HolcombMath

Monday, February 01, 2010

Algebra 2 (Class 102)

Lesson Title
3.1.1 What do exponential graphs look like?

Overview
In today’s class students continue to work on the group quiz they started on Friday. In addition, they will also continue their work exploring what exponential graphs look like.
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
3-19, 3-20
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 102)

Lesson Title
Investigation 2: Building Polygons

Overview
In today’s class students explore characteristics of parallelograms.
Textbook Sections
Problem 2.3 (Txt.p.18) Building Parallelograms

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.
Parallelograms have special characteristics.

Key Skills
I can identify a parallelogram.
I can describe what sets a rectangle apart from just any parallelogram.

Turn-In (#-1)
No Homework

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.

Math 7 (Class 102)

Lesson Title
Unit Closure

Overview
In today’s class students work to refine their abilities to create equations to represent linear patterns.
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)
No Homework

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.