Covington High School - Puffs and Patches Yearbook (Covington, VA)

Page 28 text:

Math Encourages Abstract Reasoning And Miss Maude E. Maha- ney, B.A., Westhampton College, University of Pennsylvania, Columbia University; Head of De- partment; Plane and Solid Geometry, Ad- vanced Mathematics; Cafeteria Manager. Mrs. Louise V. Curfman, B.S., Longwood College, University of Florida; Algebra 11, General Sci- ence; Future Teachers of America. “ANY QUESTIONS?” . . . When Richard Bow- yer has a problem with a math problem, he seeks the expert advice of Mrs. Friel. Mrs. Edna A. Friel, B.A. Bridgewater College, University of Virginia; Math III. MATHEMATICAL MIX- UPS . . . Confusing though they may be, fractions must be mastered. Mrs. Ives carefully explains the basic equivalents of Vz to a class of eighth graders.

Page 27 text:

Present Civilizations The Covington High School social studies depart- ment stresses the value of learning about the past as well as of studying contemporary issues and situations. Classes in United States history and government are required of every student, and those who plan to attend college must take world history as well. What has happened in the past has direct influence on what is happening today. At Covington High the people realize that what hap- pens in our nation and in the world affects the school and, in a sense, helps make CHS. “NOW, PEOPLE” . . . Although Mrs. Parker’s senior gov- ernment classes are usually serious, there are time that everyone just has to laugh. STUDENTS’ NEMESIS . . . Though homework is the bane of a student’s existence, Mr. Linkenhoker manfully assigns it anyway. 23

Page 29 text:

Concrete Application Mrs. Edith W. Noel, B.A., Mary Washington College; Algebra I, Com- mercial Math. SPACE GEOMETRY . . . No, Miss Mahaney isn’t play- ing catch. She is lecturing on spheres and hemispheres. Mrs. Margaret F. Ives, B.A., Lynchburg Col- lege, R. P. L; Math I A. STEP BY S TEP . . . Mrs. Noel takes time to explain a new concept thoroughly to be certain that her students understand completely. For graduation, students must earn at least three credits in mathematics. The required courses (Math I, or I A and II A) include a study of the history of our present number system and how it evolved from the ancient ones. Bases other than 10 are intro- duced, and eighth graders discover that it is from the Babylonians, who used the base of 60, that we get the number of minutes in an hour and the de- grees in a circle. The new concepts introduced in eighth or ninth grade prepare the college-bound student for algebra. Modern algebra clarifies and broadens old ideas in math ; however, it also intro- duces new concepts which encourage reasoning and discovery. With his ability to appreciate the ab- stract in math acquired in Algebra I and II, the student next moves toward plane and solid geome- try and finally to advanced algebra and trigonome- try. General students concentrate on the concrete rather than the abstract, and aftef the first two years of general study, they may choose either commercial or senior math. The strength of the math department helps make CHS the first-rate school it is. 25