HolcombMath

Friday, September 04, 2009

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.

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.

Math 6 (Class 18)

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
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

Handouts
No Handouts Posted

Assignment
ACE p.30 #27
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 02, 2009

Math 6 (Class 17)

Lesson Title
Investigation 3: Factor Pairs

Overview
We continue our work with our collection of the factors of the numbers 1 to 30: looking for patterns, making generalizations.
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)
ACE p.30 #27

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 9)

Lesson Title
1.2.1 How can I represent a function?

Overview
The opener reviews the ideas we worked with last class: how to find the intersections of two parabolas using a table, a graph, and an equation. We then turn our attention to creating a mathematical model of a geometric relationship.
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)
1-39 to 1-41, 1-47, 1-48
Quiz Corrections

Handouts
No Handouts Posted

Assignment
1-49 to 1-53
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 17)

Lesson Title
Investigation 2: Adding Integers

Overview
We continue our work with Chip Boards today.
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.
Turn-In (#-1)
ACE p.26 #8, 9, 14-17

Handouts
No Handouts Posted

Assignment
ACE p.26 #10-12, 18- 20
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.