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Page 26 text:
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i Math students gain knowledge Mrs, Bohan glances amusingly over Cathey Daniels’ pretest. ea Mrs. Abercrombie, Dept. Head, patiently watches as Lesa Pegram reworks a math problem. A tk a Grading test papers keeps Mr. Mulkey busy. Mr. Beard explains the advantages of the new math system. 22 Math
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Page 25 text:
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An asset to learning When a student was faced with the difficult task, such as the writ- ing of a research paper, the first place he turned was to the library. With its shelves of books and the librarians’ assistance, the student could handle almost anything. The atmosphere in the library was si- lent, but not oppressive, and thus enabled the student to concentrate on his work. Teachers, as well as students, viewed the library as a valuable source of information through its resources such as filmstrips, over- head projectors, books, magazines, pamphlets, tapes, and records. Sandra Conley waits patiently for a librar- Jan. ae ne i L A p oe ‘ 5 ait ba seu Paul Balch finds the newspapers a valuable source of information. og Mrs. Norville concentrates on paper work necessary to keep the library running smoothly. Library 21
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Page 27 text:
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Eo eer through individualized work The newest and most important word in the Math Department this year was change. Students partic- ipated in a pilot program under the State Department of Public Instruction. For the math teachers, the school year did not start its customary three days before stu- dents began, but months before, in the planning of this program. The stress of this program was on individualization. Each student worked at his own speed, and took the tests at his own speed. Three varieties of each course were of- fered: an honors, college prep, and minimum course in each class. The new individualized study did not apply to General Math or Consum- er Math. Mrs. Hutchins prepares her work for her Algebra III student, Angela Barnette, works hard to complete the required amount of work. next class. 23
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