Western Guilford High School - Amici Yearbook (Greensboro, NC)

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lt f - . . ...naming --...Q- Lindley Mrs. Hopper advises students to use the Pythagorean Theorem for problem 52.11 I' N., V Lindley Homework is a major part of math as evidenced by Mary Appenzeller preparing the next day's assignment. 4? dent study. 5 .aj Carolyn johnson and her Geometry class ponder over this week's test. A is ,aft '- Marshall Let's do some work in advanced calculus today. Eve Rallings, Tim Atkins, and Steve Bell work in indepen- ,,,g ullif gf' N3 Mrs. Lail instructs julie Troxler to move her Geometry Students chat at the beginning of fifth period Algebra. project a little higher. Morris M A T H MATH 55

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Logarithms and Proofs For all students,mathematics was essential whether the stu- dent was going to further his education or just drop out of school. Students took math for such reasons as needing a good mathematical back- ground or simply enjoying the sub'ect. The math courses of West- ern were all varied, about as varied as the teachers and students themselves. They all, however, contained the many hours of working problems. These long hours were neces- sary since math rovides the basis for many other subjects. The General Math and Pre- Algebra courses consisted mainly of working problems Such as H'l.9742'l'7.3269: 9.3011 and 3x27:8'I. They also rovided the basic groundilvork for the other math courses. Mr. Hollifield and Miss Smith tried their hand at teaching these sub- jects this year. Algebra l was the students' first chance to work and rea- son with mathematical eqlua- tions. Algebra ll was simp y a tougher version of so ving m2-l- 2mn -l- n2 2 lm-l-nl2 type problems which the stu- ents met in Algebra I. Mrs. Hop er and Mrs. Solomon taught these courses for the third consecutive year. Students became aware of a new phase of math in Geom- etry. These students, for the first time, had an in-depth study of geometrical figures and proving equations. Mrs. Mrs. Solomon, Mrs. Hopper, and Mrs. projects. Lindley You see? Mr. Parker questions in explaining a math problem. 54 MATH ,-....-- K Lail pause for picture while grading : A Study in Terror Hopper and Mrs. Lail took on the task of teachin Geometry. College bound students got a taste of the ttypes of prob- ems they would aceint efu- ture in Advanced Math class- es. Mrs. Lail enlightened the students in this subject. Eve Rallings, Tim Atkins, and Steve Bell participated in a new independentstudy course during the first semester to further their knowledge of math. They studied various areas of math. Mathematics turned out to be more than just combinin numbers as students worked day after day in the various math courses in their search to become more aware of the world around them. Lindley The compass proves useful for Gor- don Brewer and Kenny Almond. Second period Algebra listens attentively as Mrs. Solomon discusses common logarithms.

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lumbled Equations Challenge Both Teachers and Students X 7 s t - fs A ' sf cg X 44 as-if 1 ,x -., rm i ' it Mr. Hollifield uses an overhead projector to explain a problem to his Pre- Algebra class. Marshall Miss Smith, aside from her phys. ed. duties, teaches a class of General Math. MATH Lindley Shirley Potts works problem at the board as part of the daily routine in Business Math. Lindley Rhonda Wilson shows that serious concentration is an essential ele- ment of math.