For the second quarter benchmark in Pre-Calculus, students tied together concepts involving transformations and trigonometric functions, and applied those principles in order to model real world data. Students collected data and generated sinusoidal functions modeling the average temperature and sunset times for one major US city. As a final product, students generated a detailed process guide explaining the process that they engaged in while generating their model functions. Their guide had to include graphical representations of their functions as well as their data points, and was meant to clearly explain their problem solving process.

This unit focused on inductive and deductive reasoning.  Students
were answering delving in to logical arguments and how to form them. 
This unit was a great introduction to writing formal proofs by starting
with logic puzzles and games.  Students completed a benchmark project
to complete this unit.  Their projects included writing 3 types of
puzzles, a color-square puzzle, a crossword puzzle and a puzzle of
their choice.  Then the students exchanged puzzles and solved their
partner's puzzles.  The student who was solving the puzzles had to use
syllogisms and conditional statements to prove the solution.  Their
written proofs were submitted with their puzzles in a portfolio format.

For the benchmark we had to make a blueprint of a house with a group.Each member was given a room to make the blueprint for each room you would find on the 1st floor of a house.Also there was questions that needed to be answered.In conclusion the benchmark was to make a blueprint.

For the benchmark i had to make the benchamrk for the kitchen by taking a ruler into a kitchen a mensining thing in there then putting them into the cm from for the benchmark.Also answering question about the room.Plus put all the rooms together to then make a house.In conclusion i learned a lot from the benchmark.

There is noting i would do differently  

in my math class (algebra 1) our assignment was to invent our dream house. we worked in a group with about 6 other people and everyone was in charge of decorating their own type of room. My room was the office. in every room their had to be at least 5 items that were unique and they were basically what you were graded on. the twist is that we had to draw everything on a piece of paper that was really little. we had to scale down every huge thing in to little tiny sizes that can fit on our paper. Since I dont have the picture or the file to show you than i will just explain it. our house was shaped kind of like a pentagon  and there was 3 floors with 4 rooms on each floor. 

 In algebra 1 missThompson assigned the class to a mini project, she split the class into groups and then assigned them to a different subject. I worked with Lamaya Mapp, JosephParisi, William Marsh and Maxine Hayman. We were assigned power sequences.A power sequence is a pattern or sequence of numbers that follows anexponential rule. There are actually two ways of saying something is a powersequence. There are many different kind of sequences but tecnicly they are tomajor ones the first is of course a power sequence however the second would beknown as an exponential sequence; or a sequence that uses exponents.

In this post to drupal I will be explaining what me and my fellow classmates had to do for Mr. Thompsons Math class.

Everyone in our math class was broken up into groups of 4 or 5 students. All of groups got different assignments such as The Fibonacci Pattern, Sierpinski Triangle, Binary sequence, Triangular and Rectangular Sequences, and Power sequences.

The group I was in was power sequences and with power sequences there are many types of power sequences. What we had to do was study our sequence and find out what it was, what was it used for, interesting information and who uses it and why.

Mr. Latimer, my geometry teacher, gave Ali Ahmed, Jobe Naff, and me an assignment. Similar to almost all the group benchmarks I had, we had the opportunity to choose our group members. Our assignment was to create a mini-lesson, and the topic for each group varied. Our topic was 2-D Art, which was simple and straightforward. In addition to the mini-lesson (which could have been a keynote, powerpoint, or a regular whiteboard-like lesson), each individual was to create a pamphlet/brochure that could be used as a possible handout informing any reader about the topic to which they were assigned.

Mohamed kenneh                                                            November-20-2008

Orange stream

Math benchmark

For the Quarter 1 Math Benchmark, students were given a“mini-project” to complete. The mini-project was an overall review ofeverything students had accomplished that quarter. The project consisted ofarea and perimeter, circles, and formulas. This benchmark was also used to testthe student’s knowledge of sketchpad.

            Formy Quarter 1 Benchmark, I was given a “mini-project” to complete. I answeredall the questions to my best ability, and I tried to keep all of my thoughtsclear while using sketchpad. I believe that because of this project, I am nowable to use sketchpad as a helpful tool, rather then an inconvenient one. I amvery pleased with the outcome!

1.Designing Your Dream House

Have you ever dreamed about being an architect? Do you consider yourself organizationally proficient? Do you enjoy decorating your house with comfy furniture, cool new appliances that can talk to you, or vibrant colored wall hangings? Are you an insanely creative thinker? Do you just want your math teacher to get to the point and let you know what Benchmark Project #1 is all about? Ok, ok…I’ll get to the point but brace yourself because this is going to be a fun challenge.

In unit one we studied ratios and proportions as well as the relationship between life-sized objects and scaled down models of these objects. Yes, the concepts of scales and scale factors are at the heart of your first benchmark assignment.

The first benchmark in Ms. Thompson’s Algebra class challenged us to create the blueprints our “dream house” in groups of four.  How does this relate to mathematics, you might ask?  Well, it’s quite simple- we’re designing the blueprints for it, so we must measure out and scale down the objects we would have in the house.  We each had to have a minimum of five unique objects in our rooms of the house (meaning that there can only be one in that house), coming out to 20 total.  The project was very fun and educational at the same time.

Nia Berry                                                                                                November10, 2008

Orange Stream-Y band

The FibonacciPattern

I am Kyla Carden and I am doing this project for my Algebra 1 class. My whole class split up into groups and researched different sequence. My group was made up of Jasmine, Will F., Jason, and myself. Our group was assigned the Sierpinski Triangle. Waclaw Sierpinski founded the Sierpinski Triangle. The Sierpinski Triangle is a geometric pattern that is formed by connecting the middle points of the sides of the triangle. When you do this you create 4 triangles. You subtract the middle triangle at the bottom from the sequence and so on, and so on. This sequence contains an infinite amount of triangles. Although this applies to geometry it has an arithmetic formula, which is (n) = 3^(n-1).

 Our assignment in algebra 1 was to research a different sequence with a group of three or four people and report to each other on information we get.  I was assigned binary sequences.  I worked with Alaya White, Brianna Stroman, and Tariq Smith.  I have now learned a lot about binary sequences and why they are.

This is how binary sequences can express any number.

(http://math.editme.com/Binary)

In a Triangular sequence it follows a rule/formula of n(n+1)/2.It is used for probability problems,but it can be used for puzzles as well and also in Algebra .It's name is Pascal's Triangle looking like a triangle with many numbers within it.It's purpose in the field of Algebra is, Pascal's Triangle is used for raising the power of a polynomial x+1.

Recently, our algebra class was required to research different sequences as part of several "mini-projects."  Students were divided into groups, and each was assigned a different sequence to research, and in the end posting our discoveries on Drupal.  The group I was in was assigned triangular and rectangular sequences.  I was then appointed to the research of triangular sequences, so naturally I specialize in them.

The Fibonacci sequence is an arithmetic sequence. It uses addition to find the next term number. The way a Fibonacci sequence works is that t1 will always be zero and t2 will always be one. It normally looks like: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987, 1597, 2584, 4181, 6765 . . .

... which is all of us here at SLA right?

Are you interested in showing off your mathematical talents? Are you a competitive individual who finds it intriguing to challenge your mind against the minds of other students nationwide? Can you just not get enough math in your life? Do you need more practice?

If you answered yes to any of the above questions, or simply if you live and breathe each day, you should become a member of Math Club, an organization of students here at SLA who will hone their skills and participate in taking a small handful of nationwide Math League challenge tests this year.