HolcombMath

Thursday, September 10, 2009

Math 6 (Class 23)

Lesson Title
Investigation 4: Common Factors and Multiples

Overview
In today’s class we look at a problem involving squares and see how our understanding of number theory can help us find a solution.
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
Pairs of numbers have common factors.
Key Skills
Finding the common factor of two numbers.
Using common factors to solve problems.
Recognizing that finding the common factor of two numbers will help to solve a problem.
Turn-In (#-1)
ACE p.40 #1-4

Handouts
No Handouts Posted

Assignment
ACE p.40 #5-10
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 23)

Lesson Title
Investigation 3: Subtracting Integers

Overview
We continue working with using a number line to model subtraction of integers.
Textbook Sections
Problem 3.2 (Txt. p.40) Subtracting on a Number Line

Vocabulary
Integer
temperature
opposites
chip board
model

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

Key Ideas
Subtraction of integers can be modeled using a number line.
Subtraction on the number line can be thought of as moving in the opposite direction from what you would have moved in if you were adding.
Key Skills
I can model the subtraction of integers using a numberline.
Turn-In (#-1)
ACE p. 46 #2-5

Handouts
No Handouts Posted

Assignment
ACE p.46 #1, 15
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 09, 2009

Algebra 2 (Class 11)

Lesson Title
1.2.1 How can I represent a function?

Overview
We continue our work with building boxes and representing relationships.
Textbook Sections
1.2.1 (Txt. p.25) How can I represent a function?

Vocabulary
input
output
relation
function
dependent variable
independent variable

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

Key Ideas
Mathematics, in the form of tables, graphs, equations, and words, can be used to model a geometric relationship.
Creating a model of a situation often involves first collecting data about the relationship.
Key Skills
I can use a graphing calculator to show the solution to a system of two quadratic equations.
I can use the CALC function of my graphing calculator to find the points of intersection of the graphs of two quadratic functions.
I can use the TABLE function of my graphing calculator to find the points of intersection of the graphs of two quadratic functions.
Turn-In (#-1)
1-60 to 1-63

Handouts
No Handouts Posted

Assignment
1-64 to 1-67
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 22)

Lesson Title
Investigation 3: Subtracting Integers

Overview
Today we explore how to model subtracting integers using a number line.
Textbook Sections
Problem 3.2 (Txt. p.40) Subtracting on a Number Line

Vocabulary
Integer
temperature
opposites
chip board
model

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

Key Ideas
Subtraction of integers can be modeled using a number line.
Subtraction on the number line can be thought of as moving in the opposite direction from what you would have moved in if you were adding.
Key Skills
I can model the subtraction of integers using a numberline.
Turn-In (#-1)
Rework ACE p.46 #11-14, 34-- if needed

Handouts
No Handouts Posted

Assignment
ACE p. 46 #2-5
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.

Math 6 (Class 22)

Lesson Title
Investigation 4: Common Factors and Multiples

Overview
We begin our study of common factors and multiples today.
Textbook Sections
Problem 4.1 (Txt. p.36) Riding Ferris Wheels

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
Common factors and common multiples can be used to solve applied problems.
Key Skills
I can find the common multiples of two numbers.
I can find the common factors of two numbers
Turn-In (#-1)
ACE p.30 #11, 12

Handouts
No Handouts Posted

Assignment
ACE p.40 #1-4
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 08, 2009

Math 6 (Class 21)

Lesson Title

Overview
We continue with our work examining even and odd numbers.
Textbook Sections
Problem 3.3 (Txt. p.28) Reasoning with Odd and Even Numbers

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
Some numbers have factors in common.
Factors of numbers can be thought of as the sides of rectangles whose area is the number in question.
Key Skills
I can make rectangles to represent the factors of a number.
I can find common factors of numbers.
I can make a conjecture based on patterns.
Turn-In (#-1)
ACE p.30 #27, 28

Handouts
No Handouts Posted

Assignment
ACE p.30 #11, 12
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 11)

Lesson Title
Lesson for PS 6: Who’s the Boss (1)

Overview
We will turn our attention to reasoning about the values of functions as the input becomes large or small without bound.
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.
Limits involving the x-value going to infinity can often be evaluated by determining which part of the function dominates.
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 evaluate the limit of a function which involves the x-value approaching infinity.
Turn-In (#-1)
Work on internal assessment.

Handouts
No Handouts Posted

Assignment
Test Corrections
PS 6.1- Leaky Balloon
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 21)

Lesson Title
Investigation 3: Subtracting Integers

Overview
We return to working with fractions in our opener. We then continue on with subtracting integers using a chip board model.
Textbook Sections
Problem 3.1 (Txt. p.35) Subtracting on a Chip Board

Vocabulary
Integer
temperature
opposites
chip board
model

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

Key Ideas
Subtraction of integers can be modeled using a chip board.
You can always get more chips on the board, without changing the value, by adding zero pairs.
Key Skills
I can model the subtraction of integers using a chip board.
Turn-In (#-1)
ACE p. 46 #11-14, 34

Handouts
No Handouts Posted

Assignment
Rework ACE p.46 #11-14, 34-- if needed
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, September 04, 2009

IB Math SL (Class 10)

Lesson Title
Lesson for PS 5: Know Your Limits

Overview
Students will be writing their first test today. Afterwards we will begin our study of the third big concept of Calculus: Limits.
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.
Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
Work on the internal assessment
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 19)

Lesson Title
Investigation 3: Subtracting Integers

Overview
After our quiz today we will being the adventure of subtracting integers!
Textbook Sections
Problem 3.1 (Txt. p.35) Subtracting on a Chip Board

Vocabulary
Integer
temperature
opposites
chip board
model

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

Key Ideas
Subtraction of integers can be modeled using a chip board.
You can always get more chips on the board, without changing the value, by adding zero pairs.
Key Skills
I can model the subtraction of integers using a chip board.
Turn-In (#-1)
4 practice problems-- using math notation to represent the addition of integers on a chip board.

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 19)

Lesson Title
Investigation 3: Factor Pairs

Overview
We investigate what the sums and products of even numbers and use rectangular arrays to help sort out the reasons why things work the way they do!
Textbook Sections
Problem 3.3 (Txt. p.28) Reasoning with Odd and Even Numbers

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.

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.

Turn-In (#-1)
ACE p.30 #27

Handouts
No Handouts Posted

Assignment
§ (Txt. p.)
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 10)

Lesson Title
Lesson for PS 6: Who’s the Boss (1)

Overview
Students write their first test today. We then turn our attention to working with the limits of functions where x goes to 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.
Limits involving the x-value going to infinity can often be evaluated by determining which part of the function dominates.
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 evaluate the limit of a function which involves the x-value approaching infinity.
Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
Work on internal assessment.
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, September 03, 2009

IB Math HL (Class 9)

Lesson Title
Lesson for PS 5: Know Your Limits (2)

Overview
We continue with our development of the concept and our ability to work with limits.
Textbook Sections
Chapter 21

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.
Turn-In (#-1)
PS 5 #TBA

Handouts
No Handouts Posted

Assignment
§ (Txt. p.)
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 9)

Lesson Title
Introduction to the Definite Integral (3)

Overview
We continue our development of the concept and our ability to estimate the definite integral.
Textbook Sections
Chapter 21

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
The definite integral can be thought of as the area under the graph of a function and above the x-axis.
A definite integral can be approximated by cutting up the area under the curve and above the x-axis into smaller shapes-- rectangles and trapezoids in particular.
The units for a definite integral are the product of the units of the independent (x) and dependent (y) variables.
Key Skills
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.
Turn-In (#-1)
PS 4 #TBA

Handouts
No Handouts Posted

Assignment
§ (Txt. p.)
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 18)

Lesson Title
Investigation 2: Adding Integers

Overview
In today’s class we work on developing the mathematical notation that can be used to represent a process of solving addition of integer problems modeled on a chip board.
Textbook Sections
Problem 2.2 (Txt. p.21) Inventing a New Model

Vocabulary
Integer
temperature
opposites
chip board
model

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

Key Ideas
Addition of integers can be modeled with a chip board.
Chip boards must start empty.
Key Skills
I can use a chip board to model the addition of integers.
I can use mathematical notation to represent the process of solving an addition of integer problem which is modeled on a chip board.
Turn-In (#-1)
ACE p.26 #10-12, 18- 20

Handouts
No Handouts Posted

Assignment
4 practice problems-- using math notation to represent the addition of integers on 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.