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Denise Goulet » Welcome to Mrs. Goulet's page.

Welcome to Mrs. Goulet's page.

Helpful information throughout the school year.
Please refer to infinite campus for formative and summative due dates.
 

Posts

Algebra 2 and Algebra 1 Quarter 3 plan

Group A: Monday & Wednesday Group B: Tuesday & Thursday

Friday: Classes: 9-9:30 period 2, 9:40-10:10 period 4, 10:20-10:50 period 6, 11-11:30 period 8;  March 12 - teacher inservice/ no class; March 19, 26, April 2:  Content to be determined

Friday office hours 12-2 by email request

Algebra 1

Day 1:  3.1.1 + 3.1.2 March 8,9

Essential Questions:  How can I rewrite it?

Standards/PIs:  A. SSE.3c I can use the properties of exponents to transform expressions for exponential functions.

Student Assignments:  Problems 3-6 through 3-11 AND Problems 3-19 through 3-24

Day 2: 3.1.2 + 5.1.1 March 10,11

Essential Questions:  How can I rewrite it? How does the pattern grow?

Standards/PIs:  

  • A. SSE.3c I can use the properties of exponents to transform expressions for exponential functions.
  • N-Q.2 I can define appropriate quantities for descriptive modeling
  • F-LE.1c I can recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

Student Assignments: Problems 5-6, 5-8, 5-9, 5-10, 5-11, 5-12, 5-13, 5-15, 5-16 

Day 3: 3.2.1 (alg tiles) March 15,16

Essential Questions:  How can I represent an equation?

Standards/PIs:  

  • A-REI.1 I can explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
  • A-REI.3 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

 

Student Assignments: Problems 3-33 through 3-44

 Day 4: 3.2.2 + Quiz March 17,18

Essential Questions:  What can I do with rectangles?

Standards/PIs:  A-SSE.3a I can factor a quadratic expression to reveal the zeros of the function it defines.

 Student Assignments: Problems 3-48 through 3-53

 

Day 5: 3.2.3 + 3.2.4 March 22, 23

Essential Questions:  How can I rewrite a product? How can I generalize the process?

Standards/PIs:  A-APR.1 I can understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials

Student Assignments: Problems 3-58 through 3-63 AND Problems 3-70 through 3-75

 Day 6: 3.3.1 + 3.3.2 March 24, 25

Essential Questions:  What if an equation has a product? How can I change it to y=mx+b form?

Standards/PIs:  

  • A-REI.1 I can explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
  • A-REI.3 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
  • A-SSE.1a I can interpret parts of an expression, such as terms, factors, and coefficients 
  • A-APR.1 I can understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
  • A-CED.4 I can rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations

Student Assignments: Problems 3-81 through 3-86 AND Problems 3-93 through 3-104

 Day 7: Review March 29, 30

 

Essential Questions:  How can algebra tiles and area models help me better understand multiplication?

 Standards/PIs:  

  • Algebra
  • Number & Quantity
  • Functions

Student Assignments: Problems 3-113 through 3-121

Day 8: Assessment March 31, April 1



Quarter 3 plan: Algebra 2 periods 1, 5; Geometry period 7

Course:  Algebra 2

  • Group A: Monday and Wednesday
  • Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Day 1 Feb 1-2 ~ 2.2.1 Introduction of Parent Graphs

Essential Questions:  How can I transform any graph?

Standards/PIs:    

  • A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
  • A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
  • F-IF.4 For a function that models a relationship between two quantities, I can interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
  • F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
  • F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-81 to #2-87

Day 2 Feb 3-4 ~ 2.2.1 Transformations of Parent Graphs

Essential Questions:  How can I transform any graph?

Standards/PIs:  

  • A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
  • A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
  • F-IF.4 For a function that models a relationship between two quantities, I can interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
  • F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
  • F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-88 to #2-101

Friday 2/5 Virtual class zero product property & quadratic formula

Day 3 Feb 8-9 ~ 2.2.2 Parent Graph ToolKit

Essential Questions:  What is the significance of (h,k)?

Standards/PIs:  

  • A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 
  • A-SSE.1a I can interpret parts of an expression, such as terms, factors, and coefficients.
  • A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
  • F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • F-IF.7e I can graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. 
  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 

Student Assignments: #2-107 to #2-120

Day 4 Feb 10-11 ~ 2.2.3 Even/Odd Functions & Quiz

Essential Questions:  How can I move a function?

Standards/PIs:  

  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 

Student Assignments: #2-125 to #2-131

Friday 2/12 Virtual class Factoring

Day 5 Feb 22-23 ~ 2.2.5 Piecewise Functions

Essential Questions:  Can I combine functions?

Standards/PIs:  

  • F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 
  •  F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-162 to #2-169

Day 6 Feb 24-25 ~ 2.2.5 Piecewise Function Transformations

Essential Questions:  Can I combine functions?

Standards/PIs:  

  • F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
  • F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 
  •  F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them

Student Assignments: Begin Closure

Friday 2/26 – virtual class Function notation

Day 7 Mar 1-2 ~ Closure

Essential Questions:  What have I learned?

Standards/PIs: 

  • Algebra: I can interpret and represent situations by creating and solving equations and inequalities
  • Functions: I can construct functions to model, interpret, and analyze a variety of situations.

Student Assignments: Study for test next class

Day 8 Mar 3-4 ~ Chapter Assessment

Essential Questions:  How can I transform a graph/function?

Standards/PIs:  

  • Algebra: I can interpret and represent situations by creating and solving equations and inequalities
  • Functions: I can construct functions to model, interpret, and analyze a variety of situations.

Student Assignments: Practice some on DeltaMath during the next 4 weeks.

Friday 3/5 Virtual class – fractional exponents


 

 

 

Week of January 18-22

Group A – Wednesday & Friday (In person class, Monday schedule)

Group B - Tuesday & Thursday

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday

Period 6 – Algebra 2

2.1.3 Graphing a Parabola without a table.

Essential Question: How can I quickly graph it?  How can I rewrite it in graphing form?

Standards/PIs B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.

 Functions: Students will construction functions to model, interpret, and analyze a variety of situations

classwork: 2-30 through 2-34

assignment: 2-16, 2-17, 2-21, 2-23, 2-24, 2-25, 2-26, 2-27

2.1.4 Rewriting in Graphing Form

Essential Question:  How can I rewrite it in graph form?

Standards/PIs: B. Algebra: Students will interpret and represent situations by creating equations and inequalities.  C. Functions: Students will construct functions to model, interpret, and analyze a variety of situations.

Classwork: 2-42 through 2-47

Assignment: 2-50, 2-51, 2-53 to 2-60, 2-62, 2-69 to 2-75

 

Period 8 – Algebra 1

2.2.3 Equations of lines in situations.

Essential Question: How can I use slope intercept form?

Standards/PIs Functions

classwork: 2-68 through 2-69

assignment: 2-70 through 2-74

2.3.1 2.3.2

Essential Question:  How can solutions help build an equation?  What are the different ways we can write equations of lines for different situations?

Standards/PIs: Functions

Classwork: 2-75 through 2-80 and 2-87 through 2-89

Assignment: 2.3.1 2-81 Learning Log; Closure problems 2-90 through 2-94 and 2.3.2 Closure problems 2-101 through 2-110

 

Week of January 11-15

Group A - Monday & Wednesday

Group B - Tuesday & Thursday

Group A & B - Friday – virtual (period 6 10:20-10:50) period 8 11:00-11:30)

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday and Friday via Google Meet by appointment 12:30-2:00 (please email to find a time)

Period 6 – Algebra 2

8.1.4 Essential Question: Can it still be factored?

Standards/PIs:  A-SSE.2A-SSE.3a

classwork: 8-35, 8-38

assignment: 8-39, 41, 42, 44

8.1.5  Essential Question:  Is there a shortcut?

Standards/PIs:

·       B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.

o   PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Classwork: 8-45 through 8-7

Assignment: 8-49, 8-50, 8-51, 8-53

Take home Assessment

Essential Questions:  How can I shift a parabola?

Standards/PIs:

·       B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.

o   PI1: Interpret the structure of expressions

o   PI5: Create equations that describe numbers or relationships

·       C. Functions: Students will construction functions to model, interpret, and analyze a variety of situations

o   PI3: Analyze functions using different representations.

o   PI5: Build new functions from existing functions

Classwork: 2-13 through 2-15

Assignment:  2-16, 2-17, 2-21, 2-23, 2-24, 2-25, 2-26, 2-27

 

Period 8 – Algebra 1

2.1.4        Essential Question:  What information determines a line?

Standards/PIs:  F-IF-7,8,9; F-LE-1,2,3,4; F-LE-5

Classwork: 2-36 through 2-40

Assignment: Problems 2-41 through 2-45

2.2.2.  Essential Question: What can rate of change represent?

Standards/PIs:  

N-Q.1N-Q.2A-CED.2F-IF.4F-IF.6F-IF.7aF-IF.7bF-IF.9F-BF.1aF-LE.1bF-LE.2F-LE.5

Classwork: 2-53 through 2-56

Assignment: Problems 2-59 through 2-67

Assessment

Week January 4-8, 2021

Group A - Monday & Wednesday
Group B - Tuesday & Thursday
Group A & B - Friday - virtual

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday and Friday via Google Meet by appointment (please email to find a time)

Period 6 - Algebra 2  

M/T.  8.1.1 & 8.1.2 from Algebra 1 curriculum.

Essential Questions:  How can I find the product? Is there a shortcut?

Standards/PIs:   B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.   PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Student Assignments:    8-6, 8-7, 8-9, 8-10, 8-11, 8-17, 8-18, 8-21, 8-22, 8-23

W/Th 8.1.3 & 8.1.4

Essential Questions:  How can I factor this? Can it still be factored?

Standards/PIs:   B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.   PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Student Assignments:   8-30, 8-31, 8-33, 8-39,  8-41, 8-42, 8-44

 

Period 8 - Algebra 1

January 4-5

Essential Questions:  How do patterns grow?

Standards/PIs: F-IF-7,8,9.  F-LE-1,2,3,4.  F-LE-5

Student Assignments:  M/T 2.1.1 Problems 2-6 through 2-10

January 6-7

Essential Questions: How can we measure steepness?

Standards/PIs:  F-IF-7,8,9.  F-LE-1,2,3,4.  F-LE-5

Student Assignments: W/Th 2.1.2 & 2.1.3 Problems 2-19, 2-21 through 2-24, 2-26, 2-32 through 2-34

Week of 11/16 to 11/20. Algebra 2 & Geometry

  • Group A: Monday and Wednesday
  • Group B: Tuesday and Thursday
Resources/links
  • Google classroom (per each period, email me for link)

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday and Friday via Google Meet by appointment (please email to find a time)

Algebra 2.         (Geometry information found below Algebra 2)

11/16-17.

Essential Questions:  How can I find the product? Is there a shortcut?

Standards/PIs:

  • B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.
    • PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Student Assignments:  8-6, 8-7, 8-9, 8-10, 8-11, 8-17, 8-18, 8-21, 8-22, 8-23

11/18-19

Essential Questions:  How can I factor this? Can it still be factored?

Standards/PIs:

  • B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.
    • PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Student Assignments:

  • 8-30, 8-31, 8-33, 8-39,  8-41, 8-42, 8-44

 

Geometry

Essential Questions:  

How can I use Triangles to solve problems?

When can and how can I use Trigonometry to solve problems?

Standards/PIs:  

  • Algebra: Interprets and represent situations by creating and solving equations and inequalities
  • .Functions: Construct functions to model, interpret, and analyze a variety of situations.
Student assignments: 
Lesson 2.3.1. Review & Preview problems 2-104 through 2-107
Lesson 2.3.2. Review & Preview problems 2-113 through 2-117
Delta math assignments due Friday at 1:00pm
     *triangle inequalities 
     *Isosceles triangles
     *Pythagorean Theorem

Week of 11/9 to 11/12 Algebra 1 & Algebra 2

More Information can be located in google classroom for each class.

Last week of even classes

Algebra 1 – period 6

Group A Monday (No school Wednesday - Veteran’s Day)

Group B Tuesday & Thursday

Quarter Assessment on Functions chapter 1

 

Algebra 2 – period 6

Group A Monday (No school Wednesday it’s Veteran’s Day)

Group B Tuesday & Thursday

Complete all work

Quarter Assessment on Functions chapter 1

Week of 11/2 to 11/6 Algebra 1 & Algebra 2

More Information can be located in google classroom for each class.

Algebra 1 – period 8

Group A – Monday & Wednesday and class meeting Friday at 10:30 via google meets

Group B – Tuesday (Virtual via google meets 12:30) & Thursday and class meeting Friday 10:30 via google meets

Lesson 1.2.5 – complete from last week.

Closure practice problems

Organize Function information

Review Functions using Delta math assignments

Algebra 2 – period 6

Lesson 1.2.3 What do Function families have in common. 

Week of 10/26 to 10/30/20 More Information can be located in google classroom for each class.

 

Algebra 1 – period 8

Group A – Monday & Wednesday and class meeting Friday at 10:30 via google meets

Group B – Tuesday & Thursday and class meeting Friday 10:30 via google meets

Lesson 1.2.3 What is a function? Students will understand input/output nature of relations and begin to understand their limitations.

Assignment is Review & Preview questions 1-57 through 1-61

Lesson 1.2.4 Functions.  Students will determine which relations are functions given a graph and a table.

Assignment is Review & Preview questions 1-65 through 1-70

Lesson 1.2.5 Input/Output – Domain/Range.  Students will be able to describe the domain and range of a relation given a graph or equation.

Assignment is Review & Preview questions 1-78 through 1-82

In class assessment

Algebra 2 – period 6

Group A – Monday & Wednesday and class meeting Friday at 9:30 via google meets

Group B – Tuesday & Thursday and class meeting Friday 9:30 via google meets

Lesson 1.1.4 Points of intersection. Students will find points of intersections using multiple representations of relations.

Assignment – 1-46 through 1-52

Lesson 1.2.2 Function Investigations. Students will identify key information of functions given a graph or equation. They will develop statements about a function and justify each statement.

Assignment – 1-84 through 1-97

In class assessment

Group A - Wednesday 10/28

Group B - Tuesday 10/27

Find the output of a function given the input

Find the input of a function given the output

Determine if a graph is a function

Given a function and input values, determine output values and graph (x,y),

identify special points identify possible input values and possible output values.

Week of 10/19-23/2020

Resources
 
Group A Monday/Wednesday
Group B Tuesday/Thursday
Office hours Friday 9:30 Period 6, Algebra 2; 10:30 Period 8, Algebra 1
 
Period 6 - Algebra 1  10-13 to 10-19

Essential Questions:  How can I describe a graph?

Standards/PIs:  

  • I can identify and describe the parts of a parent graph
  • I can compare and contrast different types of parent graphs

Student Assignments: 1.1.2, 1.1.3

  • T/W: 1.1.2
  • Th/M: 1.1.3

10-20 to 10-26

Essential Questions: What is a function? 

Standards/PIs:  

  • I can compare and contrast a function and a relation using their properties
  • I can find the domain and range of a function and a relation

Student Assignments: 1.2.1 & 1.2.2 & 1.2.3 & Assessment

  • T/W: 1.2.1 #1-35, #1-42, 1.2.2 #1-49 through #1-51
  • Th/M: 1.2.3 #1-57 through #1-61 
10-27 to 11-2
Student Assignments: 1.2.4 & 1.2.5
  • T/W: 1.2.4 #1-66 through #1-70
  • Th/M: 1.2.5 #1-78 through #1-82
 
Period 8, Algebra 2. 10-19 to 10-20
 

Q1 Sections

Essential Questions:  What are the key points on a graph?

Standards/PIs:  

  • I can determine the order of functions to create a desired output
  • I can use a graphing calculator (DESMOS) to explore a function

1.1.1 (10/14-15)  Assignment - Review Preview 1-4 through 1-9

1.1.2 (10/19-20) Assignment - Review Preview #1-15 to 1-18 and 1-20

& virtual collaboration "poster” assessment 1-11

1.1.3 (10/21-22)

class 1-26,1-27, 1-28.

Assignment - Review Preview 1-33, 1-34, 1-35, 1-37, 1-38, 1-39, 1-40

1.1.4 & Quiz

1.2.2

1.2.3 & “summary statements” assessment

Closure

Assessment

 
 

 



 

 

Week of 10/5

Algebra 2 and Geometry
10/5 & 10/6 review for the quarter summative
   Delta math assignments
   Practice problems
   Notes in Google classroom
10/7 & 10/8 quarter assessment.  May use a scientific calculator 
  
 

Week of 9/28-10/2 Algebra 2 & Geometry

Periods 1 & 5 Algebra 2

Course Schedule: Group A: M and W; Group B: T and Th

Office Hours: Friday 9:30-11:30 

Google meets period 1 9:30-10:00

Google meets period 5 10:00-10:30

Essential Questions:  How can I investigate a function?

What do linear functions have in common

Standards/PIs/Learning Targets:  

  • I can fully investigate a function, identifying key features such as intercepts and asymptotes
  • I can identify commonalities in a family of linear functions and determine if various situations are linear.

Student Assignments:

  • 1.2.2: 1-84 to 1-93, skip 1-87, 1-89, and 1-91.  9/28-9/29
  • 1.2.3: 1-104 to 1-110, skip 1-106 and 1-108.     9/20-10/1
 
Period 7 - Geometry

Course Schedule: Group A: M and W; Group B: T and Th

Office Hours: Friday 9:30-11:30  google meets 10:30-11:00

Essential Questions:  How do I know if lines are parallel or perpendicular based on their slopes.  What times of angle pairs are created when parallel lines are cut by a transversal.

Standards/PIs/Learning Targets:  

  • I can identify angle pair relationships and solve problems algebraically when parallel lines are cut by a transversal
  • I can write an equation of a line through a point and parallel or perpendicular to a given equation of a line.  

Student Assignments:

  • 9/28-29  2.1.2 Transversals

    Notes on transversal  & Corresponding angles     

    Class:  2-13, 2-14?, 2-15, 2-16, 2-17,2-18

    Homework: Review preview 2-19, 2-22, 2-23

  • 9/30-10/1 2.1.3 Transversals

     Notes on Alternate interior & same side interior angles.

    Class 2-25, 2-26, 2-27, 2-30 (toolkit)

    Homework 2-31 (system of equations, needs graph paper), 2-33, 2-34

Week of 9/14 - Algebra 2 and Geometry

Office Hours: Friday 9:30-11:30

Enroll in CPM e-Book

 

Algebra 2 - Periods 1 & 5

Essential Questions:  What are the key points on a graph?

Standards/PIs:  

  • I can determine the order of functions to create a desired output
  • I can use a graphing calculator (DESMOS) to explore a function

Student Assignments:

  • M/T: 1.1.1 Review & Preview  #'s 1-4 to 1-9 
  • W/Th: 1.1.2 Review & Preview  #'s 1-15 to 1-18 and 1-20
  • Team/Partner virtual collaboration on function poster #1-11 (this will count as an assessment)

Links/Resources:

  • Google Classroom
  • Desmos
  • Jamboard
 
Geometry - Period 7

 

Essential Questions:

  • I can turn in assignments through google classroom.
  • I can identify types of angle.
  • I can name all types of angles and identify angle pair names.
  • I can graph a line in y=mx+b form

Standards/PI:

  • Geometry: Understand, Apply, And Prove Geometric Theorems.
  • Algebra: Interprets and represent situations by creating and solving equations and inequalities.
Student Assignments:

Frayer model notes (acute, obtuse, straight and right angles, angle names and relationships); 1-42, 1-43, 1-45; 2-5; supplemental questions on graphing lines.

Links/Resources:
Google Classroom
 

Welcome

It will be great to be back at school and working with all of you.  Please feel free to email me with any questions you may have.