Mathematics

ELEMENTARY
   Elementary students have come back from a much deserved break and are getting back into our math classes. Lower Elementary is continuing to learn with their Dimensions Math books as well as practicing counting numbers up to 100. They have now begun to focus on skip counting! Middle Elementary has also been working hard on their Dimensions Math books, plus studying cardinal, ordinal, even, and odd numbers. Upper Elementary has been working on math with brain teasers and studying square numbers.  [2025 is a square year because it can be calculated by multiplying 45 by itself. Fun fact: the last time this occurred (44x44) was in 1936!] They have also been working hard in their Dimensions Math books and continuing to progress through their workbooks.
– Adria Olson, Lower Elementary Lead Teacher

​MIDDLE SCHOOL
   Middle School students continue to grow mathematically, as they tackle problems specifically suited to their individual interests and identified areas for improvement.
   Over the past several weeks, students have focused on answering word problems to the best of their ability by identifying key pieces of information, then determining what equation to write based on key words in the question. Through word problem practice, students are challenged both with reading comprehension and to connect mathematical concepts to real-life scenarios.
   Another skill many students have focused on is making mathematical comparisons. For some students, this looks like solving a series of equations, then determining which final solution is greater than the other. For other students, this looks like comparing the values of fractions (with both like- and unlike-denominators) or comparing positive and negative values.
   Middle School students in the Pre-Algebra course have learned how to compare positive and negative values (integers). They are continuing to work through their Math-U-See workbooks and are currently completing the seventh lesson, which focuses on solving problems with negative numbers raised to various exponents. In prior lessons, they learned how to add, subtract, divide, and multiply integers.
   Across the board, students continue to work hard in math, whether that be on Mathletics, in a Dimensions book, or a Math-U-See book, and I look forward to all their growth in the year ahead!
– Avery Linthwaite, Middle School & HS Consumer Mathematics

HIGH SCHOOL
   The students in Consumer Math have been working diligently daily to learn as much as they can about Measurement and how those concepts pertain to the Foundations of Geometry. In the first chapter, we focused on length, then they progressed through the chapter on weight. They have nearly finished the chapter on capacity. Throughout all three chapters, students have been expected to participate in group problem solving. They completed hands-on activities, such as measuring aspects of the playground structure with meter sticks and comparing the mass of school objects on a scale. Additionally, the students answered countless word problems successfully by drawing representative visuals and carefully considering the units of measurement at play. They continue to strengthen their understanding of capacity going into the New Year!​
– Avery Linthwaite, Middle School & HS Consumer Mathematics

Happy New Year, Bulldogs!  In 1st period Geometry, students finished up a unit on angles and are now extending that knowledge to shapes. For example, we began exploring patterns in how the sum of an interior angle changes based on the number of sides to a polygon. For example, a triangle has 180 total degrees amongst its three angles. We are deriving how many degrees the interior angles add up to in shapes such as trapezoids using our knowledge of parallel lines with a transversal, which was studied in unit seven.  
   In Algebra 2, students are entering their final week of study on Polynomials. We've learned how to do all four operations with polynomials, often with multiple methods. For applied problems, students find and interpret key features such as the zeroes of the function as well as the max/min or an appropriate range/domain. Next we will look at radical functions, which are radical because they are awesome but also because they include roots like square roots.
   In Statistics, students finished single variable statistics with a self-led project in which they chose to study NBA statistics of points, rebounds, and assists. We looked at various positions and used four different graphs to show or summarize our findings. Eventually, students designed a new version of one type of graph to make a more sensible and engaging graphic of "All-Time Leading Scorers." We also reviewed other academic studies of the NBA to see how professionals and academics choose to summarize data, analyzing why they chose that graphic over other options.
   In 5th period Geometry, students have started formal proof-writing, with a focus on proving how triangles are congruent, if possible. We did a hands-on, as well as digital exploration, of what criteria lead only to congruent triangles and when more than one triangle is possible. For example, if you have a triangle with three known side lengths, it is impossible to create a different triangle, whereas knowing all three angles can lead to many different triangles.  
   In Pre-Algebra, students finished their first seven mini-units and recently took their first exam, extending their world of math from positive numbers to integers (positive and negative whole numbers). We explored cases such as dividing integers, raising negative numbers to a positive exponent, and even obscure cases such as raising negative fractions to negative exponents.  Next up, we will use our more robust number system to include variables and why and how to solve for unknowns.
– Daniel Geller, High School Mathematics