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

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?

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?

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? |

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? |

//screencast-o-matic.com/embed?sc=cDhhr61L9n&w=852&v=4

Using our equation from the video, we can see on desmos.com it fits our width and area scatter plot. ]]>

*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.

]]>Algebra I:

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

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

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.

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