Mishawaka High School - Miskodeed Yearbook (Mishawaka, IN)

Page 30 text:

MODERN MATH. Showing the numbers that X represents when x is equal to 2, greater than 2, or less than -2, freshman Steve Woods explains this disjunction. Freshmen Understand Modern Algebra! TWO-HEADED REASONING. Applied math students Betty Houghton and Sharon Van- DeWalle solve a logic problem. And I thought 2 ■ 2—4! exclaimed modern algebra students. With the modular 3 system they proved that 2 + 2=1. By moving clockwise around a circle numbered 0, 1, and 2 with O at the top, they started at zero, moved forward 2 numbers and then 2 more, and arrived at the answer 1. Although modern algebra students spent less time working problems, they understood math rules more thoroughly and had fun with numbers. To prepare herself for teaching modern math, a course new to MHS this year, Miss Mildred Harden went to a workshop at Indiana University in the summer of 1964. Since many did not have a modern math background in junior high, they took the traditional algebra course. They learned to represent numbers with letters of the alphabet and used linear equations to solve verbal problems. Second year students solved quadratic and radical equations and performed simple math oper- ations by using logarithms. They also worked with arithmetic and geometric progressions and the binomial theorem. Sophomores took geometry. They studied 102 theorems and many postulates, axioms, and corollaries. Besides working prob- lems with the Pythagorean Theorem and proportions, students practiced dividing lines into a given number of equal parts and constructed triangles when three sides were known. Those junior and senior girls who did not take geometry took aoplied math to learn the fundamental concepts of modern math. Concerned with facts and not numbers, they tried to solve logic problems with deductive reasoning. With three years ' previous training, seniors took trigonometry, a course in the measurement of triangles. Later they took senior math which involves analytic geometry and calculus. Boys interested in vocational trades took trade math. They used all types of mathematics to solve problems of the kind encountered in Mishawaka ' s industrial and business concerns. 26

Page 29 text:

Iambic Pentameter Puzzles Poetry Pupils In the new reading lab, students took a six weeks ' develop- mental course. After watching films which show only a few words of a story at a time and after reading essays, students took com- prehension tests to see how much they had retained. To increase speed, each pupil also read novels and nonfiction books at a rate set by his pacer. In English courses students read a variety of books from science fiction to Creek epics. Instead of making their own selections, Mrs. Lois Claus ' English III classes reported on The Martian Chronicles by Ray Bradbury. Juniors in Miss Rebecca Kabel ' s classes wrote reviews of Shakespeare ' s plays on the back of wall- paper and drew a line to show the rising action and climax of the plot. Freshmen studied literature of all types. Besides reading the works of others, students worked on their own compositions. While sophomores investigated subjects ranging from The History of Domesticated Cats to Houdini for their 1500-word source themes, seniors wrote term papers two to three times as long. Journalists wrote news stories, features, and edi- torials. Acquiring other skills in communication, speech students pre- pared talks by using cloop, a guide word composed of the first letters of choose, limit, organize, outline, and present. The debate team concluded in a practice discussion that delinquents ' names should be published to discourage crime. IHfllF MM NEW READING LAB. Before recording her improvement in comprehension and speed, Linda Dinkledine grades one of her reading tests. To increase their reading skills, students use the pacers each day in the new developmental reading lab. In six weeks the average gain in reading speed is 138 words per minute. LIBRARY TOUR. Learning to use the card catalogue, freshmen Connie Quier, Cheri Pullin and Tom Millemon find that books are classified by author, title, and subject. 25

Page 31 text:

New This Year: Third Year French To learn a language better, 14 students signed up for third- year Latin and 13 for the new third-year course in French. In- terested in French things like the Eiffel Tower and the philoso- phy of Charles De Gaulle, these French students wrote two ten- page source themes while beginners studied grammar. Latin stu- dents compiled vocabulary notebooks and read about Roman customs. Besides translating stories from Cicero and learning the Creek alphabet, Latin V pupils went with Miss Mary Hess to see Euripides ' Trojan Women, a play presented by Saint Mary ' s College. To enlarge their German vocabulary, students gave speeches, recited poems, and asked each other questions like What is your name? Student teacher Dr. Eladio Martely, formerly a lawyer in Cuba, helped Spanish linguists to get the feel of the language and to learn about the culture of Cuba. FRENCH V. An English source theme is tough, thinks Dick Pawlowski, but one in French . . . juste ciel! PUSH-BUTTON CLASS. By manipulating knobs and switches, German Teacher Daniel Landis can listen to any pupil doing pronunciation drills in the language lab. 27