MPM2D - Day 43: More Trig

Today is Remembrance Day. We have assemblies by grade (our school population has grown far beyond what was expected when the school was built) so I only saw my class for half of a period.

My students continued to work on the trig matching they received yesterday. It is fun to hear them explaining the math to each other and seeing the light bulbs go on. I asked them to finish that up for homework.

And with that, I will end cycle 2. I was going to do factoring, but decided that it could wait until cycle 3, especially since they have already been factoring trinomials without realizing it. We will work on review tomorrow and Friday and the test will be on Monday and Tuesday.

MPM2D - Day 42: Similar Triangles and Trig

We jumped back in where we left off yesterday with students investigating the relationship between perimeter of a triangle and scale factor and then area and scale factor. Here are our conclusions:

And our "official" consolidation:

Next, we moved on to trig starting with a warm-up to get them thinking of sine, cosine and tangent again. When they completed that, they started on this matching activity (the warm-up is included in this file). They will keep working on it tomorrow.

Here is today's homework set.

MPM2D - Day 41: Similar Triangles

We changed tacks today and returned to similar triangles. We had not proven that triangles were similar before solving for missing sides in cycle 1, so that was the focus today. We began with this handout. We looked at the first case (SSS~) in detail together and then discussed AA~ and SAS~. The highlighters came out again to help them identify corresponding sides.

Next, we put this into practice with a couple of examples which allowed students to get a refresher on how to solve for a missing side length.

Part way through those examples I lost half of my class to Inside Ride. The timing wasn't too bad as there an investigation up next. I "stole" this from myself - I made it for my grade 10 applied class. I think it is a nice combination of looking at relationships (linear & quadratic) and similar triangles. They got a lot of the first page done (perimeter) so will continue with area tomorrow.

Here is today's homework.

MPM2D - Day 40: Quiz & More Quadrilaterals

Today started with a quiz. Once they had finished, we looked at one of the quadrilateral questions from yesterday:

We then brainstormed ideas on how to verify that PR bisects QS and came up with a couple of strategies. I asked them to follow through with this one, as I want them to practice these skills.

I didn't give any new homework tonight as I think many needed more time to finish the quadrilateral questions. We will move on to something new on Monday.

MPM2D - Day 39: Properties of Quadrilaterals

Two of my kids had doctor's appointments this morning so I left this worksheet for my students. I think this was the first time I cracked open a textbook to find questions, so I take no credit for any of these!

MPM2D - Day 38: Properties of Quadrilaterals

We moved on to looking at properties of quadrilaterals today.

They worked on defining each type of quadrilateral then we consolidated before they started looking at the diagonals. If nothing else, this investigation clarified how to draw diagonals (vertex to opposite vertex, not midpoint to opposite midpoint). 

We consolidated with this table. The only issue was the kite, which we looked at in more detail.

I had a couple of groups use poster paper for the last two questions.

Then we tackled our first problem.

We started by making a plan - find the four lengths and find the four slopes then compare. Then we started in on the calculations.

Here is today's handout and here is today's homework.

Note: Tomorrow is "Discovery Day" at my school so there will be no blog post.

MPM2D - Day 37: Triangle Centres (day 2)

Today we actually found a triangle centre algebraically. I started by correcting what I had written on Friday - we needed to find the intersection of the perpendicular bisectors, not the medians. Oops! (my diagram was even correct...sigh)

 

They did pretty well and someone even said that it none of the parts was difficult. I think this example helped them understand why having a plan was important.

When I checked homework over the weekend I noticed that very few students knew what to do when a slope gave them a number over 0. So we looked at this example next, which was #12a) from Thursday's work.

There was quite a lot of "side work" done to explain what these line segments looked like and how these equations make sense.

We spent the last 10 minutes playing a round of Headbanz! It was great to listen to them asking each other questions and to see the excitement when they figured out their equation.

Here is today's homework.