HolcombMath

Tuesday, October 06, 2009

IB Math SL (Class 20)

Announcements
Test next Friday, Oct. 8

Lesson Title
Lesson for PS 6: Who’s the Boss (3)

Overview
In today’s class students continue work on both Workshop 4 and Lesson for PS 6: Who’s the Boss?
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)
Workshop 4 #1-7 are due on Th. Oct. 8.
Finish through #3c on Lesson for PS 6: Who’s the Boss for next class.
The next test will be next Friday, Oct. 9.

Handouts
No Handouts Posted

Assignment
PS 6-- finish it.
WS 5-- do as much as you can, come prepared with questions
WS 4 #1-7 due next 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.

IB Math HL (Class 20)

Announcements
Test next Friday

Lesson Title
Lesson for PS 8: Derivatives and Transformations

Overview
In today’s class we will discuss how grades are assigned for the participation portion of the class, review results for the first IA, and continue to work on Workshop 4
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 4 #TBA

Handouts
No Handouts Posted

Assignment
Workshop 5- As much as possible
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.
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 05, 2009

Math 6 (Class 40)

Lesson Title
Investigation 6: The Locker Problem (1)

Overview
In today’s class students are presented with a perplexing problem about lockers! The solution of this problem will require them to use many of the ideas and skills from this unit of study.
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)
No Homework

Handouts
No Handouts Posted

Assignment
ACE p.61 #1-5
Quiz Corrections
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 20)

Lesson Title
1.2.3 What do they have in common?

Overview
In today’s class students continue to investigate how to determine if a function is linear from examining a table of values or a situation.
Textbook Sections
1.2.3 (Txt. p.38) What do they have in Common?

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 do all linear equations have in common?
How can you determine if a relationship is linear?
Key Skills
I can determine if a relationship is linear by examining a table of values.
I can determine if a relationship is linear by analyzing the context of the problem.
I can create a table of values which represents a linear relationship.
I can create a situation which represents a linear relationship.
Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
1-90 to 1-94
Quiz Corrections
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 40)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview
In today’s class student learn how to play the “Integer Product Game”. This game is intended to help students develop fluency with multiplication of integers as well as lay the ground work for understanding division of integers.
Textbook Sections
Problem 4.3 (Txt. p. 57) Playing the Integer Product Game

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
How do you play the integer product game?

Key Skills
I can find the product of two integers.
I can play the integer product game.
I can determine the different moves that could be made when playing the integer product game.
Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
Play the Integer Product Game at least twice or for 30 minutes.
Quiz Corrections
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 02, 2009

Math 6 (Class 39)

Lesson Title
Investigation 5: Factorizations

Overview
In today’s class students continue to develop their skills and deepen their understanding of the prime factorization of numbers.
Textbook Sections
Problem 5.3 (Txt. p.50) Using Prime Factorizations

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 prime factorization of numbers be used to find the LCM and GCF?
Key Skills
I can find the LCM of two numbers using the prime factorization of the numbers.
I can find the GCF of two numbers using the prime factorization of the numbers.
Turn-In (#-1)
ACE p.52 #9, 10

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.

Algebra 2 (Class 19)

Lesson Title
1.2.3 What do they have in common?

Overview
In today’s class we continue our work with linear functions as well as write our second test.
Textbook Sections
1.2.3 (Txt. p.38) What do they have in Common?

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 do all linear equations have in common?
How can you determine if a relationship is linear?
Key Skills
I can determine if a relationship is linear by examining a table of values.
I can determine if a relationship is linear by analyzing the context of the problem.
Turn-In (#-1)
1-84 to 1-89

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 7 (Class 39)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview

Textbook Sections
Problem 4.2 (Txt. p.56) Studying Multiplication Patterns

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
How can I model the multiplication of integers?
What types of situations involve the multiplication of integers?
Key Skills
I can describe patterns that I observe in a table of numbers.
I can use patterns to make a prediction about the multiplication of integers.
I can find the product of two integers.
Turn-In (#-1)
ACE p.60 #26, 29

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.

Thursday, October 01, 2009

IB Math HL (Class 19)

Announcements
Test next Friday

Lesson Title
Lesson for PS 7: The Derivative Function (4)

Overview
In today’s class students will score an Internal Assessment and use this activity to reflect on their Internal Assessment and what is required to score well. Students will work together on Workshop 4.
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.
Handouts
No Handouts Posted

Assignment
WS is Due next Thursday, Oct. 17. Other assignments will be coming, so don’t put it all off
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 38)

Lesson Title
Investigation 5: Factorizations

Overview
In today’s class students examine how the prime factorization of two numbers can be used to find the LCM and GCD of the numbers.
Textbook Sections
Problem 5.3 (Txt. p.50) Using Prime Factorizations

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 prime factorization of numbers be used to find the LCM and GCF?
Key Skills
I can find the LCM of two numbers using the prime factorization of the numbers.
I can find the GCF of two numbers using the prime factorization of the numbers.
Turn-In (#-1)
ACE p.52 #1-8

Handouts
No Handouts Posted

Assignment
ACE p.52 #9, 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 7 (Class 38)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview
In today’s lesson students study patterns to help understand the multiplication of integers.
Textbook Sections
Problem 4.2 (Txt. p.56) Studying Multiplication Patterns

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

Explore the use of integers in applied settings.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
A number line can be used to model the addition of integers.
A number line can be used to model the addition of integers.
A number line can be used to model the addition of integers.
Addition of integers can be modeled with a chip board.
Addition of integers can be modeled with a chip board.
Addition of integers can be modeled with a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a number line.
Subtraction of integers can be modeled using a number line.
Subtraction of integers can be modeled using a number line.

Patterns can help you make predictions.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.

How can I model the multiplication of integers?

How can I model the multiplication of integers?

Key Skills
I can describe patterns that I observe in a table of numbers.
I can use patterns to make a prediction about the multiplication of integers.
I can find the product of two integers.
Turn-In (#-1)
Problem 4.1 Follow-Up

Handouts
No Handouts Posted

Assignment
ACE p.60 #26, 29
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, September 30, 2009

Algebra 2 (Class 18)

Lesson Title
1.2.3 What do they have in common?

Overview
In lesson 1.2.2 students investigated functions of the form f(x) = 1/(x-h), where h could be any number. They learned that as the value of h was changed, the graph changed, but the basic shape stayed the same. In this lesson student will think about functions of the form f(x) = mx+b
Textbook Sections
1.2.3 (Txt. p.38) What do they have in Common?

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 do all linear equations have in common?
How can you determine if a relationship is linear?
Key Skills
I can determine if a relationship is linear by examining a table of values.
I can determine if a relationship is linear by analyzing the context of the problem.
Turn-In (#-1)
1-75 to 1-77, 1-83

Handouts
No Handouts Posted

Assignment
1-84 to 1-89
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 38)

Lesson Title
Investigation 4: Multiplying and Dividing Integers

Overview
In today’s lesson students study patterns to help understand the multiplication of integers.
Textbook Sections
Problem 4.2 (Txt. p.56) Studying Multiplication Patterns

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

Explore the use of integers in applied settings.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
Numbers above zero are positive and below zero are negative.
A number line can be used to model the addition of integers.
A number line can be used to model the addition of integers.
A number line can be used to model the addition of integers.
Addition of integers can be modeled with a chip board.
Addition of integers can be modeled with a chip board.
Addition of integers can be modeled with a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a chip board.
Subtraction of integers can be modeled using a number line.
Subtraction of integers can be modeled using a number line.
Subtraction of integers can be modeled using a number line.

Patterns can help you make predictions.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.
Addition and subtraction are operations which undo each other, they are inverses of each other.

How can I model the multiplication of integers?

How can I model the multiplication of integers?

Key Skills
I can describe patterns that I observe in a table of numbers.
I can use patterns to make a prediction about the multiplication of integers.
I can find the product of two integers.
Turn-In (#-1)
Problem 4.1 Follow-Up

Handouts
No Handouts Posted

Assignment
ACE p.60 #26, 29, 32
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 38)

Lesson Title
Investigation 5: Factorizations

Overview
In today’s class we examine a problem where we are asked to find a process for creating the longest possible string whose product equals a given number.
Textbook Sections
Problem 5.2 (Txt. p.48) Finding the Longest Factor String

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
Any integer greater than one can be written as the unique product of prime numbers.
Key Skills
I can create strings of numbers whose product is equal to a given value.
I can find the longest possible string of numbers whose product is equal to a given number.
Turn-In (#-1)
ACE p.52 #19

Handouts
No Handouts Posted

Assignment
ACE p.52 #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.

Tuesday, September 29, 2009

IB Math SL (Class 18)

Lesson Title
Lesson for PS 6: Who’s the Boss

Overview
In today’s class students turn in their first internal assessment, continue to work with absolute value equations, and begin learning the in’s and out’s of determining what is happening to the value of functions as the x-values get really really large (”tend to infinity”) or really, really small (”tend to negative infinity”).
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 re-write 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)
Finish Internal Assessment 1
Finish Lesson for Assignment 5- Know Your Limits.

Handouts
No Handouts Posted

Assignment
PS 5-- Finish it (this should mean you only have to do #8)
PS 6 #1, 2, 3, 6, 7
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.