When some asks you How many years have you taught MATH

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(No Transcript)
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When some asks youHow many years have you
taught MATH?
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My Teaching Experiences

• 7th grade Imlay City 3 Sections for 5
  yrs
• 6th grade Sault Wash. Elem. 1 Section for
  2yrs
• Science (7th Grade)
• High School Sault High 5 Sections
  for 1 yr
• Science (8th Grade)
• 7th 8th grade Sault Middle 4 Sections for
  2 yrs
• 7th 8th grade Sault Middle 5 Sections for
  2 yrs

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• 3 Sections for 5 yrs 15 years
• 1 Section for 2yrs 2 years
• Science
• 5 Sections for 1 yr 5 years
• Science
• 4 Sections for 2 years 8 years
• 5 Sections for 2 years 10 years
• TOTAL YEARS 40 YEARS
• I was born in November 1960
• Do the math!
• Yes, I was 7 when I started teaching!

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• Lesson
• Linear
• Functions
• Marcia Dettloff
• Sault Area Middle School
• Sault Ste. Marie
• 2007-2008

http//www.virtuallandmedia.com/h-line.htm
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• Materials Needed

Graphing Calculator
Graph paper (assortment included in packet)
Computer (optional)
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• Graphing Linear Functions
• Extended Lesson
• Algebra I
• Prerequisites
• writing linear equations
• given two points
• slope-intercept form
• special functions
• step constant
• piecewise identity

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Spring boarding the Heart Activity into a
viable lesson based on
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State of Michigan 11/07

• High School Algebra I
• STANDARD A2 FUNCTIONS
• A2.1 Definitions, Representations, and
  Attributes of Functions
• A2.2 Operations and Transformations with
  Functions
• A2.3 Representations of Functions
• A2.4 Models of Real-World Situations Using
  Families of Functions
• Standard A3 Families of Functions
• A3.1 Lines and Linear Functions
• A3.2 Exponential and Logarithmic Functions
  
• A3.3 Quadratic Functions
• A3.4 Power Functions

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• Classroom time

Four hours ()
1 Hour discussing and students exploring Y
calculator key
1 Hour student draw picture and decipher
linear equations Example in handouts
1 Hour student types a formal step-by-step
instructions
1 Hour student instructions are exchanged with
others to check instructions and corrections
made and turn in
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• Class Explores
• Inequalities
• absolute values slope
• y-intercept

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f( x ) -1         if x lt -2          2    
    if x gt -2
identity f(x) x - 1 1
f (x) 2x 4
y SQRT (- x 2 4)
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Activity that inspired the extended lesson

• Window Xmin -1, Xmax 1, Ymin -1, Ymax
• 2) Y1 Math Ú over Num 1 Enter abs(x) 2nd Ö (1
  x 2) Note (can use key 2 or x2 )
• Bottom of Heart
• 3) Y2 Math Ú over Num 1 Enter abs(x) 2nd Ö(1
  x 2)
• Top of Heart
• 4) Graph
• 2nd Format Ü AxesOn Ú AxesOff Enter Graph

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Ask students to explain

• 1) Why the graph is what it is?
• 2) What is the domain?
• 3) What is the range?
• 4) What in the equations accounts for the
  limitations on domain and range?
• What does the graph of abs(x) look like? 5

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Explore

• 1) Y3-Y10 (within the square root) replace the 1
  with decimal values to graph hearts within hearts
• Shade hearts in the Y Ù cursor to \
• ENTER to change thickness/shading of line x

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What Next???
Student products can be shared with team teachers

• Teacher
• Make copies of completed and checked instruction
  sheet for same grade level (different teacher) or
  lower grade levels to explore graphing
  calculators and linear functions.

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In Summary

• Students collaborated
• Students were engaged
• Students applied knowledge
• Students extended the concept
• Students used experimentation
• Leading the students to discovery
• Students were challenged
• Empowering the students

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EXTRA

• GrphCalc (2)

Download from www.graphingcalc.com
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(No Transcript)
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• This Extended Lesson
• Gives Credit to
• Macomb County
• Mathematics Newsletter
• February 2007
• Publication from the Mathematics Unit
• of Consultant Services
• And a Special Thanks to
• the patient, yet eager,
• Algebra 1 8th Graders
• Class of 2012
• Sault Area Middle School
• 2007-2008

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TI Smart View

• http//education.ti.com/educationportal/sites/US/p
  roductDetail/us_smartview.html

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http//www.einstruction.com/Products/index.cfm

• Wireless Chalkboard
• Range 30 feet
• 20 hours and rechargeable
• Laser Pointer