HolcombMath

Friday, January 29, 2010

Math 7 (Class 101)

Lesson Title
Unit Closure

Overview
In today’s class we begin to wrap up our Unit 2: Variables and Patterns by brain storming and organizing what we have learned during this unit. Students also write the last quiz for this unit.
Textbook Sections
N/A

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
typical
average
horizontal
slope
gradient
rate of change
coefficient
declare your variable

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?
How can I use a graphing calculator to make graphs?

Key Knowledge
A graphing calculator (GDC) can be used to quickly and accurately make a graph of an equation.
In order to make a graph on a graphing calculator (GDC) the equation must first be in “y=” form.

Key Skills
I can enter an equation properly in a GDC.
I can adjust the window on a GDC in order to view specific areas of a graph.
I can use GDC to explore equationss.
I can determine a y-value when given an x-value when I know the equation relating x and y.
I can create a table of x and y values when given an equation.
I can identify similarities and differences between two tables of values and can explain how these differences are related to the equations for these tables.
I can write an equation for a table of values which has a constant rate of change.

Turn-In (#-1)
ACE p.64 #1

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.

Algbera 2 (Class 50)

Lesson Title
3.1.1 What do exponential graphs look like?

Overview
In today’s class students continue to investigate the characteristics of y = b^x. As teams they will generate data, form questions about their data, and answer these questions using multiple representations.
Textbook Sections
3.1.1 (Txt. p.115) What do exponential graphs look like?

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 we make an expression or equation simpller?
How can we be sure that we are correct?

Key Knowledge
The factors of an equation can be determined by using an area model.
If the product of two numbers is zero, then at least one of the two numbers must be zero.

Key Skills
I can use an area model to find equivalent expressions.
I can rewrite an equation in a form which is easier to solve.

Turn-In (#-1)
§ (Txt. p.)

Handouts
No Handouts Posted

Assignment
3-13 to 3-18
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 101)

Lesson Title
Investigation 2: Building Polygons

Overview
In today’s class students reflect on the quadrilaterals they have constructed.
Textbook Sections
Problem 2.2 (Txt. p.17) Building Quadrilaterals

Vocabulary
tiling
regular polygon
polygon
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
Why do we compare contrast and classify objects?
How do decomposing and recomposing shapes help us build our understand of mathematics?

Key Knowledge
The lengths of the sides of a quadrilateral are related to each other.

Key Skills
I can determine if it is possible to construct a quadrilateral given the lengths of four sides.
I can determine if the lengths of the sides of a given quadrilateral would result in a quadrilateral I have often seen, or one that is not often seen.
I can determine if the lengths of the sides of a given quadrilateral would result in a quadrilateral which has symmetry.

Turn-In (#-1)
TBA

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, January 28, 2010

IB Math HL (Class 50)

Lesson Title
Lesson 18: Inferences from Derivatives (2)

Overview
In today’s class we finish up with the lesson on making inferences from the first and second derivative of a function.

Tutorial on inferences from the first derivative
http://www.math.hmc.edu/calculus/tutorials/extrema/

Tutorial on inferences from the second derivative
http://www.math.hmc.edu/calculus/tutorials/secondderiv/
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative
explicit equation
implicit equation

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 has to be true about the value of a derivative in order to have a maximum or minimum value?
If the derivative of a function is zero, does this always represent a maximum or minimum?
What information does the first derivative give me about the original function?
What information does the second derivative give me about the original function?

Key Knowledge
The derivative of a function can be used to find the optimal solution to a problem.
If the derivative of a function changes sign around a critical point, the function is said to have a local (relative) extremum at that point.
If the derivative changes from positive (increasing function) to negative (decreasing function), the function has a local (relative) maximum at the critical point.
If the second derivative is positive at a point, the graph is concave up. If the second derivative is positive at a critical point, then the critical point is a local minimum.
If the second derivative is negative at a point, the graph is concave down. If the second derivative is negative at a critical point, then the critical point is a local maximum.
An inflection point marks the transition from concave up and concave down. The second derivative will be zero at an inflection point.
The second derivative may be used to determine local extrema of a function under certain conditions. If a function has a critical point for which f′(x) = 0 and the second derivative is positive at this point, then f has a local minimum here. If, however, the function has a critical point for which f′(x) = 0 and the second derivative is negative at this point, then f has local maximum here. This technique is called Second Derivative Test for Local Extrema.

Key Skills
I can make and label a diagram to represent a situation.
I can identify the key variables in a situation.
I can mentally model what is going on in a situation.
I can create equations relating the key variables in a situation.
I can create an equation between the two main variables in a situation.
I can find and use a derivative to determine an optimal solution for a situation.
I can use multiple representations to determine if a function has a relative maximum or a relative minimum on a given interval.
I can use multiple representations to determine if a function is concave up or concave down on a given interval.
I can use multiple representations to determine if a function has an inflection point on a given interval.

Turn-In (#-1)
PS 17, IA

Handouts
No Handouts Posted

Assignment
PS 18
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 100)

Lesson Title
Investigation 5: Using a Graphing Calculator

Overview
In today’s class students continue developing the ability to discover the equation which generates a given table of values whose rate is constant.
Textbook Sections
Problem 5.2 (Txt. p.63) Making Tables on a Calculator.

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
typical
average
horizontal
slope
gradient
rate of change
coefficient
declare your variable

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?
How can I use a graphing calculator to make graphs?

Key Knowledge
A graphing calculator (GDC) can be used to quickly and accurately make a graph of an equation.
In order to make a graph on a graphing calculator (GDC) the equation must first be in “y=” form.

Key Skills
I can enter an equation properly in a GDC.
I can adjust the window on a GDC in order to view specific areas of a graph.
I can use GDC to explore equationss.
I can determine a y-value when given an x-value when I know the equation relating x and y.
I can create a table of x and y values when given an equation.
I can identify similarities and differences between two tables of values and can explain how these differences are related to the equations for these tables.
I can write an equation for a table of values which has a constant rate of change.

Turn-In (#-1)
Three Rings 4

Handouts
No Handouts Posted

Assignment
ACE p.64 #1
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 50)

Lesson Title
Lesson 15- Y-Not! (1)

Overview
In today’s class students learn how to find the derivative of a function which is not defined explicitly.

Also, a quiz on finding the derivatives of composite 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 I find the derivative of a composite function?

Key Knowledge
Functions can be defined both explicitly or implictly.

Key Skills
I can determine if an equation is defined explicitly or implicitly.
I can use implicit differentiation to find the derivative of a function.

Turn-In (#-1)
PS 15

Handouts
No Handouts Posted

Assignment
WS 9, PS 14
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 100)

Lesson Title
Investigation 2: Building Polygons

Overview
At this point students have begun to conjecture rules for what is required of the lengths of 4 segments in order for it to be possible to make a quadrilateral from these segments. In today’s class we will share and tests these conjectures.
Textbook Sections
Problem 2.2 (Txt. p.17) Building Quadrilaterals

Vocabulary
tiling
regular polygon
polygon
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
Why do we compare contrast and classify objects?
How do decomposing and recomposing shapes help us build our understand of mathematics?

Key Knowledge
The lengths of the sides of a quadrilateral are related to each other.

Key Skills
I can determine if it is possible to construct a quadrilateral given the lengths of four sides.

Turn-In (#-1)
GW 6 Reasoning with Numbers: Best Buy 4

Handouts
No Handouts Posted

Assignment
TBA
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, January 27, 2010

Math 7 (Class 99)

Lesson Title
Investigation 5: Using a Graphing Calculator

Overview
In today’s class we continue to learn how our GDC’s can help us make tables of values as well as learn more about what these tables of values can tell us about equations and what equations can tell us about tables of values.
Textbook Sections
Problem 5.2 (Txt. p.63) Making Tables on a Calculator.

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
typical
average
horizontal
slope
gradient
rate of change
coefficient
declare your variable

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?
How can I use a graphing calculator to make graphs?

Key Knowledge
A graphing calculator (GDC) can be used to quickly and accurately make a graph of an equation.
In order to make a graph on a graphing calculator (GDC) the equation must first be in “y=” form.

Key Skills
I can enter an equation properly in a GDC.
I can adjust the window on a GDC in order to view specific areas of a graph.
I can use GDC to explore equationss.
I can determine a y-value when given an x-value when I know the equation relating x and y.
I can create a table of x and y values when given an equation.
I can identify similarities and differences between two tables of values and can explain how these differences are related to the equations for these tables.
I can write an equation for a table of values which has a constant rate of change.

Turn-In (#-1)
ACE p.64 #4

Handouts
No Handouts Posted

Assignment
Three Rings 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 99)

Lesson Title
Investigation 2: Building Polygons

Overview
At this point students have begun to conjecture rules for what is required of the lengths of 4 segments in order for it to be possible to make a quadrilateral from these segments. In today’s class we will share and tests these conjectures.
Textbook Sections
Problem 2.2 (Txt. p.17) Building Quadrilaterals

Vocabulary
tiling
regular polygon
polygon
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
Why do we compare contrast and classify objects?
How do decomposing and recomposing shapes help us build our understand of mathematics?

Key Knowledge
The lengths of the sides of a quadrilateral are related to each other.

Key Skills
I can determine if it is possible to construct a quadrilateral given the lengths of four sides.

Turn-In (#-1)
ACE p. 19 #3, 4, 6, 8

Handouts
No Handouts Posted

Assignment
GW 6 Reasoning with Numbers: Best Buy 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.

Tuesday, January 26, 2010

IB Math SL (Class 49)

Lesson Title
Lesson 14: What About Composite Functions? (4)Worskhop

Overview
In today’s class students learn how to find the derivative of a function which is not defined explicitly.

Quiz next class on derivatives-- now including the chain rule.
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 I find the derivative of a composite function?

Key Knowledge
Functions can be constructed of other functions.

Key Skills
I can find the derivative of a composite function.

Turn-In (#-1)
PS 12, PS 14, IA

Handouts
No Handouts Posted

Assignment
PS 14, Workshop 9 #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.

IB Math HL (Class 49)

Lesson Title
Lesson 18: Inferences from Derivatives (2)

Overview
In today’s class students continue to work on developing their ability to make inferences about a function based on the first and second derivative of a function. Students also write the second quiz of the semester focusing on finding derivatives of exponential and/or inverse trigonometric functions.
Textbook Sections

Vocabulary
function
independent variable
dependent variable
with respect to
rate of change
limit
derivative
explicit equation
implicit equation

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 information does the first derivative give me about the original function?
What information does the second derivative give me about the original function?

Key Knowledge
If the derivative of a function changes sign around a critical point, the function is said to have a local (relative) extremum at that point.
If the derivative changes from positive (increasing function) to negative (decreasing function), the function has a local (relative) maximum at the critical point.
If the second derivative is positive at a point, the graph is concave up. If the second derivative is positive at a critical point, then the critical point is a local minimum.
If the second derivative is negative at a point, the graph is concave down. If the second derivative is negative at a critical point, then the critical point is a local maximum.
An inflection point marks the transition from concave up and concave down. The second derivative will be zero at an inflection point.
The second derivative may be used to determine local extrema of a function under certain conditions. If a function has a critical point for which f′(x) = 0 and the second derivative is positive at this point, then f has a local minimum here. If, however, the function has a critical point for which f′(x) = 0 and the second derivative is negative at this point, then f has local maximum here. This technique is called Second Derivative Test for Local Extrema.

Key Skills
I can use multiple representations to determine if a function has a relative maximum or a relative minimum on a given interval.
I can use multiple representations to determine if a function is concave up or concave down on a given interval.
I can use multiple representations to determine if a function has an inflection point on a given interval.

Turn-In (#-1)
PS 17, IA-- Quiz Next Class-- Derivatives of Exponential Functions, and Inverse Trig. Functions

Handouts
No Handouts Posted

Assignment
PS 17, IA
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 98)

Lesson Title
Investigation 5: Using a Graphing Calculator

Overview
In today’s class students extend their GDC skills to include making a table. Students will then investigate the connections between equations and values in a table for the equation.
Textbook Sections
Problem 5.2 (Txt. p.63) Making Tables on a Calculator.

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
typical
average
horizontal
slope
gradient
rate of change
coefficient
declare your variable

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?
How can I use a graphing calculator to make graphs?

Key Knowledge
A graphing calculator (GDC) can be used to quickly and accurately make a graph of an equation.
In order to make a graph on a graphing calculator (GDC) the equation must first be in “y=” form.

Key Skills
I can enter an equation properly in a GDC.
I can adjust the window on a GDC in order to view specific areas of a graph.
I can use GDC to explore equationss.
I can determine a y-value when given an x-value when I know the equation relating x and y.
I can create a table of x and y values when given an equation.
I can identify similarities and differences between two tables of values and can explain how these differences are related to the equations for these tables.

Turn-In (#-1)
ACE p.64 #3

Handouts
No Handouts Posted

Assignment
ACE p.64 #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 98)

Lesson Title
Investigation 2: Building Polygons

Overview
In today’s class students are asked the same two questions they have been working on with triangles, but now the questions are about quadrilaterals.
Textbook Sections
Problem 2.2 (Txt. p.17) Building Quadrilaterals

Vocabulary
tiling
regular polygon
polygon
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
Why do we compare contrast and classify objects?
How do decomposing and recomposing shapes help us build our understand of mathematics?

Key Knowledge
The lengths of the sides of a quadrilateral are related to each other.

Key Skills
I can determine if it is possible to construct a quadrilateral given the lengths of four sides.

Turn-In (#-1)
Back of worksheet from class: Making Triangles Practice

Handouts
No Handouts Posted

Assignment
ACE p. 19 #3, 4, 6, 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.

Monday, January 25, 2010

Algebra 2 (Class 48)

Lesson Title
3.1.1 What do exponential graphs look like?

Overview
In this lesson students will investigate the characteristics of y = b^x. As teams they will generate data, form questions about ther data, and answer these questions using multiple representations. Their teams will show that they have learned on a stand-alone poster.
Textbook Sections
3.1.1 (Txt. p.115) What do exponential graphs look like?

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 we make an expression or equation simpller?
How can we be sure that we are correct?

Key Knowledge
The factors of an equation can be determined by using an area model.
If the product of two numbers is zero, then at least one of the two numbers must be zero.

Key Skills
I can use an area model to find equivalent expressions.
I can rewrite an equation in a form which is easier to solve.

Turn-In (#-1)
2-152 to 2-154

Handouts
No Handouts Posted

Assignment
3-7 to 3-12
Poster for Chapter 2 Closure due Monday.
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 97)

Lesson Title
Investigation 2: Building Polygons

Overview
In today’s class students are asked the same two questions they have been working on with triangles, but now the questions are about quadrilaterals.
Textbook Sections
Problem 2.2 (Txt. p.17) Building Quadrilaterals

Vocabulary
tiling
regular polygon
polygon
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
Why do we compare contrast and classify objects?
How do decomposing and recomposing shapes help us build our understand of mathematics?

Key Knowledge
The lengths of the sides of a quadrilateral are related to each other.

Key Skills
I can determine if it is possible to construct a quadrilateral given the lengths of four sides.

Turn-In (#-1)
No Homework

Handouts
No Handouts Posted

Assignment
Back of worksheet from class: Making Triangles Practice
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.