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.