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 video clip is shown before introducing the revised task, "From Wonderland to Functionland". It helps demonstrate the real-life application of Conditional Statement to the Converse Statement, as well as introducing the truth value.
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.
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.
This task is designed to supplement the concepts taught in Unit 2 of the 8th Grade Georgia Performance Standards. The standards addressed in this activity are M8G2, strands a and b. This task provides a real-world application of the Pythagorean Theorem.
Students will act as contestants on a game show in order to establish a problem in which expected value can be used to determine whether they should play the game or quit without taking risks. They will also calculate simple and compound probabilities related to playing cards and rolling dice.
Lesson is an introduction to the Pythagorean Theorem. The lesson contains Brainpop, a rap video, and a model video to help students visualize the formula. Practice is provided on determining if a triangle is a right triangle and determining the missing side of a right triangle.
Lesson revolves around collected data that is utilized in a scatter plot. Real life situations are used within the lesson to depict the basic 3 types of scatter plots. Best line of fit is also presented.
This activity is intended to allow students to study the effects of changes to the
values of A, B, and C on the graph of the quadratic function when given in standard
form, y = ax2 + bx + c 1. As a result of this activity, students will be able to graph a
parabola in standard form by determining the vertex and then using the y-intercept
and a symmetric point to plot the curve 1. The students will learn how to represent the vertex (h,k) of a quadratic function in terms of a, b, and c when the function is in standard form.
This lesson introduces the student to complex numbers, teaches them how to operate with powers of i and to perform basic addition, subtraction, and multiplication of complex numbers in the form a + bi.