Secrets, Lies and Algebra

Secrets, Lies and Algebra

by Wendy Lichtman

About the book: Tess loves math because it’s the one subject she can trust—there’s always just one right answer, and it never changes. But then she starts algebra and is introduced to those pesky and mysterious variables, which seem to be everywhere in eighth grade. When even your friends and parents can be variables, how in the world do you find out the right answers to the really important questions, like what to do about a boy you like or whom to tell when someone’s done something really bad? Will Tess’s life ever stop changing long enough for her to figure it all out?

About the author:

Wendy Lichtman is the author of several novels for young readers, including the follow-up to this book, Do the Math: The Writig on the wall. She also tutors math. She lives in Berkeley, California.

Pre-reading:

Math inspires either a dogged devotion or an intense repulsion. Why do you think this is? What does it reveal about someone who likes math?

Discussion guide:

1. “…since who you’re greater than (>)  and who you’re less than (<) is kind of the point of eighth grade.” (p.3) Do you agree that middle school is all about this ranking of people? When do you think this disappears? Why is it so pervasive during this time?
2. How does creating the graphs help Tess sort through her thinking about what happened to Nina? Do you think her mother should’ve talked to her no matter what?  What helps you sort through your own thinking?
3. Why is Tess’s mom suspicious of  Rob for his wife’s death? Would you want to go to the police or not? Why?
4. Why is Tess suddenly disappointed in both algebra and her mother? What things do you rely on to stay consistent in your life?
5. Tess seems conflicted about telling on Richard though she’s certain her mom should tell on Rob. Are there times to tell and times to stay silent? How do you know the difference?
6. Tess tells Miranda and Sammy the secret about Robt. Who could you trust with such an important secret? With whom could you create a Venn diagram? With whom would you have an empty set?
7. Discuss why the death of Nina is more like a theorem than an axiom. Can you see Tess’s mom’s point about not telling too?
8. Do you think it’s wise that Tess and Sammy went looking for evidence at Rob’s house? Why or why not? Can you see things that aren’t really there when you’re looking for them? What evidence did they find?
9. Who betrayed Tess’s secret? How does she know? Can you keep a secret? Is it necessary for friendship?
10. Do you think Ms. Saltzman is a good math teacher? What qualities make the best teachers? Do you, like Tess, have difficulty concentrating on school when faced with problems?
11. List all the problems Tess is facing in the novel. Which one would be most disturbing for you? Why? How do you think she should handle each of them?
12. Have you ever had a boomerang moment with your own parents?
13.  What symbol does Tess use to define herself? What does she use for her friends? What symbol would best represent you? Why?
14. How many people benefited from Richard’s pilfering of the test?  Is it fair? Should Tess tell? How is it resolved?
15. How does Mr. Wright discover something went wrong with the tests? Do you think the state tests are given too much importance in the curriculum? Do these tests make you nervous?
16. Why does Tess decide to tell what she believes about Richard and the test? Would you?
17. What connections does Tess finally make between her relationship with her friends and what happened with her mom? What do you think she’s learned?
18. Describe what happened at the dance. Is this typical for middle school events?
19. Do you think it’s obvious that Damien and Tess like each other? How do they react around one another? Predict what you think will happen six months after the close of the novel.
20.  Lynn drives Tess a little crazy by always saying that something happened to her and repeating information that isn’t her business. Are there other traits that drive you crazy too?  How can you handle a person like Lynn?

Across the curriculum:

Reading:

Good readers make predictions about their books as they read based on what they know about the characters, evidence they’ve gathered while reading and their knowledge of story structure. At the end of each chapter make a prediction about what you think will happen next and why. Remember that predictions are often wrong and that’s fine (if we always knew what would happen few of us would keep reading!)

Writing:

Wendy Lichtman uses math to bring Tess’s story to life. Using your own passion (soccer, dance, music) use terms from that hobby to illuminate a friendship story of your own.

Art:

Create a collage that incorporates images from the story as well as mathematical formulas. Explain your choice of color, design, forms and formulas in a brief artist’s statement on the back.

Math:

As you read the novel fill out the following graphic organizer. Use it to jump off discussion in both math and reading:

Term:	Definition:	Example:	Why it’s important to the story:
Tangent
Tesselation
DNE
Infinite
Venn Diagram
Empty Set
Axiom
Theorem
Quadratic Equation
Prime numbers
Imaginary #’s
Additive Property of Equality
Extraneous Solution
Asymptotes
Line
Line segment

The Writing on the Wall

The Writing on the Wall

by Wendy Lichtman

About the book:

Eight grade, like algebra, has become pretty complicated for Tess. For one thing, there are the patterns she’s noticing everywhere—like how charming-on-the-outside Richard keeps playing scary pranks on her, and how annoying copycat Lynn always has to follow what everyone else is doing. Then there’s the patterns of graffiti that keeps appearing on the wall by her school—could those numbers be a code meant for Tess? Is it up to her to find out what they mean?

And most importantly, if Damien keeps up with his pattern of waiting for her after school, does it mean he likes her? Or is that just a coincidental system? Tess looks for formulas to help her figure it all out, but she’s afraid there may be none. Sometimes you have to make up your own solutions. Sometimes you just have to risk it.

About the author:

Wendy Lichtman writes personal essays for the Washington Post, New York Times, San Francisco Chronicle, and Good Housekeeping, among other national publications. She has also written four previous young adult novels, including Do the Math: Secrets, Lies and Algebra. She holds a degree in mathematics and has tutored public-school students in algebra for several years. When she decided to write about a teenage girl who realizes that some questions have more than one right answer, algebra, with its unknowns and variables seemed a perfect metaphor. Wendy LIchtman lives in Berkeley, California. You can visit her online at www.wendylichtman.com

Discussions guide:
1. Discuss Tess’s problem with Richard. What would you do about him? Would you consider his actions bullying or not? Why? What do you think she should do?

2. Why is the principal so upset at Tess’s middle school? Does your community face any issues with graffiti or vandalism? What’s the difference? With which character do you agree on the issue?

3. How does Tess define the people in her life in mathematical terms? How would you describe your friends and family in this way? Why do you think this helps her cope with these relationships? How do you cope with yours?

4. What surprising thing does Tess learn about Lucia? Would you be able to get past it or would it not bother you at all?

5. Do you think Tess is justified in writing on the wall believing that there could be more danger ahead? How does Miranda surprise her on this issue too?

6. What does the tagger reveal in code on the wall? Would you be frightened or not? How does Tess put the clues she has together? Why is she willing to risk it? Would you?

7. Do you think Tess is right to be considering Mr. Z and Lucie for starting the fire? What is inside Tess’s negative quadrant? What’s in yours? Does everyone have points with in the negative quadrant?

8. How does Tess manage to thwart Richard’s plans for a fight? How does she avoid humiliation? Is it best to handle bullies head on like this or not?

9.  At what point do you think Tess should  not pursue the arsonist? Do you think it is more dangerous than she considers? If you were Tess’s friend what would you tell her to do? Why?

10. Do you think Damien is a good friend to Tess? Why? What makes the perfect first boyfriend or girlfriend?

11. What consequences did Tess face from her choice to write on the wall? Which was the most difficult for her to take? What risk had she planned for? What risk hadn’t she considered before she acted? Do you think she regretted her decision or not?

12. Would you even believe the tagger when they revealed the identity of the arsonist or not? Why? Why do you think Miranda reveals the truth of what happened to Tess’s mom?

13. What is Tess’s opinion for the paper? Do you agree? Why?

14. Have you ever had a teacher who was sarcastic and cruel like Mr. Z? What qualities make a good teacher? How can you handle life inside a cruel classroom?

15. What did Tess learn as she worked to clean the graffiti off the bathroom walls? What did you think of Miranda’s story about the Tibetan sand paintings?

Projects:

Reading:

Tess makes a series of choices as the novel unfolds. Create a graphic organizer that traces her choices and the consequences (cause and effect) throughout the story. Be sure to show what alternative Tess could’ve made and what those effects might have been as well. Use to jump off discussions in small groups.

Writing:

Write an Op-ed piece of your own on graffiti or an issue which is important to your school or neighborhood community. State a clear opinion but use facts and research to back it up with substantial materials.

Art:

Tag Art:

Use a sponge to create a brick pattern on a large piece of cardboard or paper using dark red and black. Be sure to leave space between bricks for the white mortar to show. Then, tag this space with pastels or chalks (or try those oil crayons that Tess used) in any way that pleases you (and your principal!) Makes a terrific hallway display.

Music:

Find a song that you think best represents the conflict in this novel and write a brief journal about why you picked it. What scene do you think it should be played in the movie adaptation of the novel? Why?

Math:

Term:	Definition:	Example:	Why it’s important to the story:
Four fours problem
4! Factorial
Formula
Slope
Rate of Change
Coincidental lines
Fibonacci spiral
Simplify