Title: When some asks you How many years have you taught MATH
1(No Transcript)
2When some asks youHow many years have you
taught MATH?
3My 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
4- 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!
5- Lesson
- Linear
- Functions
- Marcia Dettloff
- Sault Area Middle School
- Sault Ste. Marie
- 2007-2008
http//www.virtuallandmedia.com/h-line.htm
6Graphing Calculator
Graph paper (assortment included in packet)
Computer (optional)
7- Graphing Linear Functions
- Extended Lesson
- Algebra I
- Prerequisites
- writing linear equations
- given two points
- slope-intercept form
- special functions
- step constant
- piecewise identity
8Spring boarding the Heart Activity into a
viable lesson based on
9State 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
10Four 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
11- Class Explores
- Inequalities
- absolute values slope
- y-intercept
12f( 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)
8
13Activity 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
14Ask 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
15Explore
- 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
16What 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.
17In 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
18EXTRA
Download from www.graphingcalc.com
19(No Transcript)
20- 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
21TI Smart View
- http//education.ti.com/educationportal/sites/US/p
roductDetail/us_smartview.html
22http//www.einstruction.com/Products/index.cfm
- Wireless Chalkboard
- Range 30 feet
- 20 hours and rechargeable
- Laser Pointer