Geometry; 1/31

We began a new unit of study today ---  similarity.  This is a study of how much larger or smaller a particular figure is and is greatly tied to working with ratios and fractions.  We went over some review material about reducing fractions with both numbers and variables in them, as well as how to work with geometric figures by creating ratios that can then be used to solve problems.  We went through 4-5 examples together before getting started on the assignment.


Assignment:  section 7-1;  page 243  CE #1-4, 8-13;  page 243-244;  WE 1-30 all

Honors Geometry; 1/31

After turning in the chapter 13 review worksheet and the entry tasks, the students spent the period taking the chapter 13 test.

Assignment:  none

Geometry; 1/30

The students turned in their chapter 6 review and entry tasks at the beginning of the period.  The rest of the period was spent taking the chapter 6 test.


Assignment:  none;  extra credit puzzle option

Honors Geometry; 1/30

Today was a review day for the chapter 13 test.  We worked on 4 different problem types as partners for the first half of the period in order to review several of the main ideas of the chapter.  The last part of the period was spent working on a review sheet, which focused our study on the last 4 sections of this chapter.  The students helped each other with the assignment as they reviewed for the chapter 13 test tomorrow.


Assignment:  Chapter 13 Review worksheet

Answer key:

1.  1/2
2.  -3/4
3.  3/2
4.  y = -3/4 x + 13/2
5.  y = -7/3 x + 6
6.  y = -7
7.  y = -2/3 x + 9
8.  y = 5x - 19
9.  bases are parallel;  slopes are both 1/3
     sides are not parallel;  -4/3 and undefined slope
     legs are congruent;  both have a length of 5
10.  (2a, 0)
11.  A  (r, 0)    B (r, r)
12.  C  (j, 0)    D  (0, j radical 3)
13.  slopes of two lines from midpoints are perpendicular
       3 midpoints are  (0, g),  (f, 0),  and (f, g)
14.  midpoints are both the same for the diagonals;  midpoint is (a+b)/2,  c/2
15.  all four sides are congruent ;  use distance formula to show that sides are all radical 18;
       two sides are perpendicular;  slopes are 1 and -1

Geometry; 1/29

We spent today reviewing some key concepts in preparation for the chapter 6 test tomorrow.  We went over inequality proofs one more time.  Conditional statements and venn diagrams of statements were also reviewed.  Finally we went through 2-3 drawings of pairs of unequal triangles together.  The students then got started on their review sheet.


Assignment:  Chapter 6 Review worksheet

Review Sheet Answers

1.  yes;  12 + 9 > 15
2.  no;  6 + 9 < 16
3.  no;  28 + 13 = 41
4.  yes;  8.5 + 6.5 > 13.5
5.  6 < x < 24
6.  9 < x < 31
7.  8 < x < 12
8.  15 < x < 49
9.  3 < x < 13
10.  27 < x < 69
11.  3 < x < 33
12.  6 < x < 26
13.  lg. angle A;  sm. angle B
14.  lg. angle A;  sm.  angle C
15.  lg.  angle C;  sm angle A
16.  angle C --> angle B -->  angle A
17.  angle C --> angle B -->  angle A
18.  If you reside in Seattle, then you reside in WA state.  (true)
19.  If you reside in WA state, then you reside in Seattle.   (false,  Richland)
20.  If you don't reside in Seattle, then you don't reside in WA state  (false, Richland)
21.  If you don't reside in WA state, then you don't reside in Seattle  (true)
22.  in rectangle, car can't be driven well;  inner circle is flat tire
23.  in rectangle is rhombuses;  inner circle is squares
24.  If you are a marathoner, then you have stamina
25.  Nick has stamina
26.  no conclusion
27.  Mia is not a marathoner
28.  no conclusion
 venn diagram:  inner circle is marathoner;  outer rectangle is stamina
29.  AC --> BC --> AB
30.  AB -->  BC -->  AC
31.  AB -->  BC --> AC
32.  AC --> BC --> AB
33.  BC -->  AC -->  AB
34.  BC -->  AC --> AB
35.  x = 8.6,  angle A = 73.4;  angle B = 18.4;  angle C = 88
         short  AC -->  BC --> AB  long
36.  x = 14;  angle A = 72;  angle B = 74;  angle C = 34
         short AB -->  BC -->  AC  long

page 231;  WE #1-8

1.  angle 1 > angle 2
2.  TR > VS
3.  XY > XZ;  XW > 12
4.  AD < CE
5.  angle 1 < angle 2;  angle 3 > angle 4
6.  angle 5 < angle 6
7.  a < b
8.  c < 10

Honors Geometry; 1/29

Our topic today focused on how to write coordinate proofs using only variables.  We went over 3 together and connected them to earlier work with the distance, midpoint, and slope formulas.  The students then got started on their own assignment of working through a few coordinate proofs.

Assignment:  section 13-9;  page 562;  WE 1, 2, 4, 7    +  coordinate proofs worksheet #3, 5, 7

Geometry; 1/26

Our study today focused on inequalities in two triangles and went over how to use the hinge theorem and its converse.  Another common sense theorem with a couple of options involved, the diagrams and animation we used illustrated this idea as we went over 4-5 drawings together.  The students then got started on their assignment.


Assignment:  Hinge Theorem worksheet

Honors Geometry; 1/26

Our topic today focused on how to make conceptual coordinate proofs using variables instead of numbers.  The main goal today was how to make advantageous drawings so the proofs will be a lot easier to handle.  There are shortcuts for a variety of shapes, so we went over 4-5 of those shapes and demonstrated the shortcuts.  The students then got started on their assignment of identifying the coordinates of different drawings.


Assignment:  section 13-8;  page 558-559;  CE #1-6;  WE #1-8, 10

Geometry; 1/25

We continued our study of inequality today by taking a look at inequalities in 1 triangle.  We illustrated a couple of inequality theorems that involve just one triangle.  The common sense one included pairing the largest angle with the side opposite it  (this would be the longest angle).  We did the same thing with the shortest side  (opposite the smallest angle).  We also demonstrated how to determine if a given set of sides will construct an actual triangle.  After 3-4 examples of each idea, the students got started on their homework.


Assignment:  section 6-4;  page 222;  WE 7-12;  +   Triangle Inequality worksheet

Honors Geometry; 1/25

We continued our work with linear equations today by taking a look at how to write different types of line equations based on different starting pieces of information.  We worked on several different examples using slopes of parallel and perpendicular lines, as well as intercept information.  We went over how to use the point - slope form of a line as an intermediate step on our way to the final answer.

Assignment:  section 13-7;  page 555;  WE #1-34  (skip multiples of 3)

answer #1-24 in the slope-intercept form of the line

answer #25-34 in the standard form of the line

Geometry; 1/24

We continued our work with properties of inequality today by taking a look at how phrases and venn diagrams can be incorporated into problem solving situations.  We went over what the inverse and the converse statements were as they relate to an initial if....then statement.  We then worked at writing if then statements and making conclusions from them based on a venn diagram that we drew together.


Assignment:  writing conditionals worksheet +  page 211;  WE 5-8, 11,12

Honors Geometry; 1/24

We continued our work with linear equations today by going over how to work with two lines at a time.  There are two different ways to find solutions to these problems -- one by graphing and one by using elimination.  We went over a few different examples of each method before getting started on the assignment.


Assignment:  Solving Systems of Equation worksheet

Geometry; 1/23

We started our study of chapter 6 today by taking a look at inequalities in geometry.  We went through how to incorporate algebra inequalities with if...then statements first.  We then demonstrated how to work with geometric figures and to spot properties of inequality.  We went through our first inequality proof together before getting started on the assignment.

Assignment:  section 6-1;  page 205;  CE 1-19 all;  page 206;  WE 1-7 all

Honors Geometry; 1/23

We continued our work with chapter 13 today by taking a look at how to graph different types of line equations.  We went through the slope-intercept form, the standard form, and how to graph lines using the x- and y-intercepts.  These are all algebra review skills, so working through the process hopefully was just a matter of dusting off some old memories and getting back up to speed on how to graph lines.


Assignment:  Graphing Lines packet

Geometry; 1/18 and 1/19

The students turned in their review materials to start the period and then took the 1st semester final.

Honors Geometry; 1/18 and 1/19

The students turned in their review materials to start the period and then took the 1st semester final.

Geometry; 1/17

We spent time reviewing a few key concepts today from the 1st semester together as a group.  The bulk of the time was spent working on the review packets in preparation for the 1st semester final.


Assignment:  Review Packet #3

Honors Geometry; 1/17

We spent time reviewing a few key concepts today from the 1st semester together as a group.  The bulk of the time was spent working on the review packets in preparation for the 1st semester final.


Assignment:  Review Packet #3   (Proofs Review)

Geometry: 1/16

We spent time reviewing a few key concepts today from the 1st semester together as a group.  The bulk of the time was spent working on the review packets in preparation for the 1st semester final.


Assignment:  Review Packet #2

Honors Geometry; 1/16

We spent time reviewing a few key concepts today from the 1st semester together as a group.  The bulk of the time was spent working on the review packets in preparation for the 1st semester final.


Assignment:  Review Packet #2

Geometry; 1/12

The students spent the class period today working on the first review packet for the 1st semester final.

Assignment:  Semester Final Review #1

Honors Geometry; 1/12

The students spent the class period today working on the first review packet for the 1st semester final.

Assignment:  Semester Final Review #1

Geometry; 1/11

The students turned in their chapter 13 test reviews today before taking the chapter 13 test in class.


Assignment:  none;  extra credit puzzle option

Honors Geometry; 1/11

The students turned in their chapter 13 quiz reviews today before taking the chapter 13 quiz in class.


Assignment:  none;  extra credit puzzle option

Geometry; 1/10

We spent time today reviewing how to work with line equations again, both graphing them and writing them.  We also did a couple of review problems taking a look at how to use the 4 different equations that we have used during our study of coordinate geometry:  midpoint formula, distance formula, slope equation, and circle equation.

Chapter 13 Test tomorrow


Assignment:  Chapter 13 review worksheet

Review Sheet Answers

1.  radical 125
2.  (x - 5)2 + y2 = 121
3.  radius = 13;  (x + 2)2 +  + 4)2 = 169
4.  -11/2
5.  0
6.  (7, 2)
7.  (-2, -1/2)
8.  center (-2, 4);  radius = 7
9.  center (0 , -6);  radius = 3
10.  B = (-3, 9)
11.  graph on axes
12.  m = -1
13.  m = 1
14.  perpendicular lines due to slopes being opposite reciprocals
15.  both diagonals have the same midpoint;  (3/2,  1/2)
16.  a.  graph of vector on the axes
       b.  (7, -13)
       c.  radical 218 or 14.8
17.  (6, -2)
18.  (-27, 54)
19.  (-1, -5)
20.  graph of y = 2/3 x - 4
21.  horizontal line of y = -4
22.  y = -3/2 x + 4
23.  y = 5/6 x + 5
24.  y = 2x - 1;   slope was calculated to be m = 2
25.  y = -3/2 x - 2
26.  y = 1/2 x + 7
27.  skip /  don't do

Honors Geometry; 1/10

We spent time today going over the topic of vectors one more time with our entry task.  We also spent some time taking a look at the 4 different equations that we have been working with so far with coordinate geometry -- distance formula, midpoint formula, circle equation, and slope equation.  We reviewed how to use these in various types of problems before getting started on the chapter 13 quiz review. 

Chapter 13 quiz tomorrow in class

Assignment:  Chapter 13 quiz review



Test 52

1.  a.  radical 20    b.  1/2      c.  (5, 1)
2.  a,  radical 61     b.  -5/6     c.  (-2, -7.5)
3.  a.  16                 b.  undefined     c.  (4, 0)
4.  a  radical 26      b.  -1/5          c,  (3.7, 5.2)
5.  (x-4)2 +  - 5)2 = 121
6.  (7, -2);  2
7.  perpendicular
8.  vector
9.  equals
10.  (e + g)/2 ,  (f + h)/2
11.  ( 9, 8)
12.  (5, -5)
13.  radical 50
14.  ( -15, 15)
15.  graph of vector
16.  a.  (3, 4)    b.  graph
17.  a.  both slopes are -2/7
       b.  perpendicular slopes,  opp. reciprocals,  -2/7 and 7/2
18.  same midpoint for both AC and OB;  (2, 2.5)
19.  skip;  don't do


Test 51

1.  undefined
2.  0
3.  negative
4.  1/2
5.  1
6.  a.  3/5;   b.  radical 34
7.  a.  -1      b.  radical 32
8.  a.  -5/2    b.  radical 116
9.  a.  0         b.  7
10.  x2 +  (y + 3)2 = 36
11.  (x - u)2 +  (y - v)2 = a2
12.  a.  2      b.  (0, 0)
13.  a.  1/2      b.  (2, -2.5)
14.  graph of circle with radius 3 and center (-2, 1);  shaded inside
15.  graph of line
16.  a.  -2/3   b.  -2/3     c.  3/2
17.  a.  -1       b.  -1       c.  1
18.  radical 52
19.  a.  all three slopes of AB, BC, and AC are = 1
       b.  B is between A and C   (graph points to verify this)
20.  a.  all sides are = radical 10
       b.  slope of GA = 1;  slope of RM = -1
                 slopes are opp. reciprocals so they are perpendicular lines

Geometry; 1/9

We covered our last topic in coordinate geometry today by taking a look at how to write linear equations from a variety of different sources of information.  We worked with the slope-intercept, the standard, and the point-slope forms of line equations.  We went through 5 different examples of how to write various line equations and how to convert from one form to another.


Assignment:  Writing Linear Equations worksheet

Honors Geometry; 1/9

We used the midpoint formula today to work on another tool to use coordinates to prove certain aspects of figures.  We went through how to use the midpoint formula and connected it to figures that have both diagonals bisecting each other.  If they have the same midpoint, then then bisect each other.  We did a few of these types of problems before getting started on the assignment.


Assignment:  Section 13-5;  page 545-546;  WE 1-20   (skip #12, 13, 19)

Geometry; 1/8

We continued working with coordinate geometry and graphing lines today by taking a look at systems of line equations  (working with two linear equations at once).  We went over how to solve these systems graphically and by using the algebra process of elimination.  2-3 examples of each were shown before the students got started on their assignment.

Assignment:  Systems of Equations packet

Honors Geometry; 1/8

We continued our work with coordinate geometry today by taking a look at vectors and how they work.  This concept is used heavily in physics and for navigation purposes on maps, but the basic concepts are found using coordinates.  We went over how to draw and calculate with vectors in a variety of methods.  The students then got started on their assignment.


Assignment:  section 13-4;  page 541-542;  CE #1,  WE 1-9 odd, 10-25 all

Geometry; 1/5

Our topic today focused on how to graph line equations using a variety of methods.  This is an algebra review topic, so this is not the first time that the students have seen this material.  The lines can be graphed using the slope intercept form, the standard form, or working to find the x- and y-intercepts.  We modeled all three together before the students got started on their assignment.


Assignment:  Graphing Lines packet

Honors Geometry; 1/5

We continued our work with coordinate geometry today by taking a look at the slopes of parallel and perpendicular lines.  We used these two types of lines to do our first coordinate proofs, showing that various figures have either perpendicular or parallel lines based on their slopes.  We also used the distance formula to confirm whether or not parts of figures were congruent. 

Assignment:  Section 13-3;  page 536-538;  CE #1-9;  WE 1-16  (skip #7, 8, and 12)

Geometry; 1/4

We continued our work with coordinate geometry today by taking a look at vectors---what they are and how you can calculate with them.  We illustrated how vectors are used in navigation on maps/etc. first.  We then went over how to determine the slope, magnitude (length), and sum of vectors in various types of problems.  We went over 4-5 examples together before getting started on the assignment.


Assignment:  section 13-4;  page 541-542;  WE #1-25

Honors Geometry; 1/4

We continued our work with coordinate geometry today by taking a look at a few different types of problems involving circles, rectangles, and the distance formula.  We also did a quick review of the concept of slope, as this will be used heavily throughout the rest of the chapter.  The students then got started on their assignment in class.


Assignment:  section 13-2;  page 532-533;  WE  1-24 all;   page 527;  WE 31, 35, 36

Geometry; 1/3

Welcome back to the 2018 SY!  We went over the schedule of the next three weeks to start class today and the students got back their chapter 13 quiz from before Christmas break.  Our lesson today continued our study of coordinate geometry by taking a look at how midpoints are used in various types of problems.  We went over how to work with the midpoint formula, and also showed how to use it in showing that diagonals bisect in various figures.  After 3-4 examples, the students got started on their homework assignment.

Assignment:  section 13-5;  page 545-546;  WE  #1-12 all;  14, 17, 18

Honors Geometry; 1/3

Welcome back to the 2018 SY!  We went over the schedule of the next three weeks to start class today and the students got back their chapter 6 test from before Christmas break.  Our lesson today focused on the beginning of chapter 13--coordinate geometry.  We went over how to use the distance formula in various figures and how the circle equation works using given coordinates.  After 4-5 examples together, the students got started on their assignment.

Assignment:  section 13-1;  page 526-527;  WE  8-28 all