each game we are given three strikes, and then we are out and have to start all over again.  It isn't a great idea to guess this time on our answers.  This is the first time we have tried this, so I just hope we gain something from this and have fun while we are at it.  Good luck 1st Hour Wizards and 2nd Hour Marvels!

Each game lasts 60 seconds and the aim is to answer as many questions correctly as possible.  My students will be racing against the clock, their recent averages and other students throughout the world.  Yes, they will be matched with a student of similar abilities from another country or the computer if a well-matched student cannot be found.  The students will have to be careful because if they answer three questions incorrectly, they strike out and have to start another game to get points.  A strike out will lower a person's average and will cause students to drop down a level in ranking.  Hopefully, this will challenge my students and they will have fun at the same time.  My students may participate at other times of the day and at home in the evenings if they want.  This way they may be under less pressure to do well in the environment of their own homes.

Countries participating will be Albania, Angola, Australia, Austria, Bahrain, Bangladesh, Belgium, Bermuda, Brazil, Brunei, Cote d'lvoire, Canada, Canary Islands, China, Colombia, Congo, Costo Rica, Croatia, Cyrprus, Ecuador, Egypt, El Salvador, Eritrea, Tthiopia, Gambia, Germany, Ghana, Guatemala, Honduras, Hong Kong, Hungary, India, INdonesia, Ireland, Italy, Japan, Jordan, Kazakhstan, Kenya, Juwait, Lebanon, Lesotho, Libya, Luxembourg, Malaysia, Malta, Mexico, Morocco, Nepal, Netherlands, New Zealand, Nigeria, Norther Mariana Islands, Oman, Pakistan, Panama, Paraguay, Phillippines, Poland, Portugal, Puerto Rico, Qatar, Republic of Korea, Romania, Russia, Saudi Arabia, Seychelles, Singapore, Slovakia, South Africa, Spain, Sri Lanka, Sudan, Sweden, Switzerland, Taiwan, Tanzania, Thailand, Turkey, Uganda, United Arab Republic, United Kingdom, Unites States, and Zimbabwe.

Let's go, Wizards and Marvels!  We can do whatever we want to!

Mrs. Brown

Tentative Plans: Week of 1/26/09 - 1/30/09

Tentative Schedule for Algebra II

Monday, January 26, 2009

POD 87; Lesson 6-4 "Graphing y = ax^2 + bx + c;" Read pages 363-367. Complete Worksheet 6-4B, problems 7-12. Take #2 first hour.

Tuesday, January 27, 2009

POD 88; Quiz 6A over Lesson 6-1, 6-2, 6-3, and 6-4. Postpone quiz until Wednesday, so my lesson plans are off by a day. Any questions, please email me at pbrown@northgreene.com.

Wednesday, January 28, 2009

POD 89; Lesson 6-5 "Completing the Square;" Read pages 370-374; Assignment: Worksheet 6-5B, problems 1-26.

Thursday, January 29, 2009

POD 90; Lesson 6-6...SKIP. Lesson 6-7 "The Quadratic Formula; Read pages 382-385. Assignment: Worksheet 6-7B, 1-19 all.

Friday, January 30, 2009

POD 1; Lesson 6-8 "Imaginary Numbers;" Read pages 388-391. Assignment: Worksheet 6-8B, problems 1-40 all.

Tentative Schedule for regular Algebra I classes

Monday, January 26, 2009

Lesson 5.3 "Writing Linear Equations Given Two Points" Read pages 285-287. Assignment; Worksheet 5.3B, problems 1-6 all, 8-18 even, 19 and 20.

Tuesday, Janury 27, 2009

Quiz 5A over Lessons 5.1 and 5.2.

Wednesday, January 28, 2009

Lesson 5.4 "Standard Form" Read pages 291-293. Assignment: Worksheet 5.4A

Thursday, January 29, 2009

Lesson 5.5 "Modeling with Linear Equations" Read pages 298-300. Assignment: Worksheet 5.5A.

Friday, January 30, 2009

Quiz 5B over Lesson 5.3 and 5.4.

Tentative Schedule for TAM Algebra I

Monday, January 26, 2009

POD 89, Quiz 1C over Lessons 1.6, 1.7, and 1.8. Second half of class: Review sheets and board work for chapter 1 test.

Tuesday, January 27, 2009

POD 90, First half of class: Part 1 of Chapter 1 Test over Lessons 1.1, 1.2, 1.3, and 1.4. Second half of class: Vocabulary words for Chapter 2 for personal portfolios and for Word Wall.

Wednesday, January 28, 2009

POD 1; First half of class: Second half of Chapter 1 Test over Lessons 1.5, 1.6, 1.7, and 1.8. Second half of class, Lesson 2.1 "The Real Number Line: page 65; Assignment in class: Worksheet 2.1.

Thursday, January 29, 2009

POD 2; First half of class: Lesson 2.2 "Absolute Value" page 71, Assignment in class: Worksheet 2.2. Second half of class: Lesson 2.3 "Adding Real Numbers" page 78, Assignment in class: Worksheet 2.3.

Friday, January 30, 2009

POD 3; First half of class: Quiz 2A over Lessons 2.1, 2.2, and 2.3. Second half of class: Lesson 2.4 "Subtracting Real Numbers" page 86, Assignment in class: Worksheet 2.4.

Tentative Schedule for Foundations to Algebra

Monday, January 26, 2009

POD 88; Unit I Basic Operations, Lesson 1 "Mean, Median, and Mode" pages 18-20. Worksheet p. 21, 1-8; Lesson 2 "Exponents" pages 22-23. Worksheet p. 24, 2-7.

Tuesday, January 27, 2009

POD 89; Unit I Basic Operations, Lesson 3 "Square Roots" Read pages 25-27. Worksheet 3, problems 1-8 on page 28. Lesson 4 "Fractions" Read pages 29-30. Worksheet 4, 1-6 on page 31.

Wednesday, January 28, 2009

POD 90; Unit I Basic Operations, Lesson 5 "Least Common Denominator" Read pages 32-35. Worksheet 5, 1-8 on page 36. Lesson 6 "Representation of Algebraic Data" Read pages 37-40. Worksheet 6, 1-4 on page 41.

Thursday, January 29, 2009

POD 1; Unit I Basic Operations; Lesson 7 "Percent and Proportion" Read pages 42-44. Worksheet 7, 1-6 on page 45. Lesson 8 "Probability" Read pages 46-47. Do Worksheet 8, 1-4 on page 48.

Friday, January 30, 2009

POD 2; Unit I Basic Operations; Lesson 9 "Absolute Value" Read pages 49-50. Do Worksheet 9, 1-8 on page 51. Lesson 10 "Inequalities" Read pages 52-53. Do Worksheet 10, 1-8 on page 54. ***Unit I Test on Monday, February 2, 2009.

Surprise! Surprise!

I just had to post this super news!  I have heard some positive thoughts from my regular Algebra I students this week.  

I heard some say, "I actually like math now."  "Is this all there is to it?  Well, I can do that."  "I have only one question today compared to my eight or nine."  "Oh, wow, I am getting this!"  "I will go home and complete my assignment tonight!"

Then, there was this other student of mine who said, "But I did the odd ones!" when I assigned the even ones and it is written on a white board near the front of the classroom.  I graded them, and this student had all the odd ones correct, so I gave him credit...this time.  The important thing here is he understood what he was doing.  

Also, I had two students say, "I completely forgot we had an assignment."  (Yeah right.  Usually, we have an assignment in math class especially since we have had so many days off for ice and birthdays and so forth.)

See you tomorrow at school!

Mrs. B

Are Your Efforts in Math Where You Want Them to Be?

Okay, kids, we have had a few days off, but now we are back into the routine. This week, we attend school for 4 days in a row weather permitting.

One thing, we need to get squared away is the fact, we have lots of work to complete in math before the year ends. So, you need to come into my classroom with your sleeves already rolled up because you are going to work. If you don't, you won't have the grade you or your parents think you should have. I believe in the philosophy that "good things happen to those who work." Also, I do believe "hard work doesn't hurt anyone."

These steps are critical to your success in most math classes. 1) You need to attend class daily if possible. 2) You need to take super notes and ask really good questions as we go along. 3) You should study your notes and learn the math. 4) Do your homework as completely as possible daily because getting behind only makes the homework pile up and seem almost impossible to complete. Hey, you may even stay after school in my classroom while you do your homework. Then, if you have any questions, I am there to answer them. (Note: Do not play around in class and expect to make it up after school because I will send you home for not using your regular class-time wisely.) When you don't do your homework, posting your grade is simplied...zero.  I know you and your parents will not be happy when you receive the interim reports or grade cards if you don't study the math. It is imperative that you learn the math through notetaking, listening, asking questions when you don't and practicing it.

Remember, that if you miss school, it is up to you to come to me to make an appointment to make it up. If you don't ask questions about the lesson, then, you are not doing your part. Sometimes, I think you don't listen in class or don't take notes or don't do the homework, and you don't ask questions because you believe that you can just listen and watch me do the problems and you will REMEMBER how to evaluate them. That is bogus! Maybe, one in ten students can do that. Also, cut the bunk of doing it your way instead of my way because your grade reflects your independence up to this point, I do believe.  (Recently, I have noticed that some of you are copying my answers from the board and not doing the work yourself.  Also, I have surveyed the classroom and noticed with interest about three students reading books and not paying attention to my presentations on the board or listening to me explain it. Well, you won't earn your A,B, or C doing it that way.) 

You should listen, and you should watch. You should take notes, and you should do the practice. What you don't understand, you should make inquiries about to find out. It is your responsibility to understand the math as you are doing it and to learn it. I can tell you; I can show you. I can demonstrate how it is used in the real world, but I cannot make you spend the EXTRA time to learn it. Your grades show your efforts or lack of them in my classes. My favorite saying at this point is "You can lead a horse to water, but you can't make him drink."

My job is to teach you algebra. You may not like me because you didn't make the A or B you thought you deserved because you have had an A or B in the past. Quite honestly, I have not seen the A or B material on your papers, so I have not witnessed the effort that would indicate you are that type of student. So, if you want to prove you to me you are an A or B student, then, I expect to see a huge improvement in your attendance, work ethic and attitude until the end of the 2008-2009 school year. (NOTE:  I have some A and B students, and they work hard for their grades.  They take notes; they listen; they ask questions and come by after school; and they study hard to learn the material.  I clarified at the beginning of the year, you would have to work to get an A or B in my class.  My job is to prepare you for life whether it be college or a job right out of high school.  The goal here is for you to be responsible and do what you need to succeed in life.) 

So, as we begin a new chapter or end one, let's move forward on more positive note. I am looking for improved efforts. I want to hear upbeat answers and ideas coming from your mouths and view better results on your homework, quizzes, tests, and projects as I grade them. So, if you really want an A or B, show me the effort and results. In return, I will note it and believe you are whom you say you are...an A or B student. Let's go for it! (Note:  I do not want to hear any of my students say they forgot they had an assignment because we have one nearly everyday.) 

Please, do remember that if you are working your hardest and do have an A, B, C, or D, then, you are doing the best that you can. I would request you accept that if that would be the case. Math is not easy. Math requires work; anything in life of value does.

Think about that for a while, okay?

Mrs. B

Astronomical Assignments

For Tuesday, January 13th.

Algebra II: Questions and Answers for Lessons 5-1 through 5-4.
Assignment: Lessons 5-5 through 5-8 in the form of worksheets.
Problem Set of the Day #81
Wednesday, we will review for the test, and Thursday we will take it.
Friday, our chapter worksheet package is due.

Algebra I: Questions and Answers for textbook pages 245-247; problems 1, 5, 8-10, 13, 14, 18,
20, 23, 24, 31, 33-36, 39, 41, 42, 44 and 45.
Assignment: Textbook pages 247-249; problems 48, 51-58, 62, 63, 65, 66, and 68.
Wednesday, we will review for the test. Thursday, we will take the test.

T.A.M. Algebra I: We worked on vocabulary words for Chapter 1.
Also, we created words for our Word Wall. Then, we reviewed a bit.
Mrs. Brown created 5 problems for us to complete today for points.
We were given a folder to keep all our T.A.M. work in.
Wednesday, we will have Problem Set #83.
1/2 the period will be focused on Exponents and Powers.
1/2 the period will be focused on Order of Operations.

Foundations to Algebra: We worked on Problem Set 82.
Then, we used a real world sitation involving distance in fractions
so we could add and subtract fractions to create our answers.
We will continue this Wednesday and begin Lesson 6 in Unit 3.

Absentees today: 1st hour: Taylor Mayberry and Ryan Stone
2nd hour: Dylan Stubbs, Elissa Elliott, Whitney Garner, and Stephie Myers
3rd hour: Kayli Ansli
4th hour: Kayli Ansli
6th hour: Sami Benson, Rochelle Gresham, Kyle Simmons, and Sarah Wood
7th hour: Nicole Hardwick
8th hour: All were present. Maybe, we should have a donut party! :)

Let the Second Semester Begin!

Looking through the magnifying glass, we are off to a great new beginning second semester! I have enough seats for all my students, and they are really working hard to impress me. I don't know if some are just wanting good grades or floam. You might talk to a few of my Algebra I students about that. Also, I might like to add here that my students clarified this with me; they don't dislike me; they just dislike math. Whew, that made me feel a whole lot better. Now, I can sleep at night.

Monday, I discovered I made a mistake when figuring one class' semester test grades, and I was down-heartened about that. It was not in my students' favor; that was the upsetting part. I can't claim my students had 65 points on their semester exam when they only had 35. Good grief! I discovered today that even math teachers can make mistakes. How horrible is that?

Seventh and eighth hours Algebra I classes will be having a chapter test on Thursday. We had some catching up to do! Math is a challenge, and that is what I like about it. Hopefully, one day before the end of the year, my students will appreciate their good efforts and reap the rewards of understanding what they have before them and improving their grades.

First and second hours Algebra II classes have a chapter test on Thursday this week. I hope that by the time we review the chapter once again that they will be ready. I do think my students have discovered that you have to work hard to get where you want to be in math. You can't just work on it one day and know it like the back of your hand; you have to study it. I believe my students will be confident enough to ask questions when they feel the need.

This thought is worth noting...I feel one of my students who skipped her/his semester exam probably is having second thoughts about that one or should be. I felt that was something the student should have talked to me about first before choosing to not take the test because s/he would fail it. This student was passing my class for the semester before skipping out on the big one. I was so disappointed, but I am sure my student is as well. Remember, students to take time to communicate in an appropriate manner with your teachers, and it may really help create less problems for the two of you. Who loses with poor communication? You do.

My T.A.M. Algebra I students noticed I produced a huge math textbook today, and they haven't seen one of those all year. If they will give me a chance, I think they will discover that the class isn't all that bad especially if they work hard during class-time, they won't have to take any math homework home.

Foundations class found that I was ready to get back to work! We have had a few good days reviewing for our finals, and now it is back to business as usual. We work on a problem set daily, and then, we work hard to figure out a few basic math problems. I have a really good class here, and I hope they learn a lot of basic math ideas and retain them to help them in their future education or employment.

Some of my first semester students have moved on to other teachers or other classes, and I wish them the best. A few students have relocated to my math class; I hope they plan to learn a lot of math. Welcome to my math classes, newbies and regulars!

I do believe Monday was a good day for the first day of the second semester!

Mrs. B.

The End of the First Semester...Unbelievable!

Hey everyone!

Can you believe that the first semester is nearly over?  Well, we all know how time flies when we are having fun.  Woohoo!

Congratulation to those who are where you want to be at this point.  If you are not happy with your current status, then there's no better time than the present to get where you want to be.  Let's go, NGHS administrators, teachers, staff, and students!  

Remember this as the year goes on.."Whatever you do, you must never give up!"

Let's work hard, learn a lot, and enjoy the time we have left...NGHS 2008-2009!

Mrs. Brown  :)