Tuesday, January 12, 2010
IB Math SL (Class 44)
Lesson Title
Lesson 15: Y-Not!
Overview
In today’s class we put the chain rule to some additional work in order to find the derivatives of functions which are not explicitly defined.
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
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 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)
Workshop 8
Handouts
No Handouts Posted
Assignment
PS 15
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.
Posted by Mr. Holcomb on 01/12 at 07:39 AM
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IB Math HL (Class 44)
Lesson Title
Lesson 15: Y-Not!
Overview
In today’s class we put the chain rule to some additional work in order to find the derivatives of functions which are not explicitly defined.
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
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 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)
Workshop 8
Handouts
No Handouts Posted
Assignment
PS 15
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.
Posted by Mr. Holcomb on 01/12 at 07:39 AM
Permalink
Math 7 (Class 88)
Lesson Title
Investigation 4- Patterns and Rules
Overview
In today’s class we return to explore relationships between distance and time. This time we move towards writing rules which can be used for making predictions about the motion of an object.
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)
No Homework
Handouts
No Handouts Posted
Assignment
ACE p.42 #10
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.
Posted by Mr. Holcomb on 01/12 at 07:37 AM
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Math 6 (Class 88)
Lesson Title
Investigation 1: Bees and Polygons
Overview
In today’s lesson students begin their next unit of study, Shapes and Designs. The focus of this unit is geometry and it teaches students about the properties of shapes and some relationships between shapes. The focus of this first investigation centers on honeybees and why their honeycombs are covered with hexagons rather than some other shape.
Textbook Sections
Problem 1.1 (Txt. p.9): Tiling a Bee Hive
Vocabulary
Tiling
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
Some types of shapes can be used to create a tile pattern with no gaps and some can not.
Key Skills
I can determine which tiles in a given set can be used to tile a flat surface.
Turn-In (#-1)
No homework.
Handouts
No Handouts Posted
Assignment
Suppose that there were 8 households with a mean number of 6 people in each household. Could the median number of people in the household be 6? Could it be 4? Could it be not a whole number?
If two sets of data have the same mean, do they have to have the same median? Explain.
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.
Posted by Mr. Holcomb on 01/12 at 07:13 AM
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