HolcombMath

Tuesday, October 20, 2009

IB Math SL (Class 23)

Lesson Title
Test Corrections

Overview
In today’s class we review the last test.
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.
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.
Key Skills
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
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.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
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)
Internal Assessment 2 (Due Tuesday November 3)

Handouts
No Handouts Posted

Assignment
WS 6 #1-3
Continue to work on IA
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 47)

Lesson Title
Investigation 5: Using Coordinate Grids

Overview
In today’s class students continue to develop their fluency with plotting points on a four quadrant coordinate grid.
Textbook Sections
Problem 5.1 (txt. p. 69): Extending the Coordinate Grid

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)
Play “Four-In-A-Row” with someone outside of class.

Handouts
No Handouts Posted

Assignment
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)
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 46)

Lesson Title
Investigation 6: The Locker Problem (5)

Overview
In today’s class students are introduced to a variation of the problem, Locker Problem #2. This assignment will allow students the opportunity to show what they have learned during this unit.
Textbook Sections
Problem 6.1 (Txt. p.59) Unraveling the Locker Problem

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)
p. 60 Locker Problem Follow-Up #1-8

Handouts
No Handouts Posted

Assignment
ACE p.61 #1, 3, 4, 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.

IB Math HL (Class 23)

Lesson Title
Lesson for PS 8: Derivatives and Transformations (1)

Overview
In today’s class students will begin the long awaited investigation into how transformations of functions effect the derivative of a function.

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)
Internal Assessment 2
Learn as much about GeoGebra as possible
Continue to work on Workshop 5

Handouts
No Handouts Posted

Assignment
WS 5
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.

Monday, October 19, 2009

Algebra 2 (Class 22)

Lesson Title
Chapter 1 Closure

Overview
In today’s class, the first after the October break, students will continue working on the closure activities for Chapter 1. In particular they will be working on the class concept map.
Textbook Sections

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

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

Key Ideas
What can I do in order to review and deepen what I have studied?
What connections are there between the ideas I have studied in this chapter?
What topics did I study in this chapter?
What do you do in order to investigate a mathematical relationship?
Key Skills
I can conduct a team brainstorming session.
I can develop a list of the topics I have studied during a chapter.
I can find connections between different ideas I have studied.
Turn-In (#-1)
1-95 to 1-97, 1-105 to 1-110

Handouts
No Handouts Posted

Assignment
1-124 to 1-129 (skip 1-127 b)
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 45)

Lesson Title
Investigation 5: Using Coordinate Grids

Overview
In today’s class, the first after the break, students will be introduced to coordinate graphing involving all four quadrants.
Textbook Sections
Problem 5.1 (Txt. p.67) Extending the Coordinate Grid

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin

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)
No Homework

Handouts
No Handouts Posted

Assignment
Play “Four-In-A-Row” with someone outside of class.
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 45)

Lesson Title
Investigation 6: The Locker Problem (4)

Overview
In our last class we pinned down which lockers were open after 1,000 students went through the hall of Westfalls High. In today’s class students review some of the key ideas related to the solution to that problem.
Textbook Sections
Problem 6.1 (Txt. p.59) Unraveling the Locker Problem

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)
No Homework

Handouts
No Handouts Posted

Assignment
p. 60 Locker Problem Follow-Up #1-8
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 09, 2009

IB Math SL (Class 22)

Announcements
Test next Friday, Oct. 8

Lesson Title
Lesson for PS 6: The Derivative Function (1)

Overview
In today’s class students will write their second test for the course. As time permits we will begin investigating how derivatives of a function can themselves become “functionized”.
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.
Key Skills
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
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)
HW TBA

Handouts
No Handouts Posted

Assignment
Internal Assessment 2 (Due Tuesday November 3)
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 44)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview
Since this week was so short (due to testing), there will be no quiz today. Instead we will finish up our work with dividing integers.
Textbook Sections
Problem 4.4 (Txt. p.59) Dividing Integers

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate

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

Key Ideas
The operations of division and multiplication undo, are inverses of, each other.
For any multiplication problem, two related division problems can be written. And for any division problem, two related multiplication problems can be written.
Key Skills
I can write two division problems related to a given multiplication problem.
I can write a division or multiplication sentence to solve for a missing value.
I can find the quotient of integers.
Turn-In (#-1)
ACE p.60 #4-8, 17, 18

Handouts
No Handouts Posted

Assignment
No Homework
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 44)

Lesson Title
Investigation 6: The Locker Problem (3)

Overview
In today’s class we will wrap up our work investigating the locker problem.
Textbook Sections
Problem 6.1 (Txt. p.59) Unraveling the Locker Problem

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

Numbers can be classifies as prime or composite.
Numbers can be classifies as prime or composite.
Numbers can be classifies as prime or composite.
Numbers can be classifies as prime or composite.
Factors and multiples are related to each other.
Factors and multiples are related to each other.
Factors and multiples are related to each other.
Factors and multiples are related to each other.
Numbers can be classifies in different ways.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Some numbers have factors in common.
Common factors and common multiples can be used to solve applied problems.
Pairs of numbers have common factors.
Pairs of numbers have common factors.
Pairs of numbers have common factors.

Pairs of numbers have common factors.
Pairs of numbers have common factors.
Pairs of numbers have common factors.
Pairs of numbers have common factors.
Pairs of numbers have common factors.
Any integer greater than one can be written as the unique product of prime numbers.
Any integer greater than one can be written as the unique product of prime numbers.
Any integer greater than one can be written as the unique product of prime numbers.
How can the prime factorization of numbers be used to find the LCM and GCF?
How can the prime factorization of numbers be used to find the LCM and GCF?
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 play the Factor Game
I can determine the number of points someone who was playing the Factor Game would earn for any possible first move.
I can determine the number of points someone who was playing the Factor Game would earn for any possible first move.

I can determine the products of given pairs of numbers.
I can determine the products of given pairs of numbers.
I can determine the products of given pairs of numbers.
I can determine the products of given pairs of numbers.
I can complete a Venn diagram showing the factors of two numbers.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can make rectangles to represent the factors of a number.
I can find the common multiples of two numbers.
Finding the common factor of two numbers.
Finding the common factor of two numbers.
Finding the common factor of two numbers.

Finding the common factor of two numbers.
I can find the GCF of two numbers.
I can find the GCF of two numbers.
I can find the GCF of two numbers.
I can find the GCF of two numbers.
I can create strings of numbers whose product is equal to a given value.
I can create strings of numbers whose product is equal to a given value.
I can create strings of numbers whose product is equal to a given value.
I can find the LCM of two numbers using the prime factorization of the numbers.
I can find the LCM of two numbers using the prime factorization of the numbers.
I can use what I have learned in this unit to solve a complex problem.
I can use what I have learned in this unit to solve a complex problem.

Turn-In (#-1)
ACE p.61 #6

Handouts
No Handouts Posted

Assignment
No Homework
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 22)

Lesson Title
Lesson for PS 8: Derivatives and Transformations

Overview
Students will write their second test for the course today. As time permits, we will begin (the long awaited) investigation into how the transformation of a functions effects its derivative.
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)
HW TBA

Handouts
No Handouts Posted

Assignment
Internal Assessment 2
Learn as much about GeoGebra as possible
Continue to work on Workshop 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.

Thursday, October 08, 2009

IB Math SL (Class 21)

Announcements
Test next Friday, Oct. 8

Lesson Title
Lesson for PS 6: Who’s the Boss (4)

Overview
In today’s class students will work “The Rocket Problem” and will finish our investigation into determining the value of a function as x becomes really really large or really really small.
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
A limit can be thought of as the value a function approaches.
Limits can be determined graphically, numerically, or algebraically.
When evaluating limits algebraically, first substitute the value and see what happens. If you get an indeterminate form, then you rewrite it using algebra so that it is not an indeterminate form.
Key Skills
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can write an English sentence about the distance between points on a number line to represent equations and inequalities involving absolute value.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can write an English sentence about the distance between points on a number line to represent equations and inequalities involving absolute value.
Turn-In (#-1)
PS 6-- finish it.
WS 5-- do as much as you can, come prepared with questions
WS 4 #1-7 due next class.

Handouts
No Handouts Posted

Assignment
HW 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 21)

Announcements
Test next Friday

Lesson Title
Lesson for PS 7: The Derivative Function (6)

Overview
In today’s class students will work “The Rocket Problem” as well as continue with Workshop 5
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.
Key Skills
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can use a graphing calculator to examine what is happening to a function on a very small scale.
I can determine what is happening in a situation by examining a graph.
I can sketch a graph to represent the relationship between variables.
I can approximate the derivative of a function at a point.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of “definite integral”.
I can estimate the value of a definite integral by using rectangles (left, middle, or right) or by using trapezoids.
I can determine if a situation calls for finding a definite integral.
I can interpret the meaning of the definite integral using its units of measure to help.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
I can explain the meaning of a limit of a function.
I can determine the limit of a function using a graph, a table of values, or algebra.
I can evaluate the limit of a function which involves the x-value approaching infinity.
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)
HW TBA
IA # Due Tue. November 3
Homework over the break-- Learn as much as you can about GeoGebra. Students will share out what they have come up with upon our return-- and will need these skills for the IA.

Handouts
No Handouts Posted

Assignment
Workshop 5-- as much as possible
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 43)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview
In today’s class we address the last of the four basic operations with integers.
Textbook Sections
Problem 4.4 (Txt. p.59) Dividing Integers

Vocabulary
Integer
temperature
opposites
chip board
model
inverse
rate

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

Key Ideas
The operations of division and multiplication undo, are inverses of, each other.
For any multiplication problem, two related division problems can be written. And for any division problem, two related multiplication problems can be written.
Key Skills
I can write two division problems related to a given multiplication problem.
I can write a division or multiplication sentence to solve for a missing value.
I can find the quotient of integers.
Turn-In (#-1)
ACE p.60 #4-8, 17, 18
Quiz Corrections

Handouts
No Handouts Posted

Assignment
ACE p.60 #4-8, 17, 18
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 43)

Lesson Title
Investigation 6: The Locker Problem (2)

Overview
In today’s class we continue with our investigation of the Locker Problem, finding out how our knowledge of factors and multiples help use figure out which lockers are open after 1000 students have passed through the hall.
Textbook Sections
Problem 6.1 (Txt. p.59) Unraveling the Locker Problem

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?
Key Skills
I can use what I have learned in this unit to solve a complex problem.
Turn-In (#-1)
ACE p.61 #1-5
Quiz Corrections

Handouts
No Handouts Posted

Assignment
ACE p.61 #6
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.