HolcombMath

Thursday, December 17, 2009

Math 7 (Class 86)

Lesson Title
Investigation 4- Patterns and Rules

Overview
In today’s class students move farther into developing rules for patterns which they notice. We wrap up our work on problem 3.4.
Textbook Sections
Problem 4.1 (Txt. p.49) Heading Home

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines
easy points
equilateral
regular
triangle
square
pentagon
hexagon
octagon

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.
The steepness of a graph represents different, yet connected, ideas depending on the variables used.

Key Skills
I can write a “Now-Next” rule based on patterns in a table of data.
I can write an “In-Out” rule based on patterns in a table.
I can use the patterns in a table to make predictions.
I can interpret the meaning of the “steepness” of a graph in terms of the graph’s variables.
I can interpret the meaning of a horizontal section of a graph in terms of the graph’s variables.
I can interpret what it means for a section of a graph to go up or go down in terms of the graph’s variables.

Turn-In (#-1)
Experiment with “Web Turtle” at http://sonic.net/~nbs/webturtle/
See if you can create a square and an equilateral triangle.

Handouts
No Handouts Posted

Assignment
Experiment with “Web Turtle” at http://sonic.net/~nbs/webturtle/
See if you can create a regular pentagon, hexagon, or octagon.
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 42)

Lesson Title
Return Exam

Overview
In today’s class students have a chance to review and begin to make corrections to their Exam.
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative
difference quotient
derivative from first principals

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 the product of two functions is NOT the product of the derivatives of the two functions.
Multiplication can be represented using a rectangle.

Key Skills
I can find the derivative of the product of two functions.
I can use the methods I have developed for finding the derivative of a function to solve related problems.

Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
Sign-up for the 1 month free trial at http://www.ALEKS.com and take the assessment.

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 86)

Lesson Title
Unit Project

Overview
In today’s class students continue to develop their understanding of the mean of a set of numbers. Students will be given four numbers and asked to find a fifth number so that the mean of all five numbers is as specified.
Textbook Sections
The Unit Project (Txt. p.68)

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
census
average
measure of center
even out

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
The mean of a set of data can be thought of as the value obtained by “evening out” all of the values.
A mean value that is a fraction does not mean that there is, for example, one-half of a person in a household.

Key Skills
I can determine what are good questions to ask in a survey
I can determine a method for collecting data.
I can collect and organize data.
I can analyze data and use my results to answer a question.
I can interpret the results of a my analysis of data.
I can represent finding the mean of a set of numbers using multiple representatations.

Turn-In (#-1)
Solve the following problem:
1.  The mean of change that Betty, Bill, and Susan have in their pockets is €0.79.
a.  What is the total amount they have all together? Justify.

b.  Suppose you put in enough money so that the mean was €1.00. How much would you need to put in? Justify.

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.

Wednesday, December 16, 2009

Math 6 (Class 85)

Lesson Title
Unit Project

Overview
In today’s class students work to explain how to find the mean of a set of four numbers using multiple representations— words, blocks, and math symbols. They are asked to connect these ideas by identifying how different aspects of the task show up in the different representations.

In addition, we continue to develop the unit project. The following resources might be useful
How to Write a Good Survey
http://www.accesswave.ca/~infopoll/tips.htm

Qualities of a Good Question
http://www.statpac.com/surveys/question-qualities.htm

Designing Surveys that Count
http://www.keene.edu/crc/forms/designingsurveysthatcount.pdf
Textbook Sections
The Unit Project (Txt. p.68)

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
census
average
measure of center
even out

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
The mean of a set of data can be thought of as the value obtained by “evening out” all of the values.
A mean value that is a fraction does not mean that there is, for example, one-half of a person in a household.

Key Skills
I can determine what are good questions to ask in a survey
I can determine a method for collecting data.
I can collect and organize data.
I can analyze data and use my results to answer a question.
I can interpret the results of a my analysis of data.
I can represent finding the mean of a set of numbers using multiple representatations.

Turn-In (#-1)
Unit Project- Read information on
How to Write a Good Survey
http://www.accesswave.ca/~infopoll/tips.htm

and use the information to help create a good list of 5 to 10 survey questions.

Handouts
No Handouts Posted

Assignment
Solve the following problem:
1.  The mean of change that Betty, Bill, and Susan have in their pockets is €0.79.
a.  What is the total amount they have all together? Justify.

b.  Suppose you put in enough money so that the mean was €1.00. How much would you need to put in? Justify.
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 85)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students solidify and deepen the ideas with which they have been working in the past unit by analyzing connections between graphs for different situations.
Textbook Sections
Problem 3.4 (Txt. p.40) Paying Bills and Counting Profit

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.
The steepness of a graph represents different, yet connected, ideas depending on the variables used.

Key Skills
I can write a “Now-Next” rule based on patterns in a table of data.
I can write an “In-Out” rule based on patterns in a table.
I can use the patterns in a table to make predictions.
I can interpret the meaning of the “steepness” of a graph in terms of the graph’s variables.
I can interpret the meaning of a horizontal section of a graph in terms of the graph’s variables.
I can interpret what it means for a section of a graph to go up or go down in terms of the graph’s variables.

Turn-In (#-1)
ACE p.42 #2

Handouts
No Handouts Posted

Assignment
Experiment with “Web Turtle” at http://sonic.net/~nbs/webturtle/
See if you can create a square and an equilateral triangle.
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, December 15, 2009

Math 7 (Class 84)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class we continue with our work from last time-- finding more exact values for predicting the profit for the bicycle trip.
Textbook Sections
Problem 3.4 (Txt. p.40) Paying Bills and Counting Profit

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.

Key Skills
I can use the “easy points” which are at the intersection of grid lines to determine the profit if only one person went on the trip.
I can determine how the profit earned when I know the number of customers.
I can determine the number of customers needed to earn a specified amount.

Turn-In (#-1)
ACE p. 42 #1

Handouts
No Handouts Posted

Assignment
ACE p.42 #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 6 (Class 84)

Lesson Title
Unit Project

Overview
We continue to make preparations for the unit project-- deciding on good questions to ask and how to phrase them. By the end of class students should have clarity on the 5 to 10 questions they are going to use for their survey and should also have a plan for collecting the data.

Resources
How to Write a Good Survey
http://www.accesswave.ca/~infopoll/tips.htm

Qualities of a Good Question
http://www.statpac.com/surveys/question-qualities.htm

Designing Surveys that Count
http://www.keene.edu/crc/forms/designingsurveysthatcount.pdf
Textbook Sections

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
census
average
measure of center
even out

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
The mean of a set of data can be thought of as the value obtained by “evening out” all of the values.
A mean value that is a fraction does not mean that there is, for example, one-half of a person in a household.

Key Skills
I can determine what are good questions to ask in a survey
I can determine a method for collecting data.
I can collect and organize data.
I can analyze data and use my results to answer a question.
I can interpret the results of a my analysis of data.

Turn-In (#-1)
ACE p.62 #9

Handouts
No Handouts Posted

Assignment
Unit Project- Read information on
How to Write a Good Survey and use the information to help create a good list of 5 to 10 survey questions.
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, December 14, 2009

Math 7 (Class 83)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students use information about the income and costs related to the bike trip in order to create a table of values for determining the profit as a function of the number of customers.
Textbook Sections
Problem 3.4 (Txt. p.40) Paying Bills and Counting Profit

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.

Key Skills
I can use the “easy points” which are at the intersection of grid lines to determine the profit if only one person went on the trip.
I can determine how the profit earned when I know the number of customers.
I can determine the number of customers needed to earn a specified amount.

Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
ACE p. 42 #1 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 83)

Lesson Title
Investigation 5: What do we mean by “Mean”?

Overview
In today’s class students are introduced to the unit project, “Is Anyone Typical?”. In this project they will be using what they have learned to conduct a statistical investigation aimed at answering the question “What are some characteristics of a typical middle-school student?”
Textbook Sections
The Unit Project (Txt. p.68)

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
census
average
measure of center
even out

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
The mean of a set of data can be thought of as the value obtained by “evening out” all of the values.
A mean value that is a fraction does not mean that there is, for example, one-half of a person in a household.

Key Skills
I can determine what are good questions to ask in a survey
I can determine a method for collecting data.
I can collect and organize data.
I can analyze data and use my results to answer a question.
I can interpret the results of a my analysis of data.

Handouts
No Handouts Posted

Assignment
ACE p.62 #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.

Thursday, December 10, 2009

IB Math SL (Class 40)

Lesson Title
Lesson 11: Somethings are just natural (2)

Overview
In today’s class students continue to develop their skills at finding the derivatives of functions.
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative
difference quotient
derivative from first principals

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?
What does it mean for a function to be its own derivative?
Is possible for a function to be its own derivative?

Key Knowledge
A function exists such that it is its own derivative function.

Key Skills
I can find the derivative of functions involving the natural exponential.

Turn-In (#-1)
PS 10
PS 11

Handouts
No Handouts Posted

Assignment
Everything that is not finished!
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 40)

Lesson Title
Lesson 14: What about Composite Functions? (4)

Overview
In today’s class students work on developing their skills of finding the derivatives 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 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
Functions can be “decomposed” to help find its derivative

Key Skills
I can “de-compose” a function.
I can find the derivative of a composite function.
I can represent the process of finding the derivative of a composite function using words, graphs, diagrams, and equations.

Turn-In (#-1)
PS 14

Handouts
No Handouts Posted

Assignment
Everything you have not finished!
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 81)

Lesson Title
Investigation 5: What do we mean by “Mean”?

Overview
In today’s class students are introduced to the unit project, “Is Anyone Typical?”. In this project they will be using what they have learned to conduct a statistical investigation aimed at answering the question “What are some characteristics of a typical middle-school student?”
Textbook Sections
The Unit Project (Txt. p.68)

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
census
average
measure of center
even out

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
The mean of a set of data can be thought of as the value obtained by “evening out” all of the values.
A mean value that is a fraction does not mean that there is, for example, one-half of a person in a household.

Key Skills
I can explain what the mean of a set of data represents.
I can show the concrete representation of what is meant by the mean of a set of data using cube towers.
I can calculate the mean of a set of data.
I can demonstrate finding the mean of a set of data by using cube towers (including means which are not whole number values).
I can determine the “test score” a student needs to achieve a given overall percent.

Turn-In (#-1)
ACE p.62 #6, 7

Handouts
No Handouts Posted

Assignment
ACE p.62 #1,2, 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.

Math 7 (Class 81)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students use information about the income and costs related to the bike trip in order to create a table of values for determining the profit as a function of the number of customers. By examining the patterns in the table, students construct expressions which can be used to calculate the values for any number of students
Textbook Sections
Problem 3.4 (Txt. p.40) Paying Bills and Counting Profits

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.

Key Skills
I can use the “easy points” which are at the intersection of grid lines to determine the profit if only one person went on the trip.
I can determine how the profit earned when I know the number of customers.
I can determine the number of customers needed to earn a specified amount.

Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
ACE p. 40 #1, 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.

Wednesday, December 09, 2009

Math 7 (Class 80)

Lesson Title
Investigation 3- Analyzing Graphs and Tables

Overview
In today’s class students explore more deeply how to find the profit per customer from data presented on a graph.
Textbook Sections
Problem 3.2 (Txt. p.38) Finding Customers

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
point of intersection
parallel
coincident
profit
income
expenses
cost
slope
ratio
intersection of grid lines

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 are the ideas of rate of change, ratio, and slope related to each other?

Key Knowledge
How can graphs and tables be used to make a decision?
A coordinate graph compares the values of two variables.
The point of intersection represents the location where the values of the variables are the same.

Key Skills
I can use the “easy points” which are at the intersection of grid lines to determine the profit if only one person went on the trip.
I can determine how the profit earned when I know the number of customers.
I can determine the number of customers needed to earn a specified amount.

Turn-In (#-1)
ACE p.47 #8

Handouts
No Handouts Posted

Assignment
ACE p.47 #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.

Algebra 2 (Class 40)

Lesson Title
2.2.1 Are they Equivalent?

Overview
In today’s class student continue to develop their ability to create algebraic expressions to represent a situation and to determine if various expressions for a situation are equivallent.
Textbook Sections
2.2.1 (Txt. p.94) Are they Equivalent?

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 I create an algebraic expression to model a situation?

Key Knowledge
The geometry of a situation often provides insight into developing an expression to represent a situation.

Key Skills
I can create alternative expressions to represent a situation.
I can determine if two or more expressions are equivallent.

Turn-In (#-1)
2-110 to 2-112, 2-114 to 2-117

Also, in preparation for the final, do Part 1 of the Chapter 2 Closure on page 105. Use Bubl.us or call the other people in the class to help.

Handouts
No Handouts Posted

Assignment
2-122 to 2-128
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.