Powerpoint with activating lesson, lesson, and references to assessments (GPS Georgia Mathematics I: Test Prep and Practice) for Unit 1, Lesson 1 for Math I.
Concepts: Family of Functions: Linear, Absolute Value, Quadratic, Cubic, Radical, and Rational
How do we represent functions using function notation?
How do we graph and write equation for each of the Family of Functions?
How do we graph transformations of functions?
What are the characteristics of a function and how do you use them?
How do we use graphs and tables to investigate behavior of functions?
How do we recognize sequences as functions with domains that are whole numbers?
How do constant rates of change compare to variable rates of change within the Family of Functions?
How do we determine graphically and algebraically whether a function has symmetry and whether it is odd, even, or neither?
How do we interpret an equation in x, and its solutions as f(x) = g(x) and show where they intersect? Identify functions by graph and equation B. Identify critical points and slope
C. Identify characteristics: Domain and range, zeros and intercepts, max and min, end behavior, and increase and decrease
C. Graph equation
D. Write equations from graph
E. Identify parent graphs.
"Algebra Pinball" is a fun, online, math competition.
Students (and friends and family!) can compete to get the best times on algebra and pre-algebra exercises, ranging from arithmetic with signed numbers to solving linear equations and factoring trinomials.
Follow the link to see how it works at Miss Hall's School (Pittsfield, Massachusetts).
Then, follow the instructions to get "Algebra Pinball" up-and-running in your own school!
(Internet Explorer required)
This is a one class-period activity to introduce the concept of linear programming. Students will be familiar with the vocabulary and the purpose of solving systems of inequalities to find an optimal solution.
This is a revised and modified task or class activity from the "Task Wonderland to Functionland" from the state in Unit 1, Lesson 9. This activity (task) will extend the introduction of conditional statements.
The following lesson was created by making changes to Lesson #11(original lesson) from the OKRESA website. Lesson #11, as well as others, were developed within a collaborative project between Okefenokee RESA, Coastal Plains RESA, and Southwest Georgia RESA. These units were created in effort to provide a resource for lessons to assist teachers as they implement Mathematics I and II. The units were written by high school mathematics teachers. This revised lesson provides students with an outdoor activity in which to apply what they have learned about the right triangle trig ratios. This lesson should only be used after the student has demonstrated an understanding of the right triangle trig ratios, complementary angles, and angles of elevation/depression. In the end, the students will approximate the height of various objects such as trees, light poles, or buildings using a hypsometer and trigonometry. Note: In order to use the assessment, a teacher must have acces to the TI-Navigator system for a class set of TI-84 plus graphing calculators.
“Optimization Saga” will take you (a cub reporter for The Washington Post) on an adventure to several places in Washington, DC. You will be solving the following types of optimization problems: Norman window, boat & taxi, stick around a corner and cylinder in a sphere. All the places and items in the adventure are authentic (except for some artistic license).
This is a very fun Geometry and STEM wiki; I teach everything with arts and sciences and humanities. It is projects based learning and discovery learning; it is a work-in-progress and encourages collaborations across all subjects and worldwide…