Ernest Seaholm High School - Piper Yearbook (Birmingham, MI)

Page 98 text:

Often in geometry class, students like Tom Shuster put their proofs on the blockbo in order that other members of the class may correct their own work. Robin Nichols discovers that he must pay strict attention to the problem on the board in order to understand it. fy J? we iss ln Algebra ll, George Lefevre intently listens to Mrs. Perley l as he watches her put ci problem on the board. ,5 5 ' : .N sl 'in

Page 97 text:

att Klinger, Bill Daniels and Bob Metzler assist Bob Funkey will illustrate for themselves and the class the relationship cl Steve Nesbitt in setting up a physics experiment which between force, mass, and acceleration. ly , .4 V116 Deborah Cerrone ' 'ii ' f Julie Chamberlain We Q4 Y, f Roy Chamberlin Cynthia Cheney JI fi Jean Chin ,ii 9' 53.- 71 y 5 John Chonka ,.. , lp' Q. . l sf:-fr , K

Page 99 text:

tie l i K QQ? life'- 5 . se. B, e g Q Q Tie - ft E Ei E t I i l s 5 t- 5 YW -3 x ic as 5- its Q. :E Lixfi 31 si is ati .. i?L. S 2 i i ' r 15323, at i me 1... , f, is Lag ii , T. . fl ...fs .1 Donna Christman 2 - . ,f,:,5: V it' Mathematics teaches why as well as how Beverly - Chute Although mathematics at Seaholm is elec- vision to the solution of equations. Students tive, there is a large number of students who also learn the techniques used for solving A decide upon at least one course. Maintain- verbal problems. A T A ing-high standards of excellence, the mathe- Geometry is the study of two and three matics department constantly attempts to dimensional figures. ln the course students improve its curriculum so that it may better prove statements about the figures. The 1' . serve these students. Now, the students must maior importance of this course is that it s i learn the why as well as the how of helps teach the students to logically and or- mathematical operations. derly reason things out. Dexter New this year is the flexible geometry , ln Algebra ll the students make a more Clark similar in concept to flexible scheduling in intensive study of the fundamental opera- ii ,lill V English and history. ln this pilot proiect, fifth tions and principles already learned in their ' if hour classes are combined into one large previous mathematics courses. Some of the group for lectures during part of the week. things that they make a deeper study of in- A Then they split into smaller groups, formed clude solving linear equations, simplifying N according to ability, to receive specialized fractions and using exponents and radicals. help and instruction according to their needs. They also explore the new fields of infinite - if ln Algebra I, which is a prerequisite for series, progressions, systems of equations . .r... all other mathematics courses, emphasis is other than linear, quadratic functions and placed on relating the basic operations of logarithms. Dglztid ua.. ' -Qz5iV.4',i es sei? .X ,.... -2 s- me addition, subtraction, multiplication, and di- Students react differently to mathematics as evidenced below. Jonel Lennox puzzles over a problem which seems perfectly clear to Pat Dawson, while Debbie Linton studies her paper and John Calver listens. :E - ts Ju ie Clark l Heather Clifton