Memorial High School - Reata Yearbook (Houston, TX)

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ii'ik'SkWKaeKi? ax if 'Y 2 t YW lit Z . t 523 X ARM rv ,Gt tt Jxwms 5 I Sv 5? 2232 gt gg Q Q lg it PM it 5 170- SPEED READING A scanning machine is used in the Speed Reading room to s ' 4 ,gid the Student learning pfogessg Shelves of novels include Where the Lilies Bloom and other student lust one of many aids used in Speed Reading to help students gain better study habits. 3545 3523552 l - ,.n-JO Foreign exfhange student Maria Sanchez listens intensely. Left: Speed Reading teacherfvlrs, ludith Bowers laughs it up during a Class break, WEfiSKBE65H1555HEIMQifE5S255E3Si3?E555t3EFESEQQ28EEi?IEEEES2!3W??E1?W?5E?53W2i5iE?PfG5HEi8FlSiS JG? UP Sir. E0 iA3tgrw1t X352 I gvgy tgmgwm :il ' 'QL Vi. ix P2 :Sm , Wulf Mad provides Comif relief from more serious

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Solving for x 172 - MATH Red, white and blue str A2 + B2 : C2, otherwise known as the Pythagoreom Theorem, became increasingly familiar to students as they progressed through Geometry. Algebra I and ll students concentrated on solving problems algebraically. Algebra I students spent the majority of the year discovering what x and y were and then learning to solve for them. Teachers took their stand in front of a blackboard or beside an overhead projector at the beginning of the year and refused to relinquish the stand until the year ended. Students faithfully took notes and copied problems to help them through the night before the test. Some whizzed through Algebra I and eagerly awaited the trials of Geometry. Others plodded along and dreaded the coming year. Geometry students memorized theorems and worked out proofs. Teachers insisted that it would not get any easier. A few found them absolutely correct. The high point of the Geometry students' year finally arrived. The one and only required math project was to make a creative string design without a kit. Artists were born. Those who had never taken art found themselves stringing up creative and totally unique designs or borrowing big brother's left over from two years ago. Algebra ll, a continuation of Algebra I, was more or less a review of the past math years. Every now and then a new idea or problem came up and the Algebra II students set out to solve it. Teachers could be heard to say, You should remember this from Algebra I. More often than not, the piles of mathematical trivia stored in the corners of their minds had been forgotten. ing designs adorned the Geometry classes. Figuring in her mind, junior Marie Brown works on her Algebra ll Sophomore Tommy DeLong shows his sixth place string design to his class. 52? as 35 Unaware of the boisterous class, Senior Kevin Lancaster ponders a solution to a lem. 53??S3iEiiiiiifsifiiEtfaiiitiiwftlQSEKSQQES252535552iiiSEEisis?I55539552353iF3i'!ff'i?W?5?E?5Si?ISiQEf5it'ZiifEE.fsiii?WSE?S52EEESFQEQLWAEBKEEEEMEESSQTQIEQRWNQQENH it