HolcombMath

Tuesday, October 27, 2009

IB Math SL (Class 25)

Lesson Title
Class Canceled

Overview
Class was canceled today due to all of the students being absent.
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
For any differentiable function f(x), a slope (derivative) can be found for any value of x.
A function can be created using the derivatives (slopes) of another function.
A derivative function is positive on the intervals where the original function is increasing-- in other words, where the slope of the original function is positive.
A derivative function is negative on the intervals where the original function is decreasing-- in other words, where the slope of the original function is negative.
A derivative function is zero on the intervals where the original function is remaining constant-- in other words, where the slope of the original function is zero.
A function can be created using the derivatives (slopes) of another function.
Key Skills
I can match a derivative and a function.
I can sketch the graph of the derivative of a function.
Turn-In (#-1)
PS 7 #1-3
WS 6 #4

Handouts
No Handouts Posted

Assignment
No Assignment
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

IB Math HL (Class 25)

Lesson Title
Lesson for PS 8: Derivatives and Transformations (2)

Overview
Today we continue our work exploring how the derivative of a function is effected by transformations of the function.

Derivatives and Functions 4
Derivatives and Functions 5
Derivatives and Functions 6

Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What are the four basic ways in which a function can be transromed?
How do each of the four basic function transformations effect the derivative of the function?
Key Skills
I can explain the four basic transformations of a function in terms of its graph or its equation.
I can describe how the derivative of a function will be changed as the result of a transformation of the function.
Turn-In (#-1)
PS 8 #3-5

Handouts
No Handouts Posted

Assignment
PS 8.5
WS 5- Finish it
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Monday, October 26, 2009

Math 6 (Class 50)

Lesson Title
Investigation 1: Organizing Your Data

Overview
In today’s class student will share the concept maps they created bringing closure to our first unit. We will then begin our second unit, “Data About Us”. This unit focuses on statistical measures and representation.
Textbook Sections
Problem 1.1 (Txt. p.6) Organizing Your Data

Vocabulary
analyze
prime
composite
product
factor
divisor
conjecture

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
A line plot is one way to organize data.
Data can be used to make predictions.
The way that data is organized can help you make a better prediction.
Collecting and organizing data helps you make a better prediction.
Key Skills
I can work as a team member to collect and organize data.
I can write statements about data.

Turn-In (#-1)
Concept Map

Handouts
No Handouts Posted

Assignment
ACE p.15 #1-- Using the list of student names, write two observations like we did in class today. Here is an example from our class work today: “The names in the class all have 10 letters”
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Algebra 2 (Class 25)

Lesson Title
2.1.1 How does the pattern grow

Overview
In today’s class we finish up our exploration of how a rabbit population can grow.
Textbook Sections
2.1.1 (Txt. p. 53) How does the pattern grow?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What strategies could help you keep track of the total number of rabbits?
What patterns can we seek in the growth of the rabbit population?
How can we use those patterns to write an equation?
How can we predict the total number of rabbits after many months have passed?
Key Skills
I can represent the growth of the rabbit population using a diagram.
I can represent the growth of the rabbit population using a table of values.
I can represent the growth of the rabbit population using a coordinate graph.
I can represent the growth of the rabbit population using an equation.
I can create a “now-next” rule to represent a pattern.
I can create a “in-out” rule to represent a pattern.
Turn-In (#-1)
2-6 to 2-10
Concept Map
Function Investigation Revision Due by Friday Oct. 30

Handouts
No Handouts Posted

Assignment
2-11 to 2-14
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 7 (Class 50)

Lesson Title
Investigation 1: Variables and Coordinate Graphs

Overview
In today’s class students will share their concept maps from our last unit and begin our next unit which focuses on using variables to represent patterns.
Textbook Sections
Problem 1.1 (Txt. p.5): Preparing for a Bicycle Tour

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
A table of values can be used to organize and analyze data.
A table of values, or a coordinate graph, need to be setup properly in order to be understood.
Key Skills
I can setup a coordinate graph: numbers (scale), unit names, variable names, title
I can collect and organize data for an experiment.
I can organize the data I collect using a properly labeled table.
I can plot data I have collected on a coordinate graph.
Turn-In (#-1)
Concept Map

Handouts
No Handouts Posted

Assignment
ACE p.14 #5
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Friday, October 23, 2009

Algebra 2 (Class 49)

Lesson Title
2.1.1 How does the pattern grow

Overview
In today’s class we will continue our investigation into reproducing bunnies
Textbook Sections
2.1.1 (Txt. p. 53) How does the pattern grow?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What strategies could help you keep track of the total number of rabbits?
What patterns can we seek in the growth of the rabbit population?
How can we use those patterns to write an equation?
How can we predict the total number of rabbits after many months have passed?
Key Skills
I can represent the growth of the rabbit population using a diagram.
I can represent the growth of the rabbit population using a table of values.
I can represent the growth of the rabbit population using a coordinate graph.
I can represent the growth of the rabbit population using an equation.
I can create a “now-next” rule to represent a pattern.
I can create a “in-out” rule to represent a pattern.
Turn-In (#-1)
2-6 to 2-10

Handouts
No Handouts Posted

Assignment
2-6 to 2-10
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 49)

Lesson Title
Unit Closure

Overview
In today’s class students begin creating their concept map of the unit. A scoring guide has been provided to students in class to help guide them towards success.
Textbook Sections
N/A

Vocabulary
analyze
prime
composite
product
factor
divisor
conjecture

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
How can the concepts and skills we have been studying be used to solve the locker problem?
How can the concepts and skills we have been studying be used to solve the locker problem?
Key Skills
I can use what I have learned in this unit to solve a complex problem.
Turn-In (#-1)
Concept Map Rough Draft

Handouts
No Handouts Posted

Assignment
Concept Map
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 7 (Class 49)

Lesson Title
Unit Closure

Overview
In today’s class students begin creating their concept map of the unit. A scoring guide has been provided to students in class to help guide them towards success.
Textbook Sections
N/A

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
How can a coordinate grid be extended using negative numbers?
How can the location of any point be described using numbers?
Key Skills
I can plot points, in any of the four quadrants, on a coordinate grid.
I can determine the coordinates of a point on the coordinate grid which lies in any of the four quadrants.
Turn-In (#-1)
Concept map rough draft.

Handouts
No Handouts Posted

Assignment
Concept Map
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Thursday, October 22, 2009

IB Math SL (Class 24)

Lesson Title
Lesson for PS 8: Derivatives and Transformations (2)

Overview
In today’s class students we continue our work with derivatives and transformations.

Dynamic Worksheets (DWS)
http://holcombmath.com/sketches/I2C_geogebra_sketches/Derivatives_and_Transformations_1.html
http://holcombmath.com/sketches/I2C_geogebra_sketches/Derivatives_and_Transformations_2.html
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
For any differentiable function f(x), a slope (derivative) can be found for any value of x.
A function can be created using the derivatives (slopes) of another function.
A derivative function is positive on the intervals where the original function is increasing-- in other words, where the slope of the original function is positive.
A derivative function is negative on the intervals where the original function is decreasing-- in other words, where the slope of the original function is negative.
A derivative function is zero on the intervals where the original function is remaining constant-- in other words, where the slope of the original function is zero.
A function can be created using the derivatives (slopes) of another function.
Key Skills

I can plot points, in any of the four quadrants, on a coordinate grid.
I can use what I have learned in this unit to solve a complex problem.
I can explain the four basic transformations of a function in terms of its graph or its equation.
Turn-In (#-1)
WS 5
PS 8 #TBA

Handouts
No Handouts Posted

Assignment
PS 8 #TBA
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

IB Math HL (Class 24)

Lesson Title
Lesson for PS 8: Derivatives and Transformations (2)

Overview
In today’s class students we continue our work with derivatives and transformations.

Dynamic Worksheets (DWS)
http://holcombmath.com/sketches/I2C_geogebra_sketches/Derivatives_and_Transformations_1.html
http://holcombmath.com/sketches/I2C_geogebra_sketches/Derivatives_and_Transformations_2.html
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What are the four basic ways in which a function can be transromed?
How do each of the four basic function transformations effect the derivative of the function?
Key Skills
I can explain the four basic transformations of a function in terms of its graph or its equation.
I can describe how the derivative of a function will be changed as the result of a transformation of the function.
Turn-In (#-1)
WS 5
PS 8 #TBA

Handouts
No Handouts Posted

Assignment
PS 8 #TBA
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 6 (Class 48)

Lesson Title
Unit Closure

Overview
In today’s class we being our work of brining closure to the unit. Students will be brainstorming a list of what they have learned and then will being to make a concept map using this list.
Textbook Sections
N/A

Vocabulary
analyze
prime
composite
product
factor
divisor
conjecture

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
How can the concepts and skills we have been studying be used to solve the locker problem?
How can the concepts and skills we have been studying be used to solve the locker problem?
Key Skills
I can use what I have learned in this unit to solve a complex problem.
Turn-In (#-1)
ACE p.61 #1, 3, 4, 5

Handouts
No Handouts Posted

Assignment
Concept Map Rough Draft
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Math 7 (Class 48)

Lesson Title
Unit Closure

Overview
In today’s class we being the work of brining our unit on operations with integers to a close! Students will be making lists of what they have learned and then organizing these lists into concept maps.
Textbook Sections
N/A

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
How can a coordinate grid be extended using negative numbers?
How can the location of any point be described using numbers?
Key Skills
I can plot points, in any of the four quadrants, on a coordinate grid.
I can determine the coordinates of a point on the coordinate grid which lies in any of the four quadrants.
Turn-In (#-1)
ACE p.77 #11
Additional Practice Investigation 3 #1-4 (Problems 2 to 4 ask you to “…explain how to use chips and a chip board to find the difference”-- don’t explain, just make drawing which show how to do the problems with a chip board)

Handouts
No Handouts Posted

Assignment
Concept map rough draft.
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

IB Math SL (Class 24)

Lesson Title
Lesson for PS 7: The Derivative Function

Overview
In today’s class we take a step further into Calculus by asking “Does a function have a derivative at every point?” This leads us to “functionizing” the derivative.
Derivative Function 1

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
I can explain what is meant by “derivative function”.
I can determine over what interval a function is differentiable given the graph of the function.
When given four graphs, I can determine if any two represent a function and its derivative function.
I can sketch the graph of the derivative function when given the graph of a function.
I can sketch the graph of a function without using a calculator and then create a graph of the derivative function.
I can explain what is meant by “derivative function”.
I can determine over what interval a function is differentiable given the graph of the function.
When given four graphs, I can determine if any two represent a function and its derivative function.
I can sketch the graph of the derivative function when given the graph of a function.
I can sketch the graph of a function without using a calculator and then create a graph of the derivative function.
Turn-In (#-1)
WS 6 #1-3
Continue to work on IA

Handouts
No Handouts Posted

Assignment
PS 7 #TBA
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

IB Math HL (Class 24)

Lesson Title
Lesson for PS 8: Derivatives and Transformations (2)

Overview
In today’s class students we continue our work with derivatives and transformations.

Dynamic Worksheets (DWS)
Derivatives and Transformations 1
Derivatives and Transformations 2
Derivatives and Transformations 3

Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What are the four basic ways in which a function can be transromed?
How do each of the four basic function transformations effect the derivative of the function?
Key Skills
I can explain the four basic transformations of a function in terms of its graph or its equation.
I can describe how the derivative of a function will be changed as the result of a transformation of the function.
Turn-In (#-1)
WS 5
PS 8 #TBA

Handouts
No Handouts Posted

Assignment
PS 8 #TBA
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.

Wednesday, October 21, 2009

Algebra 2 (Class 23)

Lesson Title
2.1.1 How does the pattern grow

Overview
In today’s class students will continue working on closure activities from Chapter 1 during the opener and will then begin work on Chapter 2 which focuses on sequences and series
Textbook Sections
2.1.1 (Txt. p. 53) How does the pattern grow?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript

Key Attitudes
Willingness to work as a group to help meet individual and group goals.

Key Ideas
What strategies could help you keep track of the total number of rabbits?
What patterns can we seek in the growth of the rabbit population?
How can we use those patterns to write an equation?
How can we predict the total number of rabbits after many months have passed?
Key Skills
I can represent the growth of the rabbit population using a diagram.
I can represent the growth of the rabbit population using a table of values.
I can represent the growth of the rabbit population using a coordinate graph.
I can represent the growth of the rabbit population using an equation.
I can create a “now-next” rule to represent a pattern.
I can create a “in-out” rule to represent a pattern.
Turn-In (#-1)
1-124 to 1-129 (skip 1-127 b)

Handouts
No Handouts Posted

Assignment
Chapter 1 Concept Map Poster
Disclaimer- The assignment as stated in class is the official assignment. Every effort is made to keep this posting accurate, but you should refer to what was stated in class as the final word.