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Snow Board Quadratic

Thank you to fellow teacher Andrew Busch for sharing your awesomeness!

INTRO TO QUADRATIC TRANSFORMATIONS

Here are 10 time-lapse photos of people being awesome while someone with a camera is freezing:

SECTION 1:

1) Choose 2 of the pictures of skiers in Section 1. 
2) Click on either the heading or the picture to go to the attached Desmos file.
3) Using the sliders, find ‘a’, ‘h’, and ‘k’ values to fit a quadratic equation onto the skier/snowboarder’s path while they are in the air.
4) Describe how you got your function to match the path of the athlete.
5) What relationships can you find between the graph and your ‘a’, ‘h’, and ‘k’ values?

SECTION 2:

1) Choose 2 pictures of skiers/snowboarders from section 2.
2) Click on either the heading or the picture to go to the attached Desmos file.
3) Describe what happens to the graph as the a-value gets larger? What about when ‘a’ is negative?
4) How does the graph change when you change the h-value? Be specific.
5) How does the graph change when you change the k-value? Be specific.
6) Given a graph, how would you find the values for ‘h’ and ‘k’ without sliders?

Picture

SECTION 3:

1) Now, only choose 1 of the pictures of snowboarders from section 3.
2) Click on either the heading or the picture to go to the attached Desmos file.
3) This time there will be one difference between these pictures and the previous section–I will have the vertex point plotted on the graph.
4) Revisit your explanation to #6 in section 2:
“Given a graph, how would you find the values for ‘h’ and ‘k’ without sliders?”
How would you change your explanation (if at all)?
5) After you find the ‘h’ and ‘k’ values for a graph, how can you find the ‘a’ value?

Picture

NTI Day 8 & Alternate Activities

2/17/16 Day 8 Evaluate Linear Functions for Given Domain   Screencast example

Alternate Tasks for Day 8:

Find a friend(s) to play along. Complete each Polygraph listed as twice…as both the picker and questioner.  Please pay attention to the vocabulary and use it to model your understanding of the terms.

Day 8 Polygraph 1: Linear Systems desmos code: daq9 Parallel, Perpendicular, Neither: use vocabulary parallel, perpendicular & tell point of intersection, or just intersecting & tell point of intersection.

Day 8 Polygraph 2: Linear Systems desmos code: 2aum number of solutions, which quadrant or point of intersection, positive or negative slopes, etc in questions.

Function Families Class Notes

Tuesday, in small groups, students completed the following task after direct instruction on how to use the TI-84 graphing calculator to graph different types of functions.

functionfamilies

function families 2

These are the graphs students used to sort in the activity above.

function families 3

Wednesday in class, we used a plenary discussion of students sorts and they summarized their noticings in a foldable for INB 21

functions famillies 4

function famillies5

Thursday there was a retrieval quiz over Arithmetic & Geometric Sequences and a pre-assessment for Functions to see where students stand in their understanding.

Friday – using function notation to generate tables of values for each function family, then graphing the ordered pairs to compare the shapes of the graphs and look for patterns within the tables of values.

TI-84s & Problem Sets 11, 12, 13

In class, we were introduced to TI-84s – menus, keystrokes, homescreen calculattions.  Each day this week, we will intro another aspect of the graphing calculators for in class use.

Problem Sets 11, 12, 13 were passed out for this week’s assignments.

Functions and Sequences problem sets 11 12 13 Click to download if you were absent or misplaced your copy.

11 is due Tuesday.

12 is due Wednesday.

13 is due Thursday.