Today we discussed how to determine all 6 trig ratios if given one of the 6. We used the given information to draw a triangle and label the sides appropriately. Then we used the Pythagorean theorem to find the missing side. Then we used the acronym SOHCAHTOA to find all of the other 5 trig ratios. JPaul found this topic to be fairly simple. Tomorrow we will build on it.
We reviewed the elements of the rhetorical analysis essay during today's session. I placed on the board an outline of the essay's organization: 1. An introduction that identifies the exigence, occasion , and purpose of the passage 2. An identification of the writer's rhetorical choices such such as diction( including tone, connotation, allusion, metaphor). 3. an explanation as to why the choices are effective (or not) given the writer's audience and purpose. As the use of punctuation can likewise act as a rhetorical choice, we reviewed an AP practice MCQ on the use of punctuation that JP found challenging. I studied the passage with JP and explained the writer's use of dashes ,here to focus on a subset of facts. We discussed how the AP multiple choice answers can be very nuanced and addressed what specific words in the choice of answers suggested the correct response.
Today he completed one listening and comprehension activity. He had to watch a video on YouTube: Culturas Mexicanas and answer the questions about the video.
Today JPaul and I worked on arc length and area. We first changed degrees into radians and then substituted those values into the formulas. I reminded JPaul about proper units. When working with 1 dimension we use cm, in, ft, etc. In 2-Dimension we square the units. If we were in 3D, we would cube the units.
