How to determine when there is a unique solution when two sides and an angle of a triangle are known, using simple algebra and the law of cosines, is described. (MNS)

A process for eliminating the xy term in a quadratic equation in two variables is presented. The author feels this process will be within the reach of more high school students than more commonly used methods. (MK)

Discussed are two approaches to determining which regular polygons, either inscribed within or circumscribed about the unit circle, exhibit rational area or rational perimeter. One approach involves applications of abstract theory from a typical modern algebra course, whereas the other approach employs material from a traditional…

Algebraic and transcendental curves are discussed, with attention focused on computing the area of some special regions bounded by the curves. (MNS)

Outlines two experiments by which several different mathematical topics can be integrated into the unifying theme of oscillating pendulums, as part of a secondary school Algebra II and Trigonometry class. (CS)

Students can learn to make algebra, trigonometry, and geometry work for them by using matrices to rotate figures on the graphics screen of a graphing calculator. Includes a software program, TRNSFORM, for the TI-81 graphing calculator which can draw and rotate a triangle. (MKR)

Provided is an analysis, using concepts from geometry, algebra, and trigonometry, to explain the apparent loss of area in the rug-cutting puzzle. (MNS)

This document lists mathematics objectives for Boston high school students. All objectives are presented in two columns. The left-hand column states each objective in general terms and gives an idea of its scope. The right-hand column gives a specific example of what students should be able to do when the objective is achieved. Objectives are…

A set of computer-oriented, supplemental activities is offered which can be used with a course in advanced algebra and trigonometry. The activities involve use of the BASIC programming language; it is assumed that the teacher is familiar with programming in BASIC. Students will learn some BASIC; however, the intent is not to develop proficient…

Formulas for use in computer programs are presented. Two programming applications are discussed: one to ballistics using inverse sine and one to hours of daylight using inverse cosine. (MNS)

Ideas are presented regarding: (1) unique learning activities for students who have difficulty with operations with signed numbers; (2) a mathematical inspection of a unique card trick that can be expressed as an equation; and (3) sketching of graphs of composite trigonometric functions. (MP)

Discusses how different meanings can be given to the proof at different levels and branches of mathematics education. (ASK)

Presents activities that combine astronomy problems with algebra, geometry, trigonometry, data analysis, and physics. Provides experiences for students in making distance measurements themselves by using the method of parallax. (ASK)

The Center for Occupational Research and Development (CORD) developed an applied mathematics course that integrates algebra, geometry, trigonometry, and other strands; centers around hands-on laboratory experiences; and uses real-world problems found in the world of work. (MKR)

This publication is designed to aid schools in planning a course of study for students in Course III Mathematics in New York State schools. This guide continues the developmental program begun in Course I. It is intended to serve as the Regents syllabus for the third year of the academic sequence for a New York State Regents diploma. This document…