Holiday Project!

Follow the handout.
1. Determine your annual income by education level. (Remember there are 52 weeks in a year).
2. Use the tax information to determine your annual post tax income, your weekly post tax income and your monthly post tax income.
3. Follow expenses detailed on your life sheet (loans, support payments, living) and add in the misc. expenses on handout (Con Ed, Health insurance etc).
4. Do four writing sections as detailed on handout.

Project should be typed (extra points!) or neatly written. There should be a cover sheet, a tax calculation sheet, an expense sheet and 2 essay pages at least.

Email me with questions (jgagnon2@schools.nyc.gov)
Project is due January 2nd, no exceptions!

HW #54

Calculate Barbara's increase in annual salary if she initially made $8.25/ hour and now makes $11/ hour. Remember a typical work week is 40 hours and there are 52 weeks in a year.

Discuss her situation after receiving the raise and your feelings and opinions about it.

HW #53

1. Neatly write up your notes on each 'characters' life situation. You can do a four square with what they all have in common in the middle (earning minimium wage).
2. Write a paragraph on what the movie has made you think about or your impression of thier life situations.

Weekend HW #52

1. Write a paragraph detailing a job or career you could see yourself doing as an adult and why. (Please refrain from a sports or entertainment career, even if that's your goal pick a back up in case that doesn't work out).
2. Discuss a reasonable salary that you would expect to receive from this career choice. (IE first year teachers w a bachelor's degree get paid approx. $42,000 annually. Accountants without a CPA b/w $38,000 and $50,000 depending on their experience).
3. From this salary subtract a 33% tax rate (multiply the annual salary by .33 and then subtract this amount from the original salary).
4. Lastly, discuss your understanding of taxes and the implications of taxes on your income.

This should be neatly written or typed with your name and date on the top.

HW #51

page 152 3-6, 10-15

HW #50

page 147 47, 48, 53
page 148 62, 63, 64

HW #49

pg 146 7, 8, 16-19, 26-28

STUDY!

Review questions for tomorrow's quiz
1. 2x - 4x + 4 = 3(4 - 3x) + 6

2. A triangle has a perimeter of 9. Find x if the three sides are 1x, 1x, and 2x + 3

3. 2x/ 6 + x/12 = 1/18. Use the common multiple method to find x.
Hint common multiple 6*6, 12*3, 18*2

4. Verizon charges $18.45 per month and $0.14 per minute for calls. T-mobile charges $32.50 per month and $0.04 per minute. Determine how many minutes of calls per month makes the cost the same.

HW #48

page 145 1-6

HW #47

page 137 9-11 AND 13-15

HW #46

Due tomorrow Dec. 4th
page 136 1-8

HW #45

Quiz tomorrow!
Review w the following equations which I will check before the quiz!
Page 125 9, 11, 12

#44

page 129 21-29, 36-38

HW #43

page 129
1-9
12-20

HW #42

page 123 47-54

Index Cards due Monday

The following words should be defined on the cards.
Order of Operations (1-2)
Key Words (1-2)
Rational (1-3)
Irrational (1-3)
Whole #s (1-3)
Counting #s (1-3)
Absolute Value (1-3)
Writing a Function Rule (1-4)
Domain
Range
Independent variable
Dependent variable
scatter plots
correlation
mean, mode, median and range
adding and subtracting integers
multiplying and dividing integers
reciprocal
adding and subtracting matrices
multiplying matrices
Distributive property
commutative property of addition & multiplication
associative property of addition & multiplication
Identity property of addition & multiplication
Symmetric property
Theoretical probability (with out replacement)
Probability of compound events (no replacement)
Odds of an event
Inverse operations
Combining Like Terms
One-Step Equations
Two-Step Equations
Multi-Step Equations

MIDTERM TOMORROW!

20 multiple choice
8 extended response
100 total points!
Study Hard!

Mid Term Topics

- writing algebraic expressions
- order of operations
- types of numbers
- patterns and functions
- scatter plots
- mean, mode, median
- integer rules
- distributive property
- properties of addition & multiplication
- probability & odds
- 1 and 2 step equations

#41

Multi-Step Equations:
Page 129 1-9

Review for Mid-term:
Page 'NY4' 1-6 AND Page 'NY5' 1-7

#40

page 122 28-43 All

HW #39

page 122 1-10 show all steps

Reviewing for Mid Term

Here are a few resources to help you prepare for next week's Mid-Term.
1- Video Tutors at Prentice Hall (Check it out here by chapter & section)
2- Within each chapter there are on-line lesson quizzes you can take here.

#38

page 118 1-12

Solving One Step Equations

Need help understanding and practicing one step equations? Try this site w examples and problems to try. Solving One-Step Equations (Algebra Lab)

Also check out the Math Dude explaining One Step Equations here.

Vetern's Day HW

Write a short paragraph detailing what we have learned so far (use your notes and name specific topics). Then write a few sentences about what you still need help w and don't understand.
Please complete on looseleaf to be submit to Ms. G on Tuesday.

Remember!
Mid-term - November 16th

HW #37

pg 105 36-41, #42 all parts
pg 106 48-51

#36

page 104 #'s1-20

HW #35

page 97 51-56
page 101 "Check Skills" 1-7
also define independent and dependent variable

HW #34

page 99 67-72

HW #32

page 96 #'s 7-26

HW #31

page 96 1 - 6

HW #30

Page 88 1 -9, 12, 15
page 89 25, 27, 29, 30, 36-39

HW #29

page 90 #'s60-75 show all work

Quiz tomorrow

Study the problems done in class by writing them on a seperate paper and completing them without looking at your notes.

HW #28

page 85 1-10

HW #27

Page 84

Parent Teacher Night!

YCD hosts our first Open House of the 2007-2008 school year.
Thursday October 25th from 6-8pm & Friday October 26th from 12-3pm
Parents are encouraged to attend. Teachers will be available to answerquestions and report cards will be distributed.

HW #26

page 83 56-60 and page 84-85 88-95 (write letter only)

HW #25

page 82 15-33 odd only

HW #24

Using pages 70-72 within the textbook define the following:
Identity Property of Multiplication
Multiplication Property of Zero
Multiplication Property of -1
Inverse Property of Multiplication

HW#23

page 73 1-9 odd
page 73 13-27 odd

HW #22

Page 66-67 #'s 33-49
Page 68 #'s 64-68 (you can write letter only)

HW #21

page 66 1-27 odd only
Show the problem and conversion to addition then solve. Students do not need to draw the number line.

hw #20

pg 60 38-42, 59, 62
pg 82-87 (you can write letter only)

HW #19

Page 60 5-23 Odd only

HW #18 due Weds.

Worksheet

Chapter 1 Test - October 5th

Tomorrow is the Chapter 1 Test. Review the following topics:
1-1 Translating verbal sentences to mathematical expressions
1-2 Order of Operations
1-3 Rational & irrational numbers/ absolute value
1-4 Functions/ Domain (independent variable) and Range (dependent variable)
1-5 Scatter Plots/ Trend lines/ Correlation
1-6 Mean, Median, Mode and Range/ Stem & Leaf Plots

Use page 47 to update your index cards

hw #17

page 45 32-39 (test prep) and #'s 38, 39

HW #16

1. 40, 98, 94, 102, 21, x ; mean = 88
2. 100, 172, 85, 92, x ; mean = 115
3. 4.8, 1.6, 5.2, x ; mean = 3.7
4. 25.6, 19.3, 19, x ; mean = 24

HW #15 due Oct 2nd

Page 43
1-12 show all work

HW #14

Page 36 #16
Page 36-37 #21-25

HW #13

1. Complete the graph of student shoe size vs. height.
2. Do 'quick check' #1 page 33
3. Ready types of correlations on page 34 (in your won words describe each)
4. Using the graph of student shoe size vs. height describe the type of correctional your class has.

HW #12

HW#12
page 29-30 #'s 5-10
page 32 #'s 21-24

hw #11

Page 29 1-4 (graph these 4 problems on a piece of graph paper)
Page 31 18-20 (only letters)

Students vs. Teachers

Journal Entry #1

If you were out the day this was distributed please complete and turn it in w hw ASAP!

1a) Simplify the following expressions:
12 + (3+7) (12+3) + 7
1b) Does the placement of the parantheses affect the value of the expression? Explain in detail.

2a) Simplify the following expressions:
(2*3) - (4/2) 2(3-4)/2
2b) Does the placement of the parantheses affect the value of the expression? Explain in detail.

Index Cards due Monday

Students should start compiling their index cards. The following words should be defined on the cards.
Rational (1-2)
Irrational (1-2)
Whole #s (1-2)
Counting #s (1-2)
Absolute Value (1-2)
Order of Operations (1-1)
Key Words (1-1)

HW #9

Test Prep page 22 76-80
Checkpoint Quiz page 23 1-8

HW #8

page 20 14-22 (even only)
page 21 24, 26, 34, 36, 52, 54, 56

HW #7 due Weds. 9/19/07

Page 15 'test prep' #'s 74-79 all (simply write the answer)

hw #6 due Tues 9/18

page 13 41-49 (all!)

hw #5 due Mon!

Page 11 #'s 16-40 (Even only)

HW #4 due 9/12

page 7 #'s 39 and 40

7th period class also has Page 7 #'s 22 and 23 since we didn't get to them in class.

HW #3 due 9/11

page 7 #'s 25-33 (write out and use technique learned in class)
page 8 #'s 48-53 (answers only for Regents prep)

HW #2 due Monday Sept. 10th

Integrated Algebra textbook page xxx 7, 8, 9, 10, 14

HW #1 - due 9/7/07

NY4 (in green textbook) #'s 3,4,5

Last Day of School 2007

Thanks for a great year! You all worked hard and I will miss you very much. Stay in touch and do great things!

Play Pictures

Returning of Textbook

I am collecting the Green Pre-Algebra textbook and need them returned asap! Students who have lost the book can bring in a $50 money order. If you do not return the book you will not receive your final report card or diploma.

Slope HW due 4/26

Complete the following for homework by getting them into slope-intercept form and graphing the equation's line.
1. 3 = 2x + -y
2. -8 + 2y = -4x
3. 3y - 6 = -x
4. -4x + 4y = 4

Plus
5. 7x + 2y = 11
6. 2x + 6y =1

Trip Pictures - Natural History Museum

Interesting Reading

Summary (with final paragraph on your opinion) of either article equals extra credit for 3rd quarter.
To Close Gaps, Schools Focus on Black Boys (NY Times 4/9/07)
The Middle Ages (NY Times 3/25/07)

Vacation Homework due Thurs.

6 photocopied pages on Slope and integer rules.

Slope HW

802/803
Read pages 406-408 "Learning the Concept"
Define x-intercept, y-intercept, slope-intercept form

801
Read pages 398-399
Define x-intercept, y-intercept, slope-intercept form

Slope HW due 3/20/07

Slope (m) – describes a lines steepness

m =
change in y difference in y coordinates (y2-y1) rise (vertical change)
change in x difference in x coordinates (x2-x1) run (horizontal change)


802 (Due Weds 803)
Page 403 14-21 and 24-33

801
Page 390 14-25

Stand & Deliver - Some Truth

Who is Jaime Escalante?
http://www.bc.edu/offices/ahana/about/history/escalante/

Bringing some truth to the movie....
Most of us learned what we know of Escalante's experience from Stand and Deliver. For more than a decade it has been a staple in high school classes, college education classes, and faculty workshops. Unfortunately, too many students and teachers learned the wrong lesson from the movie.
Escalante tells me the film was 90 percent truth and 10 percent drama -- but what a difference 10 percent can make. Stand and Deliver shows a group of poorly prepared, undisciplined young people who were initially struggling with fractions yet managed to move from basic math to calculus in just a year. The reality was far different. It took 10 years to bring Escalante's program to peak success. He didn't even teach his first calculus course until he had been at Garfield for several years. His basic math students from his early years were not the same students who later passed the A.P. calculus test.
Escalante says he was so discouraged by his students' poor preparation that after only two hours in class he called his former employer, the Burroughs Corporation, and asked for his old job back. He decided not to return to the computer factory after he found a dozen basic math students who were willing to take algebra and was able to make arrangements with the principal and counselors to accommodate them.
Escalante's situation improved as time went by, but it was not until his fifth year at Garfield that he tried to teach calculus. Although he felt his students were not adequately prepared, he decided to teach the class anyway in the hope that the existence of an A.P. calculus course would create the leverage necessary to improve lower-level math classes.
His plan worked. He and a handpicked teacher, Ben Jimenez, taught the feeder courses. In 1979 he had only five calculus students, two of whom passed the A.P. test. (Escalante had to do some bureaucratic sleight of hand to be allowed to teach such a tiny class.) The second year, he had nine calculus students, seven of whom passed the test. A year later, 15 students took the class, and all but one passed. The year after that, 1982, was the year of the events depicted in Stand and Deliver.
The Stand and Deliver message, that the touch of a master could bring unmotivated students from arithmetic to calculus in a single year, was preached in schools throughout the nation. While the film did a great service to education by showing what students from disadvantaged backgrounds can achieve in demanding classes, the Hollywood fiction had at least one negative side effect. By showing students moving from fractions to calculus in a single year, it gave the false impression that students can neglect their studies for several years and then be redeemed by a few months of hard work.

The Pipeline. Unlike the students in the movie, the real Garfield students required years of solid preparation before they could take calculus. This created a problem for Escalante. Garfield was a three-year high school, and the junior high schools that fed it offered only basic math. Even if the entering sophomores took advanced math every year, there was not enough time in their schedules to take geometry, algebra II, math analysis, trigonometry, and calculus.
So Escalante established a program at East Los Angeles College where students could take these classes in intensive seven-week summer sessions. Escalante and Gradillas were also instrumental in getting the feeder schools to offer algebra in the eighth and ninth grades.
Inside Garfield, Escalante worked to ratchet up standards in the classes that fed into calculus. He taught some of the feeder classes himself, assigning others to handpicked teachers with whom he coordinated and reviewed lesson plans. By the time he left, there were nine Garfield teachers working in his math enrichment program and several teachers from other East L.A. high schools working in the summer program at the college.

Pi Day & Einstein's Birthday 3/14

In honor of Pi and Albert Einstein (who was born on March 14th ), I've included some sites provided by the Annenberg site.

Pi Day (March 14)
Pi Day is observed in the U.S. on March 14 -- 3/14 -- in recognition of the value of pi. Celebrations can begin at approximately 1:59 p.m. as a further reminder of pi's approximate value, 3.14159.

With "Learning Math: Measurement"
http://learner.org/redirect/march/meas46.html
Session 7, "Circles and Pi," investigate the irrational number pi and its relationship to the circumference and area of a circle.

Watch "The Brain: Teaching Modules"
http://learner.org/redirect/march/brain47.html
Program 20, "A Super-Memorist Advises on Study Strategies." This short clip features Rajan Mahadevan, who has memorized the first 99,000 decimal places of pi and, amazingly, can jump in and continue from any point within that
set of digits!

"Math in Daily Life"
www.learner.org/redirect/march/mech50.html
In particular, watch Program 25, "Kepler to Einstein," and Program 43, "Velocity and Time."

Middle school teachers and students can explore central ideas in physics with "Science in Focus: Force and Motion" http://learner.org/redirect/march/force51.html and "Science in Focus:
Energy" http://learner.org/redirect/march/energy52.html

Read This!

March 5, 2007
Op-Ed Column from NY Times
Education, Education, Education
By BOB HERBERT
It’s an article of faith that the key to success in real estate is location, location, location.
For young black boys looking ahead to a difficult walk in life, the mantra should be education, education, education.
We’ve watched for decades — watched in horror, actually — as the lives of so many young blacks, men and boys especially, have been consumed by drugs, crime, poverty, ignorance, racial prejudice, misguided social pressures, and so on.
At the same time, millions of blacks have thrived, building strong families and successful careers at rates previously unseen. By far, the most important difference between these two very large groups has been educational attainment.
If anything, the role that education plays in the life prospects of black Americans is even more dramatic than in the population as a whole. It’s the closest thing to a magic potion for black people that I can think of. For boys and men, it is very often the antidote to prison or an early grave.
A new report from the Center for Labor Market Studies at Northeastern University in Boston tells us that young adults in general have been struggling in the labor market. Many have been left behind by the modest economic recovery of the past few years, especially those with limited education credentials.
The report, which focuses on black males, emphasizes the importance of education in overcoming this tough employment environment:
“For males in each of the three race-ethnic groups (blacks, Hispanics and whites), employment rates in 2005 increased steadily and strongly with their educational attainment. This was especially true for black males, for whom employment rates rose from a low of 33 percent among high school dropouts to 57 percent among high school graduates, and to a high of 86 percent among four-year college graduates.
“The fact that only one of every three young black male high school dropouts was able to obtain any type of job during an average month in 2005 should be viewed as particularly distressing, since many of these young men will end up being involved in criminal activities during their late teens and early 20s and then bear the severe economic consequences for convictions and incarcerations over the remainder of their working lives.”
There is no way, in my opinion, for blacks to focus too much or too obsessively on education. It’s the fuel that powers not just the race for success but the quest for a happy life. It represents the flip side of failure.
The differences in rates of employment between white men and black men narrow considerably as black men gain additional schooling. After comparing the percentage of the male population that is employed in each race or ethnic group, the Northeastern study found:
“The gap in [employment to population] ratios between young white and black males narrows from 20 percentage points among high school dropouts, to 16 percentage points among high school graduates, to eight percentage points among those men completing 1-3 years of college, and to only two percentage points for four-year college graduates.”
For anyone deluded enough to question whether education is the ticket to a better life for black boys and men, consider that a black male who drops out of high school is 60 times more likely to find himself in prison than one with a bachelor’s degree.
Black males who graduate from a four-year college will make, over the course of a lifetime, more than twice the mean earnings of a black high school graduate, which is a difference of more than a million dollars.
According to the study, “Black males with college degrees and strong literacy/math skills also are far more likely to marry and live with their children and pay substantially more in taxes to state and national government than they receive in cash and in-kind benefits.”
This is not a close-call issue. It is becoming very hard for anyone to succeed in this society without a college education. To leave school without even a high school education, as so many males — and especially black males — are doing, is extremely self-destructive.
The effort to bolster the educational background of black men has to begin very early. It’s extremely difficult to turn a high school dropout into a college graduate. This effort can only succeed on a large scale if there is a cultural change in the black community — a powerful change that acknowledges as the 21st century unfolds that there is no more important life tool for black children than education, education, education.

803 is ready for Tuesday!

802 is ready for Tuesday!

801 is ready for Tuesday!

Practice Integer Rules On-line

http://amby.com/educate/math/integ_x1.html Instant answers as soon as you choose.

Also here: http://www.mathgoodies.com/lessons/toc_vol5.html except you have to choose "adding integers" or "subtracting integers"

Practice Math Questions....

1. If 5x - 4 = 26, what does x equal?
A. 4 B. 2 C. 6 D.5

2. Absolute value of -7 is
A. -7 B. 7 C. 0 D. None of the Above

3. Michael is two years older than three times Jennifer's age. If Jennifer is j years old, how would you calculate Michael's age?
A. 3j+2 B. 3j-2 C. 3(j+2) D. 3(j-2)

4. If x + 4 1/3 = 7, what does x equal?
A. 3 1/3 B. 2 2/3 C. 3 2/3 D. 11 1/3

5. 5.5 squared is:
A. Between 16 and 25 B. Less than 16 C. Greater than 36 D. Between 25 and 36

6. 2, 2, 3, 4, 5
Given the above set of numbers "2" is the:
A. Average B. Mode C. Median D. Standard deviation

7. If .4 < x < 1/2, x could equal:
A. 40% B. None of the above C. 45% D. 50%

8. What's the value of (10-5)^2 + 12/4?
A. 9.25 B. 28 C. 222 D. 103

9. If m + n = n, then what must m equal?
A. -1 B. 0 C. -n D. 1

10. If 1/3 (y + 4) = 3, then what does y equal?
A. 9 B. 7 C. 4 D. 5


ANSWERS
1.c 2.b 3.a 4.b 5.d 6.b 7.c 8.b 9.d 10.d

Websites for Parents

www.getreadytoread.org
The site Get Ready to Read is an early literacy program designed to help parents make sure that young children have the skills they need to be ready to learn to read. This site enables parents to administer a pre-reading screening to determine their child's readiness. It also provides lots of skill-strengthening activities in English and Spanish.

www.cfw.tufts.edu
This is the Tufts University Child and Family Web Guide. It's a directory that evaluates, describes and provides links to hundreds of sites contaning child development research and practical advice. Topics are selected on the basis of parent recommendations. The site covers all ages from early childhood through adolescence.

www.aft.org
American Federation of Teachers website includes a Parent Page section and an area called the Summer Learning Calendar, where you'll find variety of learning activities for youngsters that change each week.

www.nypl.org
New York Public Library site. Click on "Summer Reading for Children and Teens" which will open to a section with reading suggestions, learning activities and games for kids of all ages. You'll also find schedules of special events and the location and hours of libraries throughout the city.

Practice Problems

1. 2x(x-2)
2. (x-2)(x-2)
3. (2y-3)(3y+1)
4. -2x^2y - 3x^2y^2 - 4xy^2 / -3xy
5. Factor 30x^2y - 24xy^2 + xy
6. Make a table and graph y = 0.5x- 1

Almost One Week Until State Math Exam

It's almost a week until the State Math Exam which is to be held Tuesday March 13th and Weds. March 14th. Book 1, which is compiled of 27 multiple choice questions, and Book 2, seven short response questions, makes up day 1. Day 2 is Book 3 with thirteen extended response questions.

This week will be spent reviewing all standards students will see on the exam and test taking strategies. Students should spend evenings reviewing integer rules and looking through their notes. Any questions on topics discussed at any point during the year should be asked in class or emailed to me at jmg2017@yahoo.com

Index Cards due March 1st

The following math dictionary website was given to me by Beatrice in 802. It should help you with any words you are unable to find in your notes.
http://www.teachers.ash.org.au/jeather/maths/dictionary.html

7A2
Variable
Monomial
Polynomial
Combining like terms
Simplifying expressions
7A4
Equation
Solution
Solving one-step equations
Solving two-step equations
7A7
Sequence
Term
Rule
Patterns
7A8
Algebraic pattern
7A9
Polygon
Vertex
Interior angles
Diagonal
Sum of interior angles of a polygon
Types of polygon
7A10
Function
Function rule
Creating input/output tables for functions
7G5
Right triangle
Legs
Hypotenuse
7G8
Pythagorean theorem
(Pythagorean triples)
8N1
Base
Exponent or power
Law of exponents
- raising a power to a power
- multiplying powers w same exponent
- multiplying powers w same base
- dividing powers w same exponent
- dividing powers w same base
8N2
Integral exponents
Order of operations
Evaluating expressions w integral exponents
8N3
Percent
Percent increase
Percent decrease
Understanding percents less than 1%
Understanding percents greater than 100%
8N4
Tax
Simple interest
Sale price
Commission
Simple interest
Gratuity (tip)
8N5
Estimating a percent
8N6
Justify the reasonableness of an answer
8A1
Inequality
Equality
Key words for addition, subtraction, multiplication and division
Graphing an inequality on a number line
8A2
Writing verbal expressions in words
8A3
Understanding graphic representations
- what does the title tell you
- what is on x-axis
- what is on y-axis
- shape of graph shows….
- Be able to point out specific point or number from graph using x and y
8A4
Linear equations
Non-linear equations
Graphing linear and non-linear equations
(rules for what equations will be linear and non-linear)
8A5, 8A6, 8A7
Simplifying polynomials through addition and subtraction
Simplifying polynomials through multiplication and division
8A8 & 8A9
Multiply polynomial by monomial
Divide polynomial by monomial
8A10
Greatest common factor for monomials
8A11
Factor a trinomial into two binomials
8A15
Quadratic Function
Parabola
An object’s height, y, is determined by the equation:
y = -16t2 + (initial velocity)t + initial height
8G1
Adjacent angles
Non-Adjacent angles
Congruent angles
Corresponding angles
Alternate Interior angles
Alternate Exterior angles
Vertical Angles Theorem
8G2
Supplementary
Complementary
8G7-8g12
Transformations
Translation
Rules of Translation (up/ right + down/ left -)
Rotation
Rules of Rotation clockwise 90
Counterclockwise 90
180 degree
Dilation
Rules of Dilation (multiply increase divide decrease)
Reflection
Rules of reflection across x- and y-axis
Line of symmetry
8M1
Conversion Factor

HW #70 and #71

First off many apologies for the delay in posting the homework! Upon our return from February holiday the school's internet was not allowing me on blogger. Regardless, let's get to it!

#70 Monday night's hw (803 Tues night) - worksheet on conversion (8M1)

#71 Tuesday night's hw (803 Weds night) - The following question.
A landscaper is ordering grass seed for a new city park. The total area of the park is 250 acres. In order to grow a thick lawn, 3 pounds of grass seed must be planted for every 1,000 square feet.

Part A. One acre is equal to 43,650 square feet. How many pounds of grass seed will be needed to cover the entire area of the park?

Part B. The grass seed supplier gives the city discounts for orders over 1 ton. The table below shows the prices for different amounts of Kentucky bluegrass seeds.

Tons of Seed Price ($) per Ton
0.5-1 6,000
2-5 5,250
6-10 4,750
11-20 3,500
21 and over 3,000

How much will the grass cost for the new park?

After-School Test Preparation

Saturday and Weds/Friday Test Prep begins again this week! In the program we will be reviewing your questions on the recent multiple choice sections done inside and outside of class. We will also be completing some practice exams on-line. I suggest anyone who like to attend and has not returned thier permission slip come on Weds and Friday afternoons since Saturday's class is full.

Potential for Extra Credit!

On the website www.homeroom.com I have uploaded multiple choice questions from a NY State Standard exam under your class (801, 802, or 803). To log in use your OASIS number as your username and your last name as your password. After logging in you should be taken to your class's homepage. Complete the February Break Math Exam.

For extra credit this must be complete (all questions answered) by Monday February 26th. Also your extra credit points will be derived from your score so take your time answering questions! You are free to use your notes but do not use a calculator!

February Break.... Math Work : )

Since the Math State exam is just around the corner I have distributed three (3) handouts to complete over the February break. Two sets of worksheets are on transformations and the third a multiple choice "refresher" which includes various standards. Within this packet I have also given you a complete list of words to include on your index cards. Please also complete the remainder of the handout on transformations distributed Thursday (you only had to complete 1st page for Friday's class, over break complete the rest).

All packets and the transformation hw from Thursday are due the day we return from break, Monday February 26th. A complete list of index cards are due March 1st - no if, ands or buts! No cards on the 1st no credit!

Have a great break! : )

Thurs. night HW #69

All classes
Please complete 1st page on handout distributed today. The handout explores rotation.

Homework #68

801/802
Complete worksheets handed out on Tues. (both sides due Thurs.)

803
Complete worksheet handed out in McConnell's class.
*Graph each section where it says to graph (on graph paper) and complete multiple choice questions on back as well as textbook homework on bottom. (Do your best we will review transformations extensively tomorrow!)

HW #67 Start Transformations

802/ 803
Text book page 598 9 -19
802 due Tues.
803 due Weds.

801
Text book page 510 7-20
801 due Tues.

Review Basic Skills On-line!

A number of you have spoken to me about reviewing your basic skills like integer rules. Click on the link below and scroll down to Integers then click on "Excercises"

From the Scout Report:
Math Review: Basic Mathematics [ppt, pdf]
http://www.accd.edu/sac/slac/ppointshows/math_0300/math_0300_review.htm
A number of community colleges across the United States have been actively working on creating helpful online tutorials and educational guides to a variety of subjects. Created by the staff at the Student Learning Assistance Center at San Antonio College, this site offers a set of online presentations and exercises that review topics such as whole numbers, integers, fractions, decimals, and statistical measurement. For each of these topics, users will find a slideshow overview and a set of short exercises designed to make sure that students understand the material. Additionally, visitors can click on the "Mathematics handouts" section to examine worksheets that cover the concepts of beginning algebra, exponents, and other more advanced mathematical subjects.

Weekend Homework

Using your textbook define the following:
transformation
translation
rotation
dilation
reflection
line of symmetry

Use a piece of graph paper folded into fourths to draw a picture of each type of transformation. You'll have a picture of translation, rotation, dilation and reflection.

Work on and add to your index cards. Recent updates should include all types of angle pair relationships - alternate interior angles, alternate exterior angles, corresponding angles, vertical angles. Also recent vocabulary i.e. transversal, parallel, perpendicular.

Homework #66 plus quiz tomorrow!

Tonight's homework.

Part 1.
Two parallel lines are cut by a transversal forming 8 angles. If m<4 =(x+10) and m<8 = (2x -30) and they are corresponding, what are the measures of both angles. Can you find the measures of all 8 angles knowing m<4 and m<8?
Part 2.
Text book homework
802/3 page 565 26-35 and 801 page 497 35-36

NOTE:
Homework #64 and #65 were the worksheets 10-1 and 11-3 handed out on Monday.

Homeworks #60 and #61

#61
801 - page 496 29-31 and page 497 35-36
802/803 - page 564 9-12 and page 564 17-25


#60
801
using the textbook define supplementary and complementary
page 496 22-25
802
using textbook define supplmentary and complementary
page 564 6, 7, 8

Start of Geometry HW #59

801
page 495 6 and 7
page 496 10-21

802/803
page 553 34-39
page 564 7 and 8
page 565 17-25

Add all the words defined in class today to index cards!
Adjacent angles
Linear pair
Congruent angles
Interesecting lines
Vertex
Vertical angles
Vertical Angle Theorem

Index Cards by Standard (to be continued)

7A2
Variable
Monomial
Polynomial
Combining like terms
Simplifying expressions
7A4
Equation
Solution
Solving one-step equations
Solving two-step equations
7A7
Sequence
Term
Rule
Patterns
7A8
Algebraic pattern
7A9
Polygon
Vertex
Interior angles
Diagonal
Sum of interior angles of a polygon
Types of polygon
7A10
Function
Function rule
Creating input/output tables for functions
7G5
Right triangle
Legs
Hypotenuse
7G8
Pythagorean theorem
(Pythagorean triples)
8N1
Base
Exponent or power
Law of exponents
- raising a power to a power
- multiplying powers w same exponent
- multiplying powers w same base
- dividing powers w same exponent
- dividing powers w same base
8N2
Integral exponents
Order of operations
Evaluating expressions w integral exponents

8N3
Percent
Percent increase
Perdent decrease
Understanding percents less than 1%
Understanding percents greater than 100%
8N4
Tax
Simple interest
Sale price
Commission
Simple interest
Gratuity (tip)
8N5
Estimating a percent
8N6
Justify the reasonableness of an answer
8A1
Inequality
Equality
Key words for addition, subtraction, multiplication and division
Graphing an inequality on a number line
8A2
Writing verbal expressions in words
8A3
Understanding graphic representations
- what does the title tell you
- what is on x-axis
- what is on y-axis
- shape of graph shows….
- Be able to point out specific point or number from graph using x and y

8A4
Linear equations
Non-linear equations
Graphing linear and non-linear equations
(rules for what equations will be linear and non-linear)
8A5, 8A6, 8A7
Simplifying polynomials through addition and subtraction
Simplifying polynomials through multiplication and division
8A8 & 8A9
Multiply polynomial by monomial
Divide polynomial by monomial
8A10
Greatest common factor for monomials
8A11
Factor a trinomial into two binomials

Quiz on 8A.10 & 8A.11 Tomorrow! Review Integer Rules.

ADDING
Adding a positive and a positive or a negative and a negative
1. When adding two numbers with the same sign add like normal
2. take the sign of the numbers.
+3 + +3 = + 6 -3 + -3 = -6

Adding a positive and a negative or a negative and a positive
1. Take the sign of the number further from zero, that will be your sign.
2. Then subtract like normal.
3. Your answer is the sign and what you subtracted.
+ 3 + -6 = - 3 - 3 + +6 = + 3

SUBTRACTING
1. always change the subtraction sign to an addition sign
2. change the sign of the second number
3. leave the first number
4. Follow addition rules above
Sometimes this is referred to as keep, change, change.
1. +3 - +3 1. +3 - -3 1. -3 - +3
2. +3 + -3 2. +3 + +3 2. -3 + -3

MULTIPLYING & DIVIDING
If the signs are the same your answer is a positive
-3 x -3 = +9 +3 x +3 = +9 -3 / -3 = +1 +3 / +3 = +1
If the signs are different your answer is a negative
-3 x +3 = - 9 +3 x -3 = -9 +3 / -3 = -1 -3 / +3 = -1

homework #42 due Monday

1. Factor out the GCF of each polynomial in the equation below. Simplify any like terms.
6a^2b^2 – 18 ab^2 + 54a^2b^2 = 30ab^2 + 48 a^2b^2– 66 ab^2

2. Explain how you would solve the equation in steps or paragraph form.

802/803 also have a worksheet

HW #41

801 page 167 44-52 and page 214 69-74

802/803 page 217 50-57
8n, 16n
5ab, 8b
12t, 10t
8rs, 3rs
9k, 27
4p^2, 6p

Homework #40 due Thurs.

801 page 167 17-40
803/803 page 192 12-29