Friday, April 18, 2008
Algebra (Class 70)
Announcements
Test Friday, April 18 focusing on quadratic relationships.
Lesson Title
Changing One Dimension
Overview
In today’s class our warm-up shifts its focus back to dealing with balance scales and figuring out the weight of different objects— solving a system of equations in disguise! The lesson for the class continues to focus on quadratic relationships. We see how to model changing one dimension of a rectangle effects the area of the rectangle, and how to write expressions and equations for these situations.
Textbook Sections
Supplemental
Connected Math: Frogs, Fleas, and Painted Cubes- Problem 2.2 Changing One Dimension
Vocabulary
rectangle
area
perimeter
maximum
quadratic relationship
parabolas
function
symmetry
line of symmetry
x-intercepts
roots
y-intercepts
parabola
expression
factored form
expanded form
Key Attitudes
Math is about investigating and confirming
Key Ideas
Quadratic expressions can be written in expanded or factored form.
The factored form of a quadratic equation can be easily used to find the x-intercepts of the graph of that equation.
The expanded form of a quadratic equation can be easily used to find the y-intercept of the graph of that equation.
The vertex of a parabola is always located on a vertical line half-way between the x-intercepts.
Key Skills
I can enter a quadratic equation into a graphing calculator.
I can use a graphing calculator to make a table of values, including adjusting the starting value and the increment between “x” values.
I can use a table of value to find the maximum or minimum of a quadratic relationship.
I can use a table of values relating the area to the length of a side of rectangles with a fixed perimeter to determine the perimeter of the rectangle.
I can describe a graph of a quadratic equation using x-intercepts, y-intercept, location of the line of symmetry, location of the vertex, and the direction of the opening of the parabola.
I can describe the important features of a parabola (x-int, y-int., L.O.S., vertex, opens up or opens down)
I can create expressions to represent to represent the relationship between the side length and the area of a rectangle with fixed area.
Turn-In (#69)
ACE p.11 #29
ACE p.30 #1
Handouts
No Handouts Posted
Assignment
ACE p.30 #2 - 5, 8, 9, 12, 13, 16, 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.
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