All Discussions Tagged 'function' - Algebra for All2019-01-20T06:07:10Zhttp://a4a.learnport.org/forum/topic/listForTag?tag=function&feed=yes&xn_auth=noRestricting domaintag:a4a.learnport.org,2013-02-06:3795955:Topic:447232013-02-06T00:49:05.469ZSean Karstenhttp://a4a.learnport.org/profile/SeanKarsten
<p>I've been trying to work with my Algebra 1 students and get them to have a better understanding of a basic function before we go into the families so I created a matching activity about the domains of various functions. Our goal was to note basic restricted domains. Depending on how you may approach the subject, this should be easily adaptable to your needs. Enjoy</p>
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<p><a href="http://www.corestandards.org/Math/Content/HSF/IF/B/5">F.B.5</a> Relate the domain of a function to its…</p>
<p>I've been trying to work with my Algebra 1 students and get them to have a better understanding of a basic function before we go into the families so I created a matching activity about the domains of various functions. Our goal was to note basic restricted domains. Depending on how you may approach the subject, this should be easily adaptable to your needs. Enjoy</p>
<p></p>
<p><a href="http://www.corestandards.org/Math/Content/HSF/IF/B/5">F.B.5</a> Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. <i>For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.</i><sup>★</sup></p> Why we need Quadratic functions and how to get there. 5 day plan.tag:a4a.learnport.org,2012-08-12:3795955:Topic:406102012-08-12T16:59:23.704ZBarb Greenmanhttp://a4a.learnport.org/profile/BarbGreenman
<p>Title: Why we need Quadratic functions and how to get there. 5 day plan</p>
<p>Author(s): Barb Greenman</p>
<p>Subject Area: Algebra</p>
<p>Topic: Function families, linear and quadratic functions</p>
<p>HSCEs or GLCEs:</p>
<p>A2.1.2, A2.1.3, A2.1.5, A2.1.7, A2.6.1, A2.6.2, A3.1.1, S2.2.1</p>
<p> </p>
<p>Title: Why we need Quadratic functions and how to get there. 5 day plan</p>
<p>Author(s): Barb Greenman</p>
<p>Subject Area: Algebra</p>
<p>Topic: Function families, linear and quadratic functions</p>
<p>HSCEs or GLCEs:</p>
<p>A2.1.2, A2.1.3, A2.1.5, A2.1.7, A2.6.1, A2.6.2, A3.1.1, S2.2.1</p>
<p> </p> Arch of Bridge, Quadratic TI-Nspire Activitytag:a4a.learnport.org,2011-10-24:3795955:Topic:309472011-10-24T00:41:44.159ZClaudia Heinrichhttp://a4a.learnport.org/profile/ClaudiaHeinrich
<p>This is a quadratic function activity that I used to review the quadratic function in vertex form.</p>
<p>The program has sliders that allow students to move a quadratic function to match the shape of a bridge.</p>
<p>I made the document a read only document, so changes will not be saved on the student handhelds.</p>
<p>This was a good activity that my students were able to work through and understand what they were doing with minimal assistance after I got them started with the first…</p>
<p>This is a quadratic function activity that I used to review the quadratic function in vertex form.</p>
<p>The program has sliders that allow students to move a quadratic function to match the shape of a bridge.</p>
<p>I made the document a read only document, so changes will not be saved on the student handhelds.</p>
<p>This was a good activity that my students were able to work through and understand what they were doing with minimal assistance after I got them started with the first slide. </p>
<p>Some students accidently deleted the sliders. I had them close the program and re-open and that seemed to reslove the problem. It is a good idea to show them how to use the arrows on the sliders rather than trying to type in values.</p>
<p>This lesson provided good discussions and a good summary of vertex form.</p>
<p>I revise the student page every time I use the lesson. I have just posted the latest revision.</p> What is a Parabola?tag:a4a.learnport.org,2011-09-03:3795955:Topic:260512011-09-03T03:23:45.931ZMartha A Taylorhttp://a4a.learnport.org/profile/MarthaATaylor
Title: What is a Parabola?<br></br>Author(s): Martha Taylor<br></br>Subject Area: Algebra<br></br>Topic: Quadratic Functions<br></br> GLCEs: <b>A.RP.08.06</b>
<p>MMCEs:…</p>
Title: What is a Parabola?<br/>Author(s): Martha Taylor<br/>Subject Area: Algebra<br/>Topic: Quadratic Functions<br/> GLCEs: <b>A.RP.08.06</b>
<p>MMCEs: A2.6.2.</p>
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<p> </p> Five Day Plan Linear and Exponential Functions for Algebra 2tag:a4a.learnport.org,2011-08-28:3795955:Topic:257752011-08-28T00:43:08.917ZStephen McCloskeyhttp://a4a.learnport.org/profile/StephenMcCloskey
This is a review lesson of at least five days for an Algebra 2 Class. The high school content expectations in mathematics covered in this lesson are: A2.1.1, A2.1.2, A2.1.3, A2.1.7, A3.1.1, A3.1.2, S2.1.1, S2.1.2, and S2.2.1.
This is a review lesson of at least five days for an Algebra 2 Class. The high school content expectations in mathematics covered in this lesson are: A2.1.1, A2.1.2, A2.1.3, A2.1.7, A3.1.1, A3.1.2, S2.1.1, S2.1.2, and S2.2.1. Explorations for CPMP Softwaretag:a4a.learnport.org,2011-08-24:3795955:Topic:257502011-08-24T18:31:56.298ZJason Luckahttp://a4a.learnport.org/profile/JasonLucka
The website for CPMP Software is a great website for interactive tools. It is specifically designed for Core-Plus Mathematics classrooms, but the software is accessable to all curriculums. This 5-day lesson plan has students using the on-line resources to investigate how family of functions behave by having students use the "sliders" to manipulate function equations.
The website for CPMP Software is a great website for interactive tools. It is specifically designed for Core-Plus Mathematics classrooms, but the software is accessable to all curriculums. This 5-day lesson plan has students using the on-line resources to investigate how family of functions behave by having students use the "sliders" to manipulate function equations. Capstone Algebra 1 Project: Understanding Transformations of Six Function Familiestag:a4a.learnport.org,2011-05-13:3795955:Topic:177922011-05-13T17:03:54.164ZBruce Garlockhttp://a4a.learnport.org/profile/BruceGarlock
<p>This activity is designed to let students showcase their knowledge of the transformational impact of modifying functions with three constants, as in:</p>
<p> </p>
<p>if y=f(x) what is the impact of a, b, and c in y=a(f(x-b))+c</p>
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<p>The activity uses the following six function families.</p>
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<p>linear, absolute value, rational, square root, exponential, and quadratic.</p>
<p>This activity is designed to let students showcase their knowledge of the transformational impact of modifying functions with three constants, as in:</p>
<p> </p>
<p>if y=f(x) what is the impact of a, b, and c in y=a(f(x-b))+c</p>
<p> </p>
<p>The activity uses the following six function families.</p>
<p> </p>
<p>linear, absolute value, rational, square root, exponential, and quadratic.</p> Sorting Activity Revisiontag:a4a.learnport.org,2011-05-12:3795955:Topic:177642011-05-12T13:21:53.604ZJudy Wheelerhttp://a4a.learnport.org/profile/JudyWheeler
<p>The following changes were made to the original sorting activity in the May session, Year 2:</p>
<ul>
<li>The exponential growth function was revised to 2^(x-1) so that f(x) represents the number of grains of rice on the xth checkerboard square; this also forced a revision in the table and the graph. In the original version f(x-1) represented the number of grains on the xth square.</li>
<li>The graph of the exponential decay function was changed to display the y-intercept.</li>
<li>A set of…</li>
</ul>
<p>The following changes were made to the original sorting activity in the May session, Year 2:</p>
<ul>
<li>The exponential growth function was revised to 2^(x-1) so that f(x) represents the number of grains of rice on the xth checkerboard square; this also forced a revision in the table and the graph. In the original version f(x-1) represented the number of grains on the xth square.</li>
<li>The graph of the exponential decay function was changed to display the y-intercept.</li>
<li>A set of four cards for f(x) <i>≥</i> 5 - x was added at the end. The situation for this (dimensions of all the rectangles that have a perimeter greater than or equal to 10) provides a comparison with the situation for f(x)=10/x (dimensions of all the rectangles that have an area of 10).</li>
<li>Tthe "y" axis label on all the graphs were changed to f(x).</li>
</ul> Its a Rollercoaster - Polynomial Functionstag:a4a.learnport.org,2011-05-11:3795955:Topic:172652011-05-11T19:04:56.695ZKristen Ruppelhttp://a4a.learnport.org/profile/KristenRuppel
Polynomial Function activity by Kristen Ruppel, Christine Klein, and Bridget Wilson.
Polynomial Function activity by Kristen Ruppel, Christine Klein, and Bridget Wilson. Quadratic functions in vertex formtag:a4a.learnport.org,2011-04-25:3795955:Topic:163482011-04-25T19:40:13.155ZClaudia Heinrichhttp://a4a.learnport.org/profile/ClaudiaHeinrich
<p>My textbook treats quadratic functions in vertex form as an extension to solving quadratic equations by completing the square. I just put together two lessons with guided examples and worksheets to go along that I am sharing. The thought process is 1st recognizing vertex form and putting equations in vertex form followed by graphing in vertex form and relating everything back to the parent function y = x^2.</p>
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<p>My textbook treats quadratic functions in vertex form as an extension to solving quadratic equations by completing the square. I just put together two lessons with guided examples and worksheets to go along that I am sharing. The thought process is 1st recognizing vertex form and putting equations in vertex form followed by graphing in vertex form and relating everything back to the parent function y = x^2.</p>
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