What's Happening in Math 3?
Week Thirteen: November 10 ~ November 14
REMINDERS
- Use the online textbook! Go to http://www.pearsonsuccessnet.com and login using the username fhsnaylor3 and password fairfieldmath3.
- Sign up for Remind! Text @0cb61 to 81010 or email 0cb61@mail.remind.com
- Class notes and homework are posted at http://tinyurl.com/kk4mxdr
- Mrs. Naylor can be reached at naylor_k@fairfieldcityschools.com
- Student Assistance Lab open on Tuesdays and Thursdays after school in the media center. No need to sign up...just show up!
MONDAY, NOVEMBER 10
Chapter Twelve Review
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
- Math XL For School Chapter Twelve Review
TUESDAY, NOVEMBER 11
Chapter Twelve Review
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
- Math XL For School Chapter Twelve Review
WEDNESDAY, NOVEMBER 12
Chapter Twelve Review
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment due Thursday, 7am
- Math XL For School Chapter Twelve Review
THURSDAY, NOVEMBER 13
Chapter Twelve TEST
Common Core Standard: G-C-1, G-C-5, G-C-2
I CAN prove all circles are similar, derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector and identify and describe relationships among inscribed angles, radii and chords.
Assignment
- None
FRIDAY, NOVEMBER 14
Section 3-5: Completing the Square
Common Core Standard: A-REI-4a, F-IF-8a
I CAN use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions; use the process of factoring and completing the square in a quadratic function to show zeros, extreme values and symmetry of the graph.
Common Core Standard: A-REI-4a, F-IF-8a
I CAN use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions; use the process of factoring and completing the square in a quadratic function to show zeros, extreme values and symmetry of the graph.
Assignment
- Handout 3-5