Mr. Crookston - Algebra and Geometry - firstname.lastname@example.org
Introduction: This is my 17th year of teaching and my 13th year of teaching Algebra. I graduated in Electrical Engineering from Brigham Young University and I received my Masters of Business Administration from Oklahoma State University. I spent 20 years as a Semiconductor Sales Engineer before making Education my second career.
My wife is retired from the Allen City Library. I have a daughter that finished her PhD in Electrical Engineering at the University of Michigan and is a professor at University of Utah. I have a son that is graduated from Law School at Southern Methodist University and is the debate coach at Prosper High School. My youngest daughter graduated from Environmental Design at Texas A&M.
I have 7 grandsons.
Binder or 3 prong folder with pockets (preferred)
2 boxes of tissue for Advisory
*Algebra - Graphing Calculator (recommended but not required)
Can be: Texas Instrument: TI83/84/84+/84+ color
Desmos is a free phone APP or on the website www.desmos.com.
I will be teaching Algebra and Geometry this year. Please refer to the appropriate subtopic for information.
In Algebra I, students will build on the knowledge and skills for mathematics in Grades 6-8, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations.
In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand. In the logical arguments and constructions strand, students are expected to create formal constructions using a straight edge and compass. Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist. In proof and congruence, students will use deductive reasoning to justify, prove and apply theorems about geometric figures. Throughout the standards, the term "prove" means a formal proof to be shown in a paragraph, a flow chart, or two-column formats. Proportionality is the unifying component of the similarity, proof, and trigonometry strand. Students will use their proportional reasoning skills to prove and apply theorems and solve problems in this strand. The two- and three-dimensional figure strand focuses on the application of formulas in multi-step situations since students have developed background knowledge in two- and three-dimensional figures. Using patterns to identify geometric properties, students will apply theorems about circles to determine relationships between special segments and angles in circles. Due to the emphasis of probability and statistics in the college and career readiness standards, standards dealing with probability have been added to the geometry curriculum to ensure students have proper exposure to these topics before pursuing their post-secondary education.