Opened with warm up dealing with volume and units (how many cubic inches are in a cubic foot--see here for more). Assigned calculators and passed out textbooks. Talked about what geometry means and the history of the idea from Ancient Egypt down through Euclid and his Elements. Looked at a practical example dealing with packing a car with Girl Scout Cookies, an example we will finish next class meeting.
Notes from board
Homework
Finish reading "A Mathematician's Lament" excerpt LINK
Have parents fill out survey if needed: link
Bring $5 math fee if needed
Resources
Warm up dealing with cubic inches and cubic foot, explained LINK
Warm up was to write a response to the "A Mathematician's Lament" reading excerpt, describing which part(s) of the essay stood out to you and why. Then finished the cookie boxes in the car task, finding out if our answer is right. Passed out standards/learning targets for the first quarter. Linked below. Moved to new assigned seats, followed by taking a few notes on the 1-2-3 of geometry (points, lines, planes) and then practicing with naming figures (see here for some similar material). We used the clicker eggs to see if we could identify correct symbolic names of lines, segments, rays, planes, and angles. Learned more detail about the naming rules for angles. Finally closed with the equilateral triangle construction (see here for a demonstration).
Notes from board
Learning Targets/Standards List for Q1
Homework
P. 11 #1-4, 7, 9 [CO-A1a]
Resources
Chart on p 4 in textbook helps the most with the homework!
naming lines, points, rays, and angles from figures: link
Warm up dealt with collinear points and noncollinear points and their definition. (1B and 3B then reviewed angle naming methods.) Went over homework, answering questions, and then thought about why we as humans use the number 360 to describe a circle/full rotation. Saw that lines represent 180° of rotation and saw its application in filmmaking. Used whiteboards to draw and label the 4 types of angles and then learned the terms that describe different angle pairs (see the notes below). Drew examples of these using the whiteboards. Closed out by looking at circles in art and the Apollonian gasket fractal and finally learning the various vocabulary involved in talking about circles.
Notes from board
Homework
p. 12 #11-18 (CO-A1b and CO-A1c)
Test on Monday! Look over Tues/Wed hw assignment along with tonight's, Lesson 1 in the book, and your notes
Resources
identify complementary and supplementary angles (just like #11) link
parts of circles (first part of video, second part is some advanced terminology) (helps with 12-15) link
first part of this video goes over all the different kinds of angle pairs: link