HolcombMath

Monday, August 31, 2009

Algebra 2 (Class 8)

Lesson Title
1.1.4 How can I represent intersections?

Overview
In today’s class students will be guided to make connections between four different ways to represent a system of equations: graphs, tables, equations, and words.
Textbook Sections
Lesson 1.1.4 (Txt. p.21): How can I represent intersections?

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
The Rule of Four: Mathematics can be represented by using a table of values, a graph, a rule or equation, or words (oral or written).
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)
1-35 to 1-38

Handouts
No Handouts Posted

Assignment
1-39 to 1-41, 1-47, 1-48
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 6 (Class 15)

Lesson Title
Investigation 3: Factor Pairs

Overview
We will continue our work creating our representations of the factors of the whole numbers 1 to 30.
Textbook Sections
Problem 3.2 (Txt. p.27): Finding Patterns

Vocabulary
analyze
prime
composite
product
factor
divisor

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.
Turn-In (#-1)
No homework

Handouts
No Handouts Posted

Assignment
ACE p.30 #1-6
Quiz Corrections
Finish cutting out your rectangles.
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 15)

Lesson Title
Investigation 2: Adding Integers

Overview
In today’s class we continue to develop the ability to use a number line to represent the addition of integers.
Textbook Sections
Problem 2.1 (Txt. p.19) Adding on a Number Line

Vocabulary
Integer
temperature
opposites

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

Key Ideas
A number line can be used to model the addition of integers.
Moving right on the number line represents adding a positive value.
Moving left on the number line represent adding a negative value.
When modeling addition using the number line, start at 0.
Key Skills
I can use a number line to model the addition of integers.
Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
ACE p.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.

Friday, August 28, 2009

Math 6 (Class 14)

Lesson Title
Investigation 3: Factor Pairs

Overview
We begin class today with our second quiz. We will then work to finish Problem 3.1 and its follow-up. As time permits we will begin investigating the factors of the numbers 1 to 30-- looking for patterns and generalizations.
Textbook Sections
Problem 3.1 (Txt. p.26) Arranging Space

Vocabulary
analyze
prime
composite
product
factor
divisor

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.
Turn-In (#-1)
ACE p.30 #16, 20, 24

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 7)

Lesson Title
1.1.3- Which values are possible?

Overview
We have our first quiz as the opener today. Our lesson continues where we left off from last time focusing on which values are possible for inputs (range) and outputs (domain) of a given function.
Textbook Sections
1.1.3: Which values are possible?

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
Graphs have key points which you need to be able to locate.
Key Skills
I can create a graph on my graphing calculator.
I can adjust the window on my graph so that I can see the key points of the graph.
I can find the location(s) of the key points on a graph.
I can plot points accurately and label a graph appropriately.
Turn-In (#-1)
1-35 to 1-38

Handouts
No Handouts Posted

Assignment
1-35 to 1-38
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 14)

Lesson Title
Investigation 2: Adding Integers

Overview
We have our second quiz today to start class. We then will work towards finishing up Problem 2.1 and its follow-up which introduces modeling the addition of integers using a numberline.
Textbook Sections
Problem 2.1 (Txt. p.19) Adding on a Number Line

Vocabulary
Integer
temperature
opposites

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

Key Ideas
A number line can be used to model the addition of integers.
Moving right on the number line represents adding a positive value.
Moving left on the number line represent adding a negative value.
When modeling addition using the number line, start at 0.
Key Skills
I can use a number line to model the addition of integers.
Turn-In (#-1)
ACE p. 26 #1-7

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, August 27, 2009

IB Math SL (Class 7)

Lesson Title

Overview
In today’s class students will be introduced to another main idea of calculus: the definite integral. Students will learn what this term means, what is can be used for, and how to find an estimate of its value.
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
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)
Assignment 3.1 (SL)

Handouts
No Handouts Posted

Assignment
Assignment 4 #2a, b, c, 3, 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.

IB Math HL (Class 7)

Lesson Title
Introduction to the Definite Integral (2)

Overview
We finish up our introduction to the definite integral today.
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)
Assignment 4 #2-4

Handouts
No Handouts Posted

Assignment
Assignment 4-- Finish it.
WS 2 #2

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 13)

Lesson Title
Investigation 2: Adding Integers

Overview
The opener continues to work with the comparison of fractions. Our lesson has us consider using a number line to model the addition of integers.
Textbook Sections
Problem 2.1 (Txt. p.19) Adding on a Number Line

Vocabulary
Integer
temperature
opposites

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

Key Ideas
A number line can be used to model the addition of integers.
Moving right on the number line represents adding a positive value.
Moving left on the number line represent adding a negative value.
When modeling addition using the number line, start at 0.
Key Skills
I can use a number line to model the addition of integers.
Turn-In (#-1)
ACE p.12 #23-26, 28, 29

Handouts
No Handouts Posted

Assignment
ACE p. 26 #1-7
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.

Math 6 (Class 13)

Lesson Title
Investigation 3: Factor Pairs

Overview
Today’s class takes us deeper into the land of factors and multiples.
Textbook Sections
Problem 3.1 (Txt. p.26) Arranging Space

Vocabulary
analyze
prime
composite
product
factor
divisor

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.
Turn-In (#-1)
ACE p.22 #11, 12, 15

Handouts
No Handouts Posted

Assignment
ACE p.30 #16, 20, 24
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, August 26, 2009

Math 6 (Class 12)

Lesson Title
Investigation 2: The Product Game

Overview
Students play each others version of the Product Game as the opener for today. We then begin Problem 2.3: Classifying numbers.
Textbook Sections
Problem 2.3 (Txt. p.20) Classifying Numbers

Vocabulary
analyze
prime
composite
product
factor
divisor

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

Key Ideas
Numbers can be classifies in different ways.
Key Skills
I can complete a Venn diagram showing the factors of two numbers.
I can compete a Venn diagram showing multiples of two numbers with at least 5 entries in each area of the diagram.
Turn-In (#-1)
ACE p.22 #9, 10, 14

Handouts
No Handouts Posted

Assignment
ACE p.22 #11, 12, 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.

Math 7 (Class 12)

Lesson Title
Investigation 1: Extending the Number Line

Overview
Our opener continues to focus on reasoning about fractions. The lesson wraps up Investigation 1 and students are given time to work on some of the ACE problems.
Textbook Sections
Problem 1.3 (Txt. p.9) Measuring Temperature

Vocabulary
Integer
temperature
opposites

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

Key Ideas
Numbers above zero are positive and below zero are negative.
Numbers increase in size as you move to the right on the number line and decrease in size as you move to the left.
Negative numbers can be used to help figure out applied problems.
Numbers above zero are positive and below zero are negative.
A thermometer can be thought of as a vertical numberline.
Key Skills
I can order fractions.
I can use the symbols =, < and > to compare numbers.
I can order integers.
I can determine the final temperature when told the starting temperature and given a description of how the temperature changes.
I can determine the temperature halfway between two temperatures.
I can determine which of two temperatures is farthest from a given temperature.
Turn-In (#-1)
ACE p.12 #21-26, 28, 29

Handouts
No Handouts Posted

Assignment
ACE p.12 #23-26, 28, 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.

Tuesday, August 25, 2009

IB Math SL (Class 6)

Lesson Title
Introduction to the Definite Integral (1)

Overview
In today’s class students will review how to write an equation to model a periodic event-- how to write a sinusoidal equation given data.
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
Situations involving periodic phenomena can be modeled using a properly transformed sine function.

Key Skills
I can sketch a graph of a sinusoidal sitaution.
I can determine the vertical or horizontal shift needed to represent a sinusoidal.
I can determine the vertical or horizontal stretch factor needed to represent a sinusoidal.
I can determine the period of a sinusoidal situation.
I can create an equation to represent a sinusoidal situation.
Turn-In (#-1)
Assignment 3 All

Handouts
No Handouts Posted

Assignment
Assignment 3.1 (SL)
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 6)

Lesson Title
Introduction to the Definite Integral (1)

Overview
In today’s class students will be introduced to another main idea of calculus: the definite integral. Students will learn what this term means, what is can be used for, and how to find an estimate of its value.
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)
Assignment 3

Handouts
No Handouts Posted

Assignment
Assignment 4 #2-4
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.

Math 6 (Class 11)

Lesson Title
Investigation 2: The Product Game

Overview
Students play each others version of the Product Game as the opener for today. We then begin Problem 2.3: Classifying numbers.
Textbook Sections
Problem 2.3 (Txt. p.20) Classifying Numbers

Vocabulary
analyze
prime
composite
product
factor
divisor

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

Key Ideas
Numbers can be classifies in different ways.
Key Skills
I can complete a Venn diagram showing the factors of two numbers.
I can compete a Venn diagram showing multiples of two numbers with at least 5 entries in each area of the diagram.
Turn-In (#-1)
ACE p.22 #9, 10, 14

Handouts
No Handouts Posted

Assignment
ACE p.22 #11, 12, 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.