# Mr. Stuckey

## Volume keys sound effects

Apple decided to make the volume keys not make sound when you change the volume. I liked the quack sound and the feedback it gave so I knew how loud the volume was set at. But, you can turn it back on in the system preferences.
In System Preferences -> Sound, check the box that says "Play feedback when volume is changed." As an added tip, if you ever want it to be quiet when you change the volume, hold the shift key while changing the volume.

## T-shirts

A few T-shirt designs I've been working on.

## Posters for sale

I've been creating a few posters to hang on my wall, and I've been trying to find ways to get them printed. VistaPrint has been good. Fairly cheap, good quality. I have a lot of teachers ask "Where's you get that poster?" I'm trying out RedBubble, and wanted to have the link to my posters for sale. It seems reasonable for the posters, about \$20, for a 2'x3' poster.

## Similarity Unit

This unit is the Similarity Unit being taught by some teachers at Rodriguez High School. It covers clusters:
• G-SRT.A Understand similarity in terms of similarity transformations.
• G-SRT.B Prove theorems involving similarity.
• G-GPE.B Use coordinates to prove simple geometric theorems algebraically.
• G-GMD.B Visualize relationships between two-dimensional and three-dimensional objects.

### Activity 1: (approx 30-40 minutes)

Worksheets: G-SRT.A.2 Similarity Investigation
The first activity should be the investigation of similar triangles. Students measure the sides and angles of five different triangles and record their data in a data table. Four of the five triangles are similar and the last one is not. They are then asked to look for patterns in the data table. The should be able to see that all of the angles are the same except for one.

The next table asks them to calculate the proportion of the sides compared to the first triangle and look for patterns. Again they should see that the proportions are the same except for one triangle.

Using that information, they can write a definition for similar triangles:
Similar triangles are triangles that have corresponding angles that are congruent and corresponding sides that are proportional.
They then practice using the similar "~" symbol in naming similar triangles.

### Activity 2:  (approx 20 minutes)

Worksheets: G-CO.A.5 Similarity Transformations- Dilations (pages 3-4)

This activity has students dilate shapes using a scale factor and a center point. Student should plot the center point and draw a ray to each vertex of the shape. Then take the scale factor and multiply it by the length of the ray to find the new vertex. Repeat for each vertex and connect them to make the dilated shape.

Then they do the process in reverse to determine if the shape in similar or not. They draw a ray that passes through the each corresponding vertex of the shape. If the rays intersect at one point, the shape is similar. They can then determine the scale factor from the length of the rays.

### Pre/Post Assessment

The pre/post assessment can be given at any time. I found it helpful to give the day after lesson 1, so students may have some familiarity with a dilation. There are many ways to complete the task, so the explanation is the focus.
I scanned some of my students work in and had the whole class read and grade them at a later time. This is the rubric we used, and these are the samples that we grades.

### Activity 3: (approx 25 minutes)

Students are asked to determine if triangles are similar based on the measure of their angles, or the ratio of their sides. The are not to actually measure them, but deduce the angles measurements. Focus on using the notation correctly to signify corresponding sides and angles.

### Activity 4: (approx 25 minutes)

We found students need more practice with dilations and determining with the transformation was a dilation from Activity 2. This is more practice.

### Activity 5: (approx 40 minutes)

Students practice transformations by plotting the vertices of polygons and performing the given transformations. ### Activity 6: (approx 60-90 minutes)

Application of similar triangles. Students learn how to set up and solve proportions for a missing side.

### Activity 7: (approx 30 minutes)

We found a great opportunity to bring back quadratic equations into the curriculum. This activity has students set up equations using similar triangles, but each equation is quadratic. Solving by completing the square is the fastest, but factoring and the quadratic formula can be used as well. All answers are whole numbers. Some answers will have to be eliminated, e.g., negative lengths of sides.

### Activity 8: (approx 20 minutes) Just what it says. Students justify each step. *This activity needs more development*

### Activity 9: (approx 40 minutes)

Worksheet: Charlie's Test Charlie is a student in a math class and takes a test. Poorly. Student have to be the teacher and grade Charlie and give him/her a feedback. Great review for the test.

## 2/24/15

I'm now a certified Google Educator! I took all my exams and everything. The test weren't too difficult. They took between 30 and 60 minutes for me, so I was well under the 90 minute time limit. ## How to post a YouTube video to Blogger

Here at #gafesummit CA we used SnagIt to do short tutorials in GIF form. This is the result.
Thanks to Sergio Villegas for the great session.

## Testing the srcset element with blogger

Testing out using different resolution images with the <srcset> element. This let's all images look good on all HDPI and Retina displays.
1x 2x 3x 4x  Each image was resized manually with Photoshop and uploaded separately.
`<img src="http://blogspot.com/AAA/AAA/AAA/s1600/image-1x.png" `
`srcset="`
`http://blogspot.com/AAA/AAA/AAA/s1600/image-1x.png, `
`http://blogspot.com/BBB/BBB/BBB/s1600/image-2x.png 2x, `
`http://blogspot.com/CCC/CCC/CCC/s1600/image-3x.png 3x, `
```http://blogspot.com/DDD/DDD/DDD/s1600/image-4x.png 4x" />
``` Image resize using the "/s###/" in the image URL.
`<img src="http://blogspot.com/DDD/DDD/DDD/s60/image-4x.png" `
`srcset="http://blogspot.com/DDD/DDD/DDD/s60/image-4x.png 1x, `
`http://blogspot.com/DDD/DDD/DDD/s120/image-4x.png 2x, `
`http://blogspot.com/DDD/DDD/DDD/s180/image-4x.png 3x, `
```http://blogspot.com/DDD/DDD/DDD/s240/image-4x.png 4x" />

```

## Weekend Update

I've had a productive 3 day weekend. I got to play with the time lapse function of my Raspberry Pi and made a few videos. Still playing with the PiTFT HAT, the software install bricked on my RPi2 but worked on the RPi1, so I'll give some time for the software to catch up with the new hardware. I finished my taxes. I got mostly caught up on my personal email, meaning I paid a lot of bills, including my tuition bill for my last semester of my masters this summer in Ireland, #MEAT! Did a little bit of visual refresh of my blogs, and proof-read some of my old posts, espeicially for http://maet.mrstuckey.com/ since I know it will be a big component of my final grade. Next weekend I will be at the GAFE Summit Solano. So my next day off is March 1st.

## Time Lapse photography with the Raspberry Pi

I needed a new project to do with my Raspberry Pi 2. I setup a time lapse camera outside my window for the day. I drew my inspiration from this Fotosyn blog and used his raspiLapseCam.py and just ran it in the background. Since I was still connected to my wifi, I didn't need to use all that crontab to make it run. So here is my first shot at it:

And my second attempt.

And my third attempt. This was from midnight to about 7pm on February 14th, 2015. I was hoping for a little more cloud action, but it was a perfect California day. It was a little windy in the afternoon, which is why the video gets shaky towards the end. I'll have to do a better job at securing it next time.

CAHSEE Test Prep

## Grade 6: Statistics, Data Analysis, and Probability

California Content Standards Number of Items Khan Academy Exercises

1.0 Students compute and analyze statistical measurements for data sets:

N/A
1.1 Compute the range, mean, median, and mode of data sets. 3

2.0 Students use data samples of a population and describe the characteristics and limitations of the samples:

N/A

2.5 Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims.

1

3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events:

N/A

3.1 Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome.

1

3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1-P is the probability of an event not occurring.

2
3.5 Understand the difference between independent and dependent events 1
Total 8

California Content Standards Number of Items Khan Academy Exercises

1.0 Students know the properties of, and compute with, rational numbers expressed in a variety of forms:

N/A

1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation.

1

1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.

3

1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications.

2
1.6 Calculate the percentage of increases and decreases of a quantity. 1
1.7 Solve problems that involve discounts, markups, commissions, and profit, and compute simple and compound interest. 2

2.0 Students use exponents, powers, and roots, and use exponents in working with fractions:

N/A

2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base.

1

2.2 Add and subtract fractions by using factoring to find common denominators.

1

2.3 Multiply, divide, and simplify rational numbers by using exponent rules.

1

2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why.

1

2.5 Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers.

1
Total 14

## Grade 7: Algebra and Functions

California Content Standards Number of Items Khan Academy Exercises

1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs:

N/A

1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A).

2

1.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x +5)2.

1

1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.

3

2.0 Students interpret and evaluate expressions involving integer powers and simple roots:

N/A

2.1 Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents.

1

2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent.

1

3.0 Students graph and interpret linear and some nonlinear functions:

N/A

3.1 Graph functions of the form y=nx2 and y=nx3 and use in solving problems.

1

3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.

2

3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of a line equals the quantities.

1

4.0 Students solve simple linear equations and inequalities over the rational numbers:

N/A

4.1 Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results.

3

4.2 Solve multistep problems involving rate, average speed, distance, and time or a direct variation.

2
Total 17

California Content Standards Number of Items Khan Academy Exercises
1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: N/A

1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).

2

1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer.

2

2.0 Students compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area and volume are affected by changes of scale:

N/A

2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders.

3

2.2 Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking the figures down into more basic geometric objects.

2

2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and volume is multiplied by the cube of the scale factor.

1

2.4 Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1square foot = 144 square inches or [1 ft2] = [144 in2], 1 cubic inch is approximately 16.38 cubic centimeters or [1 in3] = [16.38 cm3]).

1

3.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures:

N/A

3.2 Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections.

2

3.3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

2

3.4 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures.

1
Total 17

## Grade 7—Statistics, Data Analysis, and Probability

California Content Standards Number of Items Khan Academy Exercises

1.0 Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program:

N/A

1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot; use the forms to display a single set of data or to compare two sets of data.

2

1.2 Represent two numerical variables on a scatterplot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level).

2
Total 4

California Content Standards Number of Items Khan Academy Exercises

1.0 Students make decisions about how to approach problems:

N/A

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.

2

1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed.

1

2.0 Students use strategies, skills, and concepts in finding solutions:

N/A
2.1 Use estimation to verify the reasonableness of calculated results. 2

2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques.

1

2.4 Make and test conjectures by using both inductive and deductive reasoning.

1

3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations:

N/A

3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations.

1
Total (Plus Integrated into Other Strands) 8

## Algebra I

California Content Standards Number of Items Khan Academy Exercises
1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable: N/A

2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, and taking a root, and raising to a fractional power. They understand and use the rules of exponents.

1
3.0 Students solve equations and inequalities involving absolute values. 1

4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.

2

5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

1

6.0 Students graph a linear equation and compute the x- and y-intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4).

2
(1 graphing item;
1 computing item)

7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations. by using the point-slope formula.

1

8.0 Students understand the concepts of parallel lines and perpendicular lines and how their slopes are related. Students are able to find the equation of aline perpendicular to a given line that passes through a given point.

1

9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets.

1

10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques.

1
15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. 1

Total

12