Graphing non-linear inequalities

Learning target: students can graph non-linear inequalities.

This is a multiple day lesson, where students first start with a game of graphing pictionary.  I hand students this packet and tell them that the person holding it must


Students have to complete the 4 problems

I've also learned that these types of activities work great but they have to be accompanied by practice almost immediately after in order to cement the ideas down so students can actually apply the concepts.


The second day I open with a warm up that requires students to write the equations for a system of inequalities based off of a graph.  Then I hand them a sheet, tell them to figure out what the equations are.  the most important part is that they are going to double check themselves on their own calculator.  I've learned by now that with my 11th grade students activities always run smoother if the lesson is student centered.  They must be able to check their own work.

This turns out to be a great review of function transformations as well

Geogebra function machine

geogebra functions

Guess the parent:
https://drive.google.com/folderview?id=0BxjT-thw_52JTThyckFoZDFwbzQ&usp=sharing

Guess the transformation (easier):
https://www.dropbox.com/s/90o1ot7ndx10ps0/Function%20Machine%20parent%20problem%201.ggbFunction machine problem 1

Guess the transformation (hard):


From dropbox:
Problem 1
Problem 2

5/10/13 Moon Safari

Learning target: students can model scenarios using trig functions.

I would like to thank Kate Novak for posting the moon safari lesson on her blog, and would like to redirect you if you would like more info.  Additionally, this lesson is best delivered on the date of a new or full moon.


Act 1: introduction.
I show this video, give then a minute and ask what they notice.


common responses include:
-something about the wave pattern.
-something about the new and full moon.

Students write a sentence about what they notice about the table, and what they are wondering using this piece of paper that I hand them at the door.


 Act 2: Work time
I give them the task and their groups and have them create an equation that models this.

Common difficulties include:
-How to I know what the period is? Many students want to say the period is 27 days because the first full moon happens on the 27th of Jan.
-How do I know which to use: sine or cosine?
-How far do I have to translate it?
-For some students they got what would be considered reasonably close to the right answer but it wasn't close enough for them until I told them that it was close enough.
-What to x and y stand for?

Act 3: solutions
At the end of class we came back together and talked about what equations students used and why different equations will work equally well to predict what the moon will look like tonight.  It helped to get some equations on the board and show where students were getting stuck.  Also, this activity was very frustrating for some students and acknowledging the frustration and commending the efforts put forth to overcome those frustrations helped everyone leave feeling like they gained something from the lesson.


Homework: look at the moon tonight.  How close were your predictions.

5/1/13 Trig transformations

learning target: students can graph trigonometric transformations.

Activity: watch this first:

Then, using what you know about function transformations create a function of the Minneapolis sun height throughout the year:

Homework: due Friday:

Solutions to the last HW set

Friday 4/26/13 trigonometry function transformations

Learning target: students can identify characteristics of trig function transformation from graphs and equations.