Do note that the most current version of every document is the one linked on the site. (It'll be a PDF, though.)
Below you'll find the folder in which I keep all class materials, zipped for your convenience. All documents are in the original format, once unzipped. That's mostly Microsoft Word and PowerPoint.
Version One. Zipped on 9.29.2024.
Version Two. Zipped on 7.12.2025.
Some of the many differences between Versions One and Two:
The Quadrilaterals sections from Chapter 6 have been removed, and all the results there proven have been moved to previous chapters. The general rule is now this: as soon as a result about a certain type of quadrilateral can be proven, it is. So for instance, that rhombuses have perpendicular diagonals is now proven in Chapter 3.
Chapter 6 now concerns inequalities only. Much has been added about that. Circles now loom large, where before they were an afterthought.
In the latter sections of the Right Triangles chapter - that's Chapter 7 - I now treat the Laws of Sines and Cosines as more than afterthoughts. They're introduced right up front when the discussion turns to non-right triangles and how to find unknown side lengths and angle measures in them. I also decided that I should give students a taste of the modern, unit circle definitions of the trigonometric functions. That's done in Section 7 of Chapter 7, and then in Section 8, the Laws of Sines and Cosines are then proven and applied. One could of course "prove" those two laws with the right triangle definitions - sine is opposite of hypotenuse, etc. - if one restricted oneself to only the case of the acute triangle; and then one could just pass over in silence the question of the use of the laws in non-right triangles. This is typical of modern textbooks. But I thought it better to be honest about this.
At the start of the Circles chapter, I've reworked how I handle the relation of arc measure to central angle measure. (I was never quite happy with how I did it before.) I now introduce the concept of arc degree measure. (Imagine that we divide a circle up into 360 equal parts, each of which is called an "arc degree".) I then postulate that the angle degree measure of a central angle equals the arc degree measure of the arc it cuts.
A section has been added to the end of the Circles chapter about pi. I there introduce students to the concept of a limit (intuitively of course, not the delta-epsilon definition) and then use that to prove (perhaps I should say "prove" - it's hardly rigorous) that the value of pi is the same for all circles. Before I made the constancy of pi a postulate. I now receives as much justification as is possible in a course such as this.