HolcombMath

Monday, November 30, 2009

Algebra 2 (Class 37)

Lesson Title
2.1.8 What is the rule?

Overview
In this lesson students continue to develop their understanding of sequences as they learn to write rules for sequences that begin with terms that are different form the initial value, or the 0th term.
Textbook Sections
2.1.8 (Txt. p.89) What is the rule?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript
exponential relationship
discrete
continuous
sequence
initial value
term
arithmetic sequence
geometric sequence
common difference
common ratio
slope
rise/run
rate

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can a sequence of numbers be represented?
How can you determine the ”sequence generating machine”?

Key Knowledge
Rules to describe arithmetic and geometric sequences can be determined by examining their initial values and the constant difference or constant factor.

Key Skills
I can determine if a sequence is geometric or arithmetic.
I can find an algebraic rule for describing the value of any term of a arithmetic or geometric sequence even if I do not have the initial value.

Turn-In (#-1)
2-84 to 2-88

Handouts
No Handouts Posted

Assignment
2-89 to 2-91; 2-95 to 2-100
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 73)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students continue to explore graphs relating distance and time.
Textbook Sections
Problem 3.1 (Txt. p.37) Renting Bicycles

Vocabulary
coordinate graph
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus
annotate
rate of change
positive rate of change
negative rate of change
average rate of change
per
speed
speedometer
acceleration
distance-time graph
speed-time graph
continuous
discrete
area
definite integral

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?

Key Knowledge
How can graphs and tables be used to make a decision?

Key Skills
I can use a table of values or a graph to help make a decision.
I can use a graph comparing speed and time to find the distance traveled.

Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
Distance Traveled 2, #10: talk with someone who is not in the class and find out what they think should be the distance traveled for the interval 8 to 9.
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 73)

Lesson Title
Investigation 4: Coordinate Graphs

Overview
In today’s class students examine the data they graphed comparing arm span to height in order to decide if the data confirms or refutes their hypothesis that taller people have longer arm spans.
Textbook Sections
Problem 4.1 (Txt. p.42) Coordinate Graphs

Vocabulary
typical
variable
frequency
frequently
table
line plot
bar graph
axis
scale
bell shaped
clustered/ grouped
range
mode
median
numerical data
categorical data
tally
tally marks
Intervals
Stem and Leaf Plot
ones digit
tens digit
vertical
horizontal
axis
x-axis
y-axis
coordinate graph
variable
units
hypothesis
research question
organize
digits

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
What relationship(s) exist between two sets of data?
What techniques can I use to investigate relationships between two sets of data?
What makes a data representation useful?

Key Knowledge
Coordinate graphs are one tool for investigating the relationship between two sets of data.

Key Skills
I can work with my class to collect data.
I can use a meter stick to measure a person’s arm span and their height.
I can organize data using a table.
I can create a properly labeled coordinate graph.
I can draw a line through the points which represent a person’s height is equal to a person’s arm span.
I can explain the meaning of data which lies on, below, or above the line drawn through the points where the arm span of a person is equal to the height of the person.

Turn-In (#-1)
ACE p. 47 #3

Handouts
No Handouts Posted

Assignment
ACE p.47 #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.

Wednesday, November 25, 2009

Math 7 (Class 72)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students explore graphs comparing speed to time and see how a distance compared to time graph can be created from one.
Textbook Sections
Problem 3.1 (Txt. p.37) Renting Bicycles

Vocabulary
coordinate graph
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus
annotate
rate of change
positive rate of change
negative rate of change
average rate of change
per
speed
speedometer
acceleration
distance-time graph
speed-time graph
continuous
discrete
area
definite integral

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?

Key Knowledge
A speed compared to time graph can be used to create a distance compared to time graph.

Key Skills
I can use a speed compared to time graph to create a distance compared to time graph.

Turn-In (#-1)
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

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 36)

Lesson Title
2.1.7 Is it a Function?

Overview
Throughout this chapter students have been learning about sequences. In Chapter 1 you started to learn about functions. But what is the difference? In this lesson, you will compare and contrast sequences with functions.
Textbook Sections
2.1.7 (Txt. p.85) Is it a function?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript
exponential relationship
discrete
continuous
sequence
initial value
term
arithmetic sequence
geometric sequence
common difference
common ratio
slope
rise/run
rate

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can a sequence of numbers be represented?
How can you determine the ”sequence generating machine”?

Key Knowledge
Is a sequence different from a function?
What is the difference between a sequence t(n) and the function f(x) with the same rule?

Key Skills
I can explain the difference between a function and a sequence.
I can use solve an exponential equation using a calculator to help.
I can determine if a sequence is geometric or arithmetic.
I can find an equation to represent an arithmetic or a geometric sequence.

Turn-In (#-1)
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

Handouts
No Handouts Posted

Assignment
2-84 to 2-88
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 25)

Lesson Title
Investigation 4: Coordinate Graphs

Overview
In the last class students were presented with question “ If you know the measure of a person’s arm span, do you know anything about his or her height?” Students decided that to answer this question they needed to have some data. Hence they measured the height and arm span of students in the class and compiled a table of data for these measurements. In today’s class students will create a coordinate graph of this data.
Textbook Sections
Problem 4.1 (Txt. p.42) Coordinate Graphs

Vocabulary
typical
variable
frequency
frequently
table
line plot
bar graph
axis
scale
bell shaped
clustered/ grouped
range
mode
median
numerical data
categorical data
tally
tally marks
Intervals
Stem and Leaf Plot
ones digit
tens digit
vertical
horizontal
axis
x-axis
y-axis
coordinate graph
variable
units
hypothesis
research question
organize
digits

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
What relationship(s) exist between two sets of data?
What techniques can I use to investigate relationships between two sets of data?
What makes a data representation useful?

Key Knowledge
Coordinate graphs are one tool for investigating the relationship between two sets of data.

Key Skills
I can work with my class to collect data.
I can use a meter stick to measure a person’s arm span and their height.
I can organize data using a table.
I can create a properly labeled coordinate graph (NUTS).
I can draw a line through the points which represent a person’s height is equal to a person’s arm span.
I can explain the meaning of data which lies on, below, or above the line drawn through the points where the arm span of a person is equal to the height of the person.

Turn-In (#-1)
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

Handouts
No Handouts Posted

Assignment
Finish Arm Span Compared to Height graph.
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, November 24, 2009

Math 7 (Class 71)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s lesson students explore how to use graphs and tables to decide which company offers a better deal on renting bikes.
Textbook Sections
Problem 3.1 (Txt. p.37) Renting Bicycles

Vocabulary
coordinate graph
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus
annotate
rate of change
positive rate of change
negative rate of change
average rate of change
per
speed
speedometer
acceleration

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?

Key Knowledge
How can graphs and tables be used to make a decision?

Key Skills
I can use a table of values or a graph to help make a decision.

Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

Play “Race to 14”-- last person to pick up a tooth pick wins.
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 71)

Lesson Title
Investigation 4: Coordinate Graphs

Overview
In today’s class students continue to develop their skills of collecting data, organizing it using a table, and then creating a coordinate graph.

Graph Mole

Textbook Sections
Problem 4.1 (Txt. p.42) Coordinate Graphs

Vocabulary
typical
variable
frequency
frequently
table
line plot
bar graph
axis
scale
bell shaped
clustered/ grouped
range
mode
median
numerical data
categorical data
tally
tally marks
Intervals
Stem and Leaf Plot
ones digit
tens digit
vertical
horizontal
axis
x-axis
y-axis
coordinate graph
variable
units
hypothesis
research question
organize
digits

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
What relationship(s) exist between two sets of data?
What techniques can I use to investigate relationships between two sets of data?
What makes a data representation useful?

Key Knowledge
Coordinate graphs are one tool for investigating the relationship between two sets of data.

Key Skills
I can work with my class to collect data.
I can use a meter stick to measure a person’s arm span and their height.
I can organize data using a table.
I can create a properly labeled coordinate graph.

Turn-In (#-1)
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

Handouts
No Handouts Posted

Assignment
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

Play “Graph Mole”
http://funbasedlearning.com/algebra/graphing/points3/pointsChallenge.swf
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 35)

Lesson Title
Lesson 9: Derivatives of Sums, Differences, Products, and Quotients of Functions

Overview
In previous lessons students have examined the effect that transforming a function has on the derivative of a function. In this lesson they will examine how the derivatives of two functions are related to the derivatives of the sums, difference, products, or quotients of the two function.

Derivatives of the Sum or Difference of Functions

The Derivative of the Product of Functions

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.

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can you use what you know about the transformation of functions to predict how the derivatives of two functions will be related?
When differentiating a function, what can you ignore? What do you have to pay attention to?

Key Knowledge
What is the relationship between the derivatives of two functions and the derivative of the sum of the two functions?
What is the relationship between the derivatives of two functions and the derivative of the difference of the two functions?
What is the relationship between the derivatives of two functions and the derivative of the product of the two functions?
What is the relationship between the derivatives of two functions and the derivative of the quotient of the two functions?

Key Skills
I can explain the effect that adding or subtracting two functions has on the derivatives of these two functions.
I can demonstrate that what happens to the derivatives of two functions as the result of multiplying or dividing the two functions is different from what happens when you add or subtract the two functions.

Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
Workshop 7
Problem Set 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.

IB Math HL (Class 35)

Lesson Title
Lesson 13: Notations for the Derivative

Overview
In this class students will be introduced to different notations for the derivative of a function.

Derivative Notations

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.

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can an equation for the derivative of a function be created?
How can I use what I know about the operation of multiplication to figure out a way to find the derivative of the product of two functions?

Key Knowledge
The derivative of a function can be represented using different notations.

Key Skills
I can use various notations for representing the derivative of a function.

Turn-In (#-1)
Problem Set 10
Problem Set 11
Workshop 7
Lesson 12

Handouts
No Handouts Posted

Assignment
Problem Set 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.

Monday, November 23, 2009

Algebra 2 (Class 35)

Lesson Title
2.1.6 How can I use a multiplier?

Overview
In the past few lessons students have investigated sequences that grow by adding (arithmetic) and sequences that grow by multiplying (geometric). In today’s lesson students will learn more abou growth by multiplication.
Textbook Sections
2.1.6 (Txt. p.79) How can I use a multiplier?

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript
exponential relationship
discrete
continuous
sequence
initial value
term
arithmetic sequence
geometric sequence
common difference
common ratio
slope
rise/run
rate

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can a sequence of numbers be represented?
How can you determine the ”sequence generating machine”?

Key Knowledge
What type of sequence is this? How do we know?
How can we describe growth?
How can we be sure that our multiplier is corrrect?

Key Skills
I can determine if a sequence is arithmetic or geometric.
I can determine the initial value of a sequence.
I can determine the common difference between terms in an arithmetic sequence.
I can create a generating rule for an arithmetic sequence.
I can create a graph to represent the relationship between terms and term numbers of an arithmetic sequence.
I can explain how the common difference is related to the graph and to the rule for generating arithmetic sequences.

Turn-In (#-1)
2-69 to 2-75

Handouts
No Handouts Posted

Assignment
Quiz Corrections-- remember that you must redo the problem correctly if you miss any part of it, or explain what you did wrong and fix your mistake. Just writing the correct answer or just fixing your mistakes will not earn you full credit.

2-70 to 2-77; 2-81b to 2-83
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 70)

Lesson Title
Investigation 4: Coordinate Graphs

Overview
In today’s class students will continue to work with coordinate graphing. In particular they will be collecting data from the class in order to see if there is a relationship between person’s
Textbook Sections
Problem 4.1 (Txt. p.42) Coordinate Graphs

Vocabulary
typical
variable
frequency
frequently
table
line plot
bar graph
axis
scale
bell shaped
clustered/ grouped
range
mode
median
numerical data
categorical data
tally
tally marks
Intervals
Stem and Leaf Plot
ones digit
tens digit
vertical
horizontal
axis
x-axis
y-axis
coordinate graph
variable
units
hypothesis
research question
organize
digits

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
What relationship(s) exist between two sets of data?
What techniques can I use to investigate relationships between two sets of data?
What makes a data representation useful?

Key Knowledge
Coordinate graphs are one tool for investigating the relationship between two sets of data.

Key Skills
I can work with my class to collect data.
I can use a meter stick to measure a person’s arm span and their height.
I can organize data using a table.
I can create a properly labeled coordinate graph.

Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
ACE p.47 #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 70)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s lesson students investigate the game of “Race to 13” as well as examine graphs of paths created by a light attached to a rotating circular or hexagonal wheel.
Textbook Sections
Problem 3.1 (Txt. p.37) Renting Bicycles

Vocabulary
coordinate graph
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus
annotate
rate of change
positive rate of change
negative rate of change
average rate of change
per
speed
speedometer
acceleration

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?

Key Knowledge
What is a “losing position”?
What are some losing positions for the game “Race to 13”?

Key Skills
I can determine a position is a losing one in the game of Race to 13.
When given the choice of going first or second I can beat anyone when playing the game Race to 13.

Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
Play “Race to 13” where the person who takes the last “toothpick” wins. Look for losing positions.

How to Play “Race to 13”:
Starting with 13 toothpicks, and two players, each picks up 1 or 2 toothpicks on a turn.  The person who picks up the last toothpick wins.
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, November 20, 2009

Math 7 (Class 69)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students continue to investigate relationships between distance and time.
Textbook Sections
No new sections

Vocabulary
coordinate graph
quadrant
axis
axes
x-axis
y-axis
coordinates
ordered pair
origin
vertical
horizontal
plot
scale
vertices
coordinate geometry
polygon
quadrilateral
parallelogram
rhombus
annotate
rate of change
positive rate of change
negative rate of change
average rate of change
per
speed
speedometer
acceleration

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?
How can change be described mathematically?
How are patterns of change related to the behavior of functions?
How do mathematical models/representations shape our understanding of mathematics?

Key Knowledge
A graph of speed compared to time is different than a graph of distance compared to time.

Key Skills
I can use a graph of speed compared to time to determine when the fastest or slowest speed occured.
I can describe the changes is speed by analyzing a graph of speed compared to time.
I can explain in writing the meaning of the shape of a graph of speed compared to time in terms of the bicycle race.
I can explain what the slope of a speed compared to time graph represents.
I can explain what the slope of a distance compared to time graph represents.

Turn-In (#-1)
Additional Practice, Investigation 2 #1-5

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 34)

Lesson Title
2.1.6 How can I use a multiplier?

Overview
In today’s class students continue to develop their understanding of sequences that grow by addition and sequences that grow by multiplication. In addition, they will be writing both a group and individual quiz.
Textbook Sections

Vocabulary
input
output
relation
function
dependent variable
independent variable
parameters
linear relationship
subscript
exponential relationship
discrete
continuous
sequence
initial value
term
arithmetic sequence
geometric sequence
common difference
common ratio
slope
rise/run
rate

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

Enduring Understandings
Change is fundamental to understanding functions.
Mathematical relationships can be represented in 4 main ways: Graphical, Numerical, Algebraic, Verbal (written and oral).

Essential Question
How can a sequence of numbers be represented?
How can you determine the ”sequence generating machine”?

Key Knowledge
What type of sequence is this? How do we know?
How can we describe growth?
How can we be sure that our multiplier is corrrect?

Key Skills
I can determine if a sequence is arithmetic or geometric.
I can determine the initial value of a sequence.
I can determine the common difference between terms in an arithmetic sequence.
I can create a generating rule for an arithmetic sequence.
I can create a graph to represent the relationship between terms and term numbers of an arithmetic sequence.
I can explain how the common difference is related to the graph and to the rule for generating arithmetic sequences.

Turn-In (#-1)
Txt. p. 74 #2-57 to 2-60
Txt. p. 76 #2-63 to 2-68

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.