# Posts tagged lessons

3 results

In this lesson, our learning target is: I can sketch a rough graph using the zeroes of a polynomial and other easily identifiable points such as the y-intercept. I’m incorporating A-APR.3 (Identify zeroes of polynomials when suitable factorizations are available, and use the zeroes to construct a rough graph of the function defined by the polynomial.) and A-SSE.3a (Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeroes of the function it defines.) from the Common Core State Standards. We have just finished solving a quadratic equation by factoring, which incorporates A-SSE.3a. This is the first of four learning targets in my unit on Quadratic Functions, which focuses on graphing. I had originally intended to also do transformations in this unit, which I hope to do in the future. I am running out of time in the school year and I […]

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## Piecewise Functions

Piecewise functions have been something my students have always struggled with. They don’t always get they are taking parts of the function and graphing them on the same graph. They’d like to graph the whole graph of all functions on the same graph or they don’t have an idea where to get the points to graph. So, I am changing up piecewise functions this year based on some suggestions from the Math Twitterblogosphere. The first thing I did was introduce piecewise functions via Mathalicious‘ Domino Effect lesson. (shameless ad – I’ve met Karim and had wonderful conversation with him. He and his company are doing some great things to help teachers. It is worth the money to subscribe and have access to the lessons. Go check it out. I’ll wait. ðŸ™‚ ) I had used this at Hedge’s suggestion – she had used it in her Algebra 2 classes to introduce piecewise functions. On the second day, I adapted what […]

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## Trip – class plan version 1

I am trying to set this up as an in-class deal with my lower-level freshmen. I am trying to follow what Dan Meyer set up as a framework here. Here is the setup.Â (note, page 2 is blank) Ask students for what they wonder about this slide. I am looking for them to question why the trips look basically the same and have different times. Here is where I am new to this and looking for guidance… I think I would provide to them the routes the websites came up with. They have previous experience with d = rt, so I don’t think I will need to provide time to instruct them on it (although they may need some coaxing to come up with it). I think I pretty much let them have at it. I am debating whether to break them down into smaller groups and each group has one or two of the four routes to look at or […]

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