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rlwThis document contains instructions for students to complete trigonometry problems involving a 30-60-90 right triangle. It asks students to draw the triangle, label the sides x, and use trigonometric functions to find the sine of 60 degrees, cosine of 60 degrees, and tangent of 30 degrees without decimals. The document is divided into three sections with timestamps, suggesting it is part of an assignment given to students on March 9th.
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Right Triangles with SOund on Slide 9
1) Special right triangles have specific angle measurements (30-60-90 or 45-45-90) that result in consistent side length ratios.
2) The Pythagorean theorem, a2 + b2 = c2, always applies to right triangles and relates the sides.
3) For 30-60-90 triangles, the shortest side is half the hypotenuse, and the second longest side equals the shortest side times the square root of 3. For 45-45-90 triangles, the hypotenuse equals either leg times the square root of 2.
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The teacher is asking students to put up their homework problems and informing those without calculators to immediately rent one from the test center.
August 27, 2010
The teacher asked students to put three homework problems on the board and write their name next to each problem number. The problems listed were 1.6, 1.13, and 1.16 from the textbook or classwork. Students were thanked for writing their name with each problem.
Oct. 8 Notes
The teacher instructs students to put homework on the board, reserving problem 4.32 for Sami, and notes that the Stats Project is due on October 20th or 21st.
April 27 Notes
The teacher asked students to have their homework out and ready for checking on April 27, 2009. Three emails were sent from the teacher on that date between 9:07 AM and 9:51 AM, likely regarding checking homework assignments.
May 26 Notes
This document contains 5 email titles logged on May 26th. The titles are dated between 7:12 AM for the first email and 10:00 AM for the last, with the majority logged between 9:46 AM and 9:57 AM. The titles do not include any other context or information about the emails.
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More than ogive
The document explains how to plot a more than type ogive curve from a frequency distribution. It involves starting with the cumulative frequency at the lower limit of each class interval, plotting the cumulative frequencies on the y-axis against the upper class limits on the x-axis, and joining the points with a smooth curve. An example is provided of constructing the cumulative frequencies and plotting the points for a sample data set showing marks and their frequencies.
Triangle inequalities
This geometry lesson covers the triangle inequality theorem, which states that the sum of any two sides of a triangle must be greater than the remaining side. Students will practice applying this theorem by determining whether given lengths can form triangles and finding the possible range of a missing third side. The lesson includes independent practice problems for students to solve involving finding the largest and smallest possible sides of triangles.
Right Triangles with SOund on Slide 9
1) Special right triangles have specific angle measurements (30-60-90 or 45-45-90) that result in consistent side length ratios.
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Sept. 30 Notes
The teacher is asking students to put up their homework problems and informing those without calculators to immediately rent one from the test center.
August 27, 2010
The teacher asked students to put three homework problems on the board and write their name next to each problem number. The problems listed were 1.6, 1.13, and 1.16 from the textbook or classwork. Students were thanked for writing their name with each problem.
Oct. 8 Notes
The teacher instructs students to put homework on the board, reserving problem 4.32 for Sami, and notes that the Stats Project is due on October 20th or 21st.
April 27 Notes
The teacher asked students to have their homework out and ready for checking on April 27, 2009. Three emails were sent from the teacher on that date between 9:07 AM and 9:51 AM, likely regarding checking homework assignments.
May 26 Notes
This document contains 5 email titles logged on May 26th. The titles are dated between 7:12 AM for the first email and 10:00 AM for the last, with the majority logged between 9:46 AM and 9:57 AM. The titles do not include any other context or information about the emails.
Oct. 20 Notes
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September 2 notes
This document contains a request for green pens to be prepared for correcting and for an AP problem from Tuesday to be made available. It also notes that the type in the document is written in purple today and questions why that is the case.
September 22 notes
The teacher assigned homework from sections 3.2 through 3.8 for students to complete. They will then discuss a worksheet together in class to review the material.
August 31 notes
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Nov. 3 Notes
The teacher announces the start of the second quarter and asks students to pick up an opener sheet when they arrive in class. Students are to begin the opener as the teacher checks their Test Prep problem. New seats will be assigned to students that day.
April 27 Notes
This document contains 3 email titles with timestamps from March 27, 2009. The first email was sent at 9:04 AM, the second at 10:03 AM, and the third at 10:27 AM, all on the same day.
Notes May 13
The teacher asked students to have their homework out and ready for checking on April 27, 2009. Three documents were created on that date at 9:07 AM, 9:49 AM, and 9:51 AM related to checking homework.
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como mejorar a mexico
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The teacher is starting a new chapter in class and has asked students to have their notes ready. Sections 6.1 and 6.2 will be covered during the lesson.
Oct. 30 Notes
The document instructs students to have their calculators ready with cereal data lists from the previous lesson, and to also have the cereal packet materials out to continue working on the lesson from Wednesday.
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September 30 notes
The teacher assigned homework problems 3.44 through 3.58 from the textbook to work on interpreting slope. Students also need to complete worksheets (a) through (k) and worksheet (m) along with the back side of the last worksheet.
September 20 notes
The teacher assigned homework from a worksheet packet for the class to complete, including problems 1a, 1b with an explanation of the answer, 2a, 2b with an explanation, and problems 3a, b, c. Problem 4 will be addressed in class later as it relates to the new chapter being covered.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 student grades listed ranging from 2.64 to 2.78.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 student grades listed ranging from 2.64 to 2.78.
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Oct. 20 Notes
The teacher asks students to put homework problems on the board as the first quarter ends next Friday and opportunities are now limited. Students need 3 problems on the board per quarter. Students will receive grade printouts that day as there are still two more quizzes, at least one group quiz, and additional homework assignments to be included in their grade before the quarter closes next Friday and their project grade is also due.
September 2 notes
This document contains a request for green pens to be prepared for correcting and for an AP problem from Tuesday to be made available. It also notes that the type in the document is written in purple today and questions why that is the case.
September 22 notes
The teacher assigned homework from sections 3.2 through 3.8 for students to complete. They will then discuss a worksheet together in class to review the material.
August 31 notes
This document contains instructions for students to have their homework out and green pens ready to correct their work. It lists the names Chuck A., Sami, and Danny Z.
Nov. 3 Notes
The teacher announces the start of the second quarter and asks students to pick up an opener sheet when they arrive in class. Students are to begin the opener as the teacher checks their Test Prep problem. New seats will be assigned to students that day.
April 27 Notes
This document contains 3 email titles with timestamps from March 27, 2009. The first email was sent at 9:04 AM, the second at 10:03 AM, and the third at 10:27 AM, all on the same day.
Notes May 13
The teacher asked students to have their homework out and ready for checking on April 27, 2009. Three documents were created on that date at 9:07 AM, 9:49 AM, and 9:51 AM related to checking homework.
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El documento propone tres alternativas para mejorar a México: 1) mejorar la educación para enseñar valores, 2) implementar programas sociales y educativos para crear conciencia sobre problemas ambientales y 3) que el gobierno ofrezca mejores empleos y elimine la corrupción.
como mejorar a mexico
El documento propone tres alternativas para mejorar a México: 1) mejorar la educación para enseñar valores, 2) implementar programas sociales y educativos para crear conciencia sobre problemas ambientales y 3) que el gobierno ofrezca mejores empleos y elimine la corrupción.
Nov. 9 Notes
The teacher is starting a new chapter in class and has asked students to have their notes ready. Sections 6.1 and 6.2 will be covered during the lesson.
Oct. 30 Notes
The document instructs students to have their calculators ready with cereal data lists from the previous lesson, and to also have the cereal packet materials out to continue working on the lesson from Wednesday.
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El documento discute formas de mejorar a México. Propone que la mejor manera es con la voluntad propia de cada persona. Otras alternativas incluyen mejorar la educación para enseñar valores, implementar programas sociales y educativos para crear conciencia sobre problemas como la contaminación, y que el gobierno ofrezca mejores empleos y elimine la corrupción.
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September 30 notes
The teacher assigned homework problems 3.44 through 3.58 from the textbook to work on interpreting slope. Students also need to complete worksheets (a) through (k) and worksheet (m) along with the back side of the last worksheet.
September 20 notes
The teacher assigned homework from a worksheet packet for the class to complete, including problems 1a, 1b with an explanation of the answer, 2a, 2b with an explanation, and problems 3a, b, c. Problem 4 will be addressed in class later as it relates to the new chapter being covered.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 student grades listed ranging from 2.64 to 2.78.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 student grades listed ranging from 2.64 to 2.78.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 grades listed for an unknown homework assignment from September 14, 2010.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 grades listed for an unknown homework assignment from September 14, 2010.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 grades listed for an unknown homework assignment from September 14, 2010.
September 14 notes
The document contains a list of student names and grades for a homework assignment. Quinn received a 2.64 and Jamie received a 2.74. In total, there are 6 grades listed for an unknown homework assignment from September 14, 2010.
September 7 notes
The teacher provided a brief morning greeting and asked students to complete the listed homework problems that were written on the board from sections 2.25 through 2.45 of their textbook. The note included the initials of one student at the end.
Dec. 15 Notes
The document lists students' names and grades on a math assignment. It notes that students must show their work in order to receive credit for problems. Grades range from 7.28 to 7.43 out of 10 for the assignment.
Dec. 11 Notes
The document lists students' names and grades on a math assignment. It notes that students must show their work in order to receive credit for problems. Grades range from 7.28 to 7.43 out of 10 for the assignment.
Dec. 11 Notes
The document lists students' names and grades on a math assignment. It notes that students must show their work in order to receive credit for problems. Grades range from 7.28 to 7.43 out of 10 for the assignment.
Dec. 11 Notes
The document lists students' names and grades on a math assignment. It notes that students must show their work in order to receive credit for problems. Grades range from 7.28 to 7.43 out of 10 for the assignment.
Dec. 9 Notes
The teacher instructed students to do their homework that was written on the board. The document appears to be a simple classroom instruction from a teacher to students to complete their homework assignment for that day. No other context or details are provided in the 3 line document.
Nov. 18 Notes
The teacher posted homework assignments from the textbook on the board for sections 6.32, 6.34, 6.37, 6.38, 6.59, 6.61, and 6.64. Additionally, the class will have a group quiz later in the day.
Nov. 16 Notes
The document assigns homework problems from Chapter 6 to students in the class. It instructs students to show their work, not just final answers, and assigns one problem from the chapter to each student or pairs of problems to work together. It also notes there will be a quiz that day at 10:30.
Nov. 12 Notes
The teacher instructs students to put specific homework problems on the board. One student is assigned to problems 6.1 and 6.2. Another student is assigned problem 6.3 and must show all work and diagrams. A third student is assigned 6.5 and must also show work. A fourth student is assigned 6.6 with work shown. Additional problems are then assigned to other students from the textbook and worksheet.
Oct. 22 Notes
The document lists students' names and test scores. It requests that someone take an unclaimed math problem and add it to the board.
Oct 16 Notes
The document announces that it is Homecoming Day and reminds students to have their notes ready for the start of Chapter 5 in class that day.
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Mar. 9 Notes
- 1. March 9, 2009 Opener March 9, 2009 Complete this on your gold-colored opener sheet. Draw a 30-60-90 right triangle. Mark <C as the right angle. Label the short side x, complete the other sides with the information you already know about this type of triangle. Answers should be in exact form, no decimals. Find the following: Sin 60 degrees Cos 60 degrees Tan 30 degrees Title: Mar 97:26 AM (1 of 3)