Today was a big day as we began our Right Triangle Unit by covering a lot of bases!

1) If you have not taken the test, tomorrow is the day! E-mail me and let me know when you are taking it if you did not tell me today. Thanks!

2)1st and 2nd saw their test results. 3rd will get next time. 0B and 6 should see Friday.

In some classes I announced the ACTM Contest. Will give out entry forms next time. And catch up all classes on this.

Our learning time consisted of a warm-up to discover the Converse of the Pythagorean Theorem: If three sides of a triangle work in the P.T., then it is a right triangle.

Also, we can use these results to determine if the non-right triangle is acute or obtuse. See notes attached.

We also learned about the concept of Pythagorean Triples as we were learning about converse. See p 468 in textbook and attached notes.

We developed, understood, and copied a proof of the Pythagorean Theorem into our notes. It is based on similarity. There are actually hundreds of proofs. This will be on problem on our first quiz of the unit on Friday-Mon, Feb 2,5.

We then practiced simplifying radicals. If we round to get answers in P.T. work, our answer is now an estimate. Hence, math people tend to leave in radical form because it is accurate. We worked on basics of simplifying radicals (a bit like reducing fractions). There is homework over this and some explanation on p 473 in textbook. No notes attached. Just lots of practice.

HW #7: p 474:1-14. Simplify radicals and show work.

p 470-1:1-7,9-11,13. On 1-6 state if the triangle is acute, obtuse, or right. Show work. If you see a triple, you can write "this is a 3,4,5 triple (or whichever it is)" and you can write the answer without showing algebra.

1) If you have not taken the test, tomorrow is the day! E-mail me and let me know when you are taking it if you did not tell me today. Thanks!

2)1st and 2nd saw their test results. 3rd will get next time. 0B and 6 should see Friday.

In some classes I announced the ACTM Contest. Will give out entry forms next time. And catch up all classes on this.

Our learning time consisted of a warm-up to discover the Converse of the Pythagorean Theorem: If three sides of a triangle work in the P.T., then it is a right triangle.

Also, we can use these results to determine if the non-right triangle is acute or obtuse. See notes attached.

We also learned about the concept of Pythagorean Triples as we were learning about converse. See p 468 in textbook and attached notes.

We developed, understood, and copied a proof of the Pythagorean Theorem into our notes. It is based on similarity. There are actually hundreds of proofs. This will be on problem on our first quiz of the unit on Friday-Mon, Feb 2,5.

We then practiced simplifying radicals. If we round to get answers in P.T. work, our answer is now an estimate. Hence, math people tend to leave in radical form because it is accurate. We worked on basics of simplifying radicals (a bit like reducing fractions). There is homework over this and some explanation on p 473 in textbook. No notes attached. Just lots of practice.

HW #7: p 474:1-14. Simplify radicals and show work.

p 470-1:1-7,9-11,13. On 1-6 state if the triangle is acute, obtuse, or right. Show work. If you see a triple, you can write "this is a 3,4,5 triple (or whichever it is)" and you can write the answer without showing algebra.

pre-ap_geometry_2018_right_triangle_9.1_notes.pdf |