## Friday, November 30, 2012

### Final Video of Quadratics Unit

Hey Algebra II (5), Our last video in this unit is upon us.

My Best, Mr. Morrissey

## Thursday, November 29, 2012

### SAT Word of the Day Mistake

Thanks to Mr. Turner for Tweeting out this story about a mistake on the College Board SAT Problem of the Day! Can you do this in your head?  What did you get?  Tell me in class or Tweet @pmm888.

Mr. Morrissey

### Quadratics Unit Algebra II Levels 4 and 5

Quadratics in Level 4 is going strong and coming to a close in Level 5. Students are working on making videos using Educreations and the rigor that the students are exposed to is quite high.

If you were to look at your daughter's Moodle page on the iPad you'd see our notes, our Problem Sets and our Checks for Understanding, among other things.   Check it out!

Mr. Morrissey

### Math Team Caliber Problem

Let's tackle this one part by part....

Mr. Morrissey

### Deep Breaths

November 29, 2012

Today we tried something new. For the first 2-3 minutes of class we listened to soothing music of waves crashing while we quietly took deep cleansing relaxation breaths. Many students, especially those earlier in the day with 2-3 assessments ahead of them expressed their approval for the exercise. We went into the Check for Understanding and class began calmly and peaceful. Be Well,

Mr. Morrissey

## Monday, November 26, 2012

### Discriminant

November 26, 2012

In my fourth year of teaching quadratics, I've found that the discriminant has been one of the toughest concepts to master for students in all levels of Algebra II.

The graph below has two imaginary [complex] roots that are distinct.  The discriminant would be negative.  Distinct root means the roots are different.

The graph below has one distinct root at x=1.   This root is a real root and also a complex root.  1 is a complex number because it can be written as 1+0i.  The discriminant would be zero.

Finally, the scenario that is most familiar to students from past work is this quadratic with two real solutions of 4 and -2.  To be sure, these roots are also complex numbers since they are -2+0i and 4+0i.  The discriminant would be positive.

To be sure, the discriminant is b^2-4ac.  The part under the radical in the quadratic formula.

My Best,

Mr. Morrissey

## Saturday, November 24, 2012

### Algebra II (4) Assessment Reflection #4

November 24, 2012

Students and Parents,

On our Quadratics Quiz on graphing using standard, vertex, and intercept form we had an average of 85% and a median of 91% for our two classes. These results are based on 38 students.

Below is my Google Doc with the questions and results.  The "raw" scores represent whether or not a student got the question completely right as in the MCAS and SAT that don't award partial credit.  The "Partial Credit" column is the class average when partial credit for correct work is taken into account.

Let's look at some common errors as we all make mistakes and strive to learn from them.

Below, the student made an error with the "-1" at the tail end of the equation.

 The y-intercept of this quadratic is (0,-2)

Below, the "3" was distributed to the (x-2) term and to the (x+5) term.  The 3 should only be distributed to either the (x-2) OR the (x+5) term.

Below, It looks like the student was finding the y-intercept by making x equal to zero.  In the last step the multiplication becomes addition by removing the parenthesis.  Also, notice that (2,0) is NOT the y-intercept.  A y-intercept is in the form (0, y-intercept).

My Best,

Mr. Morrissey

## Wednesday, November 21, 2012

### Algebra II (5) Assessment Reflection #4 (Quadratics)

November 21, 2012

Here is the data from the Quadratics Quiz through Completing the Square.  In class we will review the mistakes made on #10 which most people lost 1 point on.  #13 was meant to be tough and 43% correct would bear this out.  Both the Quadratic Formula and Completing the Square work to solve for A<0.  Guess and check is not a valid method.

I was a bit surprised about the results of #15.  Many did not simplify the quadratic formula completely   Square root of 88 can be simplified.

85% average, 87% median.

My Best,

Patrick Morrissey

## Wednesday, November 14, 2012

### PARCC Math Problem

Here is a math problem from the Partnership for Assessment of Readiness for College and Careers.

Do you notice the structure of the equation?

Mr. Morrissey

p.s. first student in each class with answer get a prize!!!

### Algebra II (5) Assessment Data #3 (Quadratics)

November 14, 2012

I shared this data on our quadratics quiz with students in class. Here are the results.

The biggest mistake was on # 12 and #16.  Remember in factored form you must set each term equal to zero and solve.

The roots of y=(x-3)(x+2) are 3 and -2.

The roots of y=(2x-1)(x+2) are 1/2 and -2.

In both cases each factor is set equal to zero as in (2x-1)=0 and x+2=0.

Average was an 89% and median was a 91%.

My Best,

Mr. Morrissey

## Wednesday, November 7, 2012

### Algebra II (4) Assessment Reflection #3

November 7, 2012

We ended the quarter, on the whole, very strong.  On the Linear Systems Test the average in my two classes was a 91% with a 94% median.  There were 12 perfect scores.  The test was aligned to the new Common Core State Standards for math,   See the data table below and my comments in the last column.

The major conceptual take away that I don't think has sunk in for every student is that with linear systems the point of intersection can be shown graphically and the same point can be found algebraically using substitution or elimination.  When some students graphed correctly, but didn't find the same intersecting poing using, say, elimination  I was left thinking they didn't see the connection.

The FSK in the Assessment Data below means "Fundamental Skills Check" and it represents questions that we keep re-testing after reviewing and reteaching with kids.

Our Next Unit is Quadratics.  Standby for an post/email of the unit outline.

Finally, here are two great exemplars of students work.  First we have #5 which 57% of students got completely correct (raw score) and 83% correct when partial credit is added.

Below is a great example of the student making a visual to remind her to distribue the invisible negative 1 TWICE.  Do you see what I am talking about?

 Don't forget about our friend "invisible -1"
My Best,

Patrick Morrissey

### Subsitute Plans Mr. Morrissey (11/7)

Wednesday, November 7

Dear Students,

As many of you saw yesterday, my voice was deteriorating during the day.  I am home sick today.

There is no homework tonight as it is Bedford Unplugged night.

Pre-Calculus (4) A Block
The substitute will give you a graphing matching exercise to work on in class. State the domain, range and zeros of each graph.  You may also share the textbooks in the back of the room to finish OTL #4 and/or begin OTL #5.

Algebra II (5) AB Block
Do Problem Set "Complex Numbers I" and "Complex Numbers II."  The two (2) corrections to the answer Key of "Complex Numbers I" are written in blue on the front board.

Algebra II (4)  C Block and E Block
On Moodle there is a section called "Mr. Morrissey is Absent."   Do the Problem Set called "Linear Equations MML."

See you next time.

My Best,

Mr. Morrissey

## Monday, November 5, 2012

### When I chaperone prom...

It'd be great to see some these moves!

-Mr. Morrissey

p.s. Came across this posted in the Math/Science Office.

## Sunday, November 4, 2012

### Algebra II (4) Parent Email

November 4, 2012

Dear Algebra II (4) Parents,

Tomorrow will be our last assessment of quarter one.  A test on linear systems.  If I could summarize in a sentence it's problems that include graphing and solving a set of two lines that are either intersecting in 1 point, intersecting in no points (i.e. parallel) or the same line that intersects in an infinite number of points.  Below is taken from our class notes to illustrate.

I have reviewed with students (and emailed to you) the data from our last assessment, and students know that there will be what we've begun to call a "fundamental skills check" to make sure topics that were underperforming, and then revisited, have been mastered.

Our last assessment data email can be found by clicking here

I was so appreciative of one parent who wrote back saying she reviewed the last assessment with her son, and he was still unclear about how to graph piecewise functions.  I started the next class reviewing a few problems due to this feedback.

I am hopeful we'll end the quarter strong.

My Best,

Patrick Morrissey

### What is a Function?

A student from Algebra II (4) has asked me this question using the Feedback.

Notes on Functions from our Moodle page is a place to start.

In terms of the test tomorrow, graphing piece-wise functions is the reference to "functions."

Take a look at the notes linked above.  It will be important to know that f(x)=x-1 is the same as y=x-1.

Mr. Morrissey

### Email to Algebra II (5) Parents

November 4, 2012

Parents,

Tomorrow your son/daughter has a quiz on Quadratics. It will be our last assessment of term 1.

The topics will include graphing quadratics, factoring, and square roots.  They should also be comfortable with the lowest performing skills on past assessments as I share the data with them and you on EVERY assessment.

We began our group work on Quadratics this past week and students will be making videos using a program called Educreations using problems from an excellent math database called Art of Problem Solving.   I am hopeful this work will be an exemplar for the entire school!

I think this quiz will end the quarter on a positive note.  On the whole, the students have worked so hard, especially with the iPads.

My Best,

Patrick Morrissey

p.s. Below is a sample problem from Art of Problem Solving