Math Curriculum
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
CC Geometry H
CC Geometry H Aim #8: How do we find perimeter and area of polygons in the Cartesian Plane? Do Now: Find the area of the triangle below using decomposition and then using the shoelace formula (also known as Green's theorem). 1) Given rectangle ABCD, a. Identify the vertices. b. Find the exact perimeter. c. Find the area using the area formula. d. List the vertices starting with A moving counterclockwise and apply the shoelace formula. Does the method work for quadrilaterals? 2) Calculate the area using the shoelace formula and then find the perimeter (nearest hundredth). 3) Find the perimeter (to the nearest hundredth) and the area of the quadrilateral with vertices A(-3,4), B(4,6), C(2,-3), and D(-4,-4). 4) A textbook has a picture of a triangle with vertices (3,6) and (5,2). Something happened in printing the book and the coordinates of the third vertex are listed as (-1, ). The answers in the back of the book give the area of the triangle as 6 square units. What is the y-coordinate of this missing vertex? 5) Find the area of the pentagon with vertices A(5,8), B(4,-3), C(-1,-2), D(-2,4), and E(2,6). 6) Show that the shoelace formula used on the trapezoid shown confirms the traditional formula for the area of a trapezoid: 1 (b1 + b2)h 2 D (x3,y) C (x2,y) A B (x ,0) (0,0) 1 7) Find the area and perimeter (exact and nearest hundredth) of the hexagon shown. -
Star Academy Middle School Guide 2021 - 2022 PROGRAM and SCHEDULE
Star Academy Middle School Guide 2021 - 2022 PROGRAM AND SCHEDULE Capture Curiosity. Develop Potential. Our Philosophy The best for you & your growing child Our goal is to maximize your children’s academic opportunities during school time, so that families can have their evenings and weekends free to enjoy being together. The Directors of Star Academy have the child’s interests in mind, and also value the interests of the parents. Our extensive school curriculum exposes the children to many different spheres of knowledge and experiential learning during the daytime -- prime time for learning. As a result, many extraneous after school activities become unnecessary. However for those still looking for additional electives, the after school program has ample offerings all under one roof. Thus, we take away the burden of shuffling schedules, circuitous driving, and no family time or weekend time to yourselves. Mission Statement The Star Academy’s primary objective is to capture a child’s natural curiosity and to develop his/her potential as a lifelong learner. Our educational goals are based on our thoughtfully planned recognition of what the parents need for their children and what children need to succeed. Our Philosophy Each child carries tremendous potential within. Our goal at Star Academy is to gently lead each child to realize their innate potential at the highest degree. We teach children to problem solve, develop their social skills, and to steer their natural curiosity toward true knowledge. We strive to accomplish this through: -
Academy a World-Class Education
Helping good parents raise better kids.™ ParentsNovember 2019 Guideof Las Vegas Coral Academy A World-Class Education INSIDE: Lazy Dog Teams Up With Habitat for Humanity Erth’s Prehistoric Aquarium Adventure How to Make Home(work) For Your Child FREE YOUR CHILD’S JOURNEY BEGINS HERE. Coral Academy of Science Las Vegas (CASLV) believes in Coral Academy of Science Las Vegas (CASLV) believes in empowering our community by investing in our youth. empowering our community by investing in our youth. We foster an environment based on 21st Century skills: CWe foster an environment based on 21st Century skills: CCollaboration, Critical Thinking, Communication and Creativity. Collaboration, Critical Thinking, Communication and Creativity. When students are free to think and dream, anything can be When students are free to think and dream, anything can be accomplished. Applications to this award-winning school being accomplished. Applications to this award-winning school being accepted now through February 28, 2019. accepted now through February 28, 2019. Apply online: www.caslv.org/admission NELLIS AIR FORCE CENTENNIAL HILLS TAMARUS CAMPUS EASTGATE CAMPUS WINDMILL CAMPUS SANDY RIDGE BASENELLIS CAMPUS AIR FORCE CAMPUSCENTENNIAL HILLS GradesTAMARUS : K-3 CAMPUS GradesEASTGATE : K-7 CAMPUS GradesWINDMILL : 4-6 CAMPUS CAMPUSSANDY RIDGE CAMPUS GradesBASE :CAMPUS PreK-8 GradesCAMPUS : K-8 8185Grades Tamarus : K-3 St. 7777Grades Eastgate : K-7 Rd. 2150Grades Windmill : 4-6 Pkwy. Grades : 7-12 Grades : PreK-8 Grades : 7-12 42 Baer Dr. 7951Grades Deer : K-8 Springs Way. Las8185 Vegas, Tamarus NV 89123St. 7777 Eastgate Rd. Henderson,2150 Windmill NV Pkwy.89074 1051 Sandy Ridge Ave. Henderson, NV 89011 1051 Sandy Ridge Ave. -
I-Star Academy MAGAZINE
1 2 0 2 B E F - 2 O N E U S S I i-star Academy M A G A Z I N E H E L L O I S S U E 2 P3-4) Interview with Charlotte Earl P5) Colouring Page P6) Guess who?? P7) Dance Q&A P8) Coaches Throwbacks P9) i-star Crossword P10-11) Interview with Sky Flow Artist P12) Family Fitness P13) Dance Wordsearch P14) RG Q&A P15) Design your own leotard P16) Medal Cookies Interview with Charlotte Earl Introduce us to yourself ... Hello, I'm Charlotte Earl. I am a professional circus artist living in London. How long did you train at i- star Academy? I trained at i-star Academy for about 15 years from the age of 4 up until 19 before I moved to London to join the National Centre for Circus Arts. What was your biggest achievement whilst training as a gymnast/dancer at i-star Academy? What has been your most I think my biggest memorable job as a trapeze achievements as a dancer and artist? gymnast at I-Star Academy My most memorable job as an were 1) coming 2nd as a team aerialist would be opening the at the Dance World 2019 Brit Awards live at the O2 Championships in New York arena alongside Huge Jackman 2015 and 2) medaling at the while I was still a student at the British Championships as a National Centre for Circus Arts. group gymnast and the English Champions when I was younger as an individual gymnast. -
Lesson 19: Equations for Tangent Lines to Circles
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 M5 GEOMETRY Lesson 19: Equations for Tangent Lines to Circles Student Outcomes . Given a circle, students find the equations of two lines tangent to the circle with specified slopes. Given a circle and a point outside the circle, students find the equation of the line tangent to the circle from that point. Lesson Notes This lesson builds on the understanding of equations of circles in Lessons 17 and 18 and on the understanding of tangent lines developed in Lesson 11. Further, the work in this lesson relies on knowledge from Module 4 related to G-GPE.B.4 and G-GPE.B.5. Specifically, students must be able to show that a particular point lies on a circle, compute the slope of a line, and derive the equation of a line that is perpendicular to a radius. The goal is for students to understand how to find equations for both lines with the same slope tangent to a given circle and to find the equation for a line tangent to a given circle from a point outside the circle. Classwork Opening Exercise (5 minutes) Students are guided to determine the equation of a line perpendicular to a chord of a given circle. Opening Exercise A circle of radius ퟓ passes through points 푨(−ퟑ, ퟑ) and 푩(ퟑ, ퟏ). a. What is the special name for segment 푨푩? Segment 푨푩 is called a chord. b. How many circles can be drawn that meet the given criteria? Explain how you know. Scaffolding: Two circles of radius ퟓ pass through points 푨 and 푩. -
Lesson 11: Perimeters and Areas of Polygonal Regions Defined by Systems of Inequalities
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 M4 GEOMETRY Lesson 11: Perimeters and Areas of Polygonal Regions Defined by Systems of Inequalities Student Outcomes . Students find the perimeter of a triangle or quadrilateral in the coordinate plane given a description by inequalities. Students find the area of a triangle or quadrilateral in the coordinate plane given a description by inequalities by employing Green’s theorem. Lesson Notes In previous lessons, students found the area of polygons in the plane using the “shoelace” method. In this lesson, we give a name to this method—Green’s theorem. Students will draw polygons described by a system of inequalities, find the perimeter of the polygon, and use Green’s theorem to find the area. Classwork Opening Exercises (5 minutes) The opening exercises are designed to review key concepts of graphing inequalities. The teacher should assign them independently and circulate to assess understanding. Opening Exercises Graph the following: a. b. Lesson 11: Perimeters and Areas of Polygonal Regions Defined by Systems of Inequalities 135 Date: 8/28/14 This work is licensed under a © 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 M4 GEOMETRY d. c. Example 1 (10 minutes) Example 1 A parallelogram with base of length and height can be situated in the coordinate plane as shown. Verify that the shoelace formula gives the area of the parallelogram as . What is the area of a parallelogram? Base height . The distance from the -axis to the top left vertex is some number . -
Lesson 10: Perimeter and Area of Polygonal Regions in the Cartesian Plane
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 M4 GEOMETRY Lesson 10: Perimeter and Area of Polygonal Regions in the Cartesian Plane Student Outcomes . Students find the perimeter of a quadrilateral in the coordinate plane given its vertices and edges. Students find the area of a quadrilateral in the coordinate plane given its vertices and edges by employing Green’s theorem. Classwork Opening Exercise (5 minutes) Scaffolding: . Give students time to The Opening Exercise allows students to practice the shoelace method of finding the area struggle with these of a triangle in preparation for today’s lesson. Have students complete the exercise questions. Add more individually, and then compare their work with a neighbor’s. Pull the class back together questions as necessary to for a final check and discussion. scaffold for struggling If students are struggling with the shoelace method, they can use decomposition. students. Consider providing students with pre-graphed Opening Exercise quadrilaterals with axes on Find the area of the triangle given. Compare your answer and method to your neighbor’s, and grid lines. discuss differences. Go from concrete to abstract by starting with finding the area by decomposition, then translating one vertex to the origin, and then using the shoelace formula. Post the shoelace diagram and formula from Lesson 9. Shoelace Formula Decomposition Coordinates: 푨(−ퟑ, ퟐ), 푩(ퟐ, −ퟏ), 푪(ퟑ, ퟏ) Area of Rectangle: ퟔ units ⋅ ퟑ units = ퟏퟖ square Area Calculation: units ퟏ Area of Left Rectangle: ퟕ. ퟓ square units ((−ퟑ) ∙ (−ퟏ) + ퟐ ∙ ퟏ + ퟑ ∙ ퟐ − ퟐ ∙ ퟐ − (−ퟏ) ∙ ퟑ − ퟏ ∙ (−ퟑ)) ퟐ Area of Bottom Right Triangle: ퟏ square unit Area: ퟔ. -
Link up Mon Etoile
7. LINKUP : Mon étoile Niveaux : Thèmes : Elémentaire (é), intermédiaire (i) Le destin, les prédictions. Objectifs : Expression orale : raconter une histoire ; donner son opinion, argumenter. Expression écrite : rédiger une définition ; écrire un horoscope. 1. Mise en route (é)(i) Trouvez des expressions avec le mot « étoile » en français. Recherchez ensuite des expressions dans votre langue et expliquez leur signification. 2. Avec le clip (é)(i) Visionner le clip. A deux. Faites attention aux étoiles et complétez le tableau suivant. Qui a cette étoile ? Où se trouve la personne qui possède l’étoile ? Etoile n°1 Etoile n°2 Etoile n°3 Etoile n°4 Mise en commun. (i) Où se trouvent les jeunes ? Décrivez le quartier, les bâtiments. Qui sont ces jeunes ? Imaginez leur adolescence. 3. Avec les paroles (é)(i) A deux : d’après vous, à qui parle Matthieu ? Quelles sont les cicatrices auxquelles il fait référence ? Quel est le « beau chemin » dont il parle ? Imaginez l’histoire reliée à cette chanson. Mise en commun. 4. Expression orale (é) Quelles sont les couleurs signe d’espoir, de tristesse, d’amour, de calme dans votre pays ? En France ? (é)(i) En petits groupes : lisez-vous souvent votre horoscope ? Avez-vous déjà consulté une voyante ? Croyez-vous à la lecture des lignes de la main, au marc de café, à la boule de cristal,… ? Croyez-vous aux porte-bonheur, possédez-vous un objet fétiche ? (i) « Les rêves ont ce grand pouvoir de changer les couleurs du noir ». Partagez-vous cette opinion ? 5. Expression écrite (é) A deux : écrivez votre dictionnaire des couleurs. -
The Juice by Michael Hayes Minister of Culture If You Ask the Average Lo- Support Local Talent Unless Actually Have a Good 9
Volume 20, No.26“And Ye Shall Know The Truth...” October 19, 2011 In This Issue This Strikes Us … Will Lucas, Page 2 Will Lucas, Perryman EntrepreneurEntrepreneur Page 3 Sen. Brown onChina Page 4 Legends Weekend Page 5 Sec. Commerce Vists Toledo Page 6 The Economy Section Patterson Page 7 Cover Story: Will Lucas Page 8 GLAD Page 9 Ask Yvon Page 10 Book Review Page 12 Minister and Charlie Mack Page 13 BlackMarketPlace Page 14 Classifieds Page 15 “There is an endless stream of good news from all over the world so you can go to this application to see good news but also you can see an endless stream of good news in your own life. It’s a way of collecting the good since we see so much negativity.” Page 2 The Sojourner’s Truth October 19, 2011 This Strikes Us … Community Calendar A Sojourner’s Truth Editorial October 12-31 “There are three kinds of lies,” said Mark Twain who was quoting, or so he Register for Free Tutoring: The Norman and Louise Jones Foundation; Math, said, Britain’s Benjamin Disraeli. “Lies, damned lies and statistics.” English, reading: 419-72400888 ext 40 Never mind that we can’t find that remark in any of Disraeli’s own writings, the point is well taken. It’s a point that certain Obama Administration critics October 18-19 St. Stephens COGIC Fall Revival: 7 pm nightly might take to heart – the lies, the damned lies and particularly the statistics. Recently, the estimable Harry C. Alford, president of the National Black October 20 Chamber of Commerce, took the Obama Administration to task for its proposal Soraya Mire Reading and Book Signing: People Called Women – 6060 Renaissance to end a policy that Alford calls “one of the most successful federal program to Place; “The Girl with Three Legs;” 7 to 9 pm: 419-469-8983 create jobs and stimulate growth among minority-owned small businesses.” St. -
The Parent Teacher Association of the Neighborhood School General Meeting
The Parent Teacher Association of The Neighborhood School General Meeting Date: T hursday, September 19, 2019 Type: Monthly General Meeting Time: 8:30 am Notice Provided in Advance: Y es Location: TNS PTA Room Meeting called to order at 8:40 am. a. Attendee Introductions All in attendance introduced themselves. b. What is the PTA and what does it do? There are two key roles for the PTA: 1.) community building and 2.) fundraising to support programming for our kids. ● Building Community: We host great events that bring us together! They are lots of fun. Examples include the Halloween party (soon!), Rhythm and Rice, movie nights. We need helping hands for committees and events -- we all need to work together to make these events successful. ● Raising money to help the school: We are operating in a context of structural inequalities of funding as schools don't get enough from the city or state. We need to raise money in order to provide the programming we want for our kids. Our fundraising priorities for this year are: ○ Fund a large budget ○ Increase direct donations from families ○ Increase corporate donations ○ Reduce event fundraising fatigue ○ Spread the organizational duties by engaging more parents We want PTA meetings to be participatory and we aim for equitable participation. People should raise their hand if they want to talk we will keep the time allocated for each agenda items in mind. c. PTA Executive Team PTA Executive Team members present introduced themselves. People can find us and talk to us! ● PTA Co-Presidents - Akeela Azcuy & Matt Gold - [email protected] ● PTA VPs of Events and Fundraising - Matthieu Cornillon & Olly Keane - [email protected] ● PTA Co-Treasurers - Theresa Marchetta & Lisa Scott - [email protected] ● PTA Co-Secretaries - David Stadler (not present) & Elissa Berger - [email protected] ● PTA Parent Engagement Liaison - Joy Gabriel & Amy Sodaro - [email protected] d. -
Rising Stars Academy Board Policy
Rising Stars Academy 23855 Lawrence, Centerline, Michigan 48015 586-806-6455 | rising-stars-academy.org About Our Cover The featured artwork on the cover is from the National Charter Schools Institute’s 2019 Midwest Charter Schools K-5 Art Contest: “Together We Can…” Over 800 students from Illinois, Indiana, Michigan, Ohio, and Wisconsin submitted entries. The featured artwork on the cover represents some of the most outstanding and inspirational submissions. For more information on the Institute’s art contest, visit www.CharterInstitute.org/artcontest. Rising Stars Academy Fall 2020 page 1 of 1 ADOPTION RESOLUTION RESOLVED that the policies printed and codified in the comprehensive document entitled "Board Policies of the Rising Stars Academy Board of Directors" are hereby adopted and that all Board Policies previously adopted by the Rising Stars Academy Board of Directors are hereby rescinded; further be it RESOLVED that, in the event any policy, part of a policy, or a section of the Board Policies is judged to be inconsistent with law or inoperative by a court of competent jurisdiction or is invalidated by a policy or contract duly adopted by this Board, the remaining Board Policies and parts of policies shall remain in full effect. Take notice that the foregoing resolution was adopted by the Rising Stars Academy Board of Directors at a public meeting held at Centerline, Michigan on January 14, 2016. __________________________________________________________________________ __________________________________________________________________________ -
Elementary Calculus
Elementary Calculus 2 v0 2g 2 0 v0 g Michael Corral Elementary Calculus Michael Corral Schoolcraft College About the author: Michael Corral is an Adjunct Faculty member of the Department of Mathematics at School- craft College. He received a B.A. in Mathematics from the University of California, Berkeley, and received an M.A. in Mathematics and an M.S. in Industrial & Operations Engineering from the University of Michigan. This text was typeset in LATEXwith the KOMA-Script bundle, using the GNU Emacs text editor on a Fedora Linux system. The graphics were created using TikZ and Gnuplot. Copyright © 2020 Michael Corral. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.3 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. Preface This book covers calculus of a single variable. It is suitable for a year-long (or two-semester) course, normally known as Calculus I and II in the United States. The prerequisites are high school or college algebra, geometry and trigonometry. The book is designed for students in engineering, physics, mathematics, chemistry and other sciences. One reason for writing this text was because I had already written its sequel, Vector Cal- culus. More importantly, I was dissatisfied with the current crop of calculus textbooks, which I feel are bloated and keep moving further away from the subject’s roots in physics. In addi- tion, many of the intuitive approaches and techniques from the early days of calculus—which I think often yield more insights for students—seem to have been lost.