Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more ➡
Standard view
Full view
of .
×
0 of .
Results for:
P. 1

Ratings: 0|Views: 5,981|Likes:

See More
See less

07/10/2013

pdf

text

original

ALL ABOARD THE

KNOWLEDGE

EXPRESS

WOOT

WOOT!

Welcome

to

a

new

way

of

looking

at

the

classroom

–

and

a

new

way

to

learn.

We’re

going

to

be

doing

something

totally

different

in

our

calculus

classroom.

You

aren’t

going

to

get

three

or

four

tests

which

determine

your

quarter

You

aren’t

going

to

see

scores

like

“82%”

which,

if

you

think

it,

don’t

tell

you

a

whole

lot

what

you

know

and

what

you

don’t

know.

For

once

in

your

schooling

lives,

you’re

going

to

have

a

lot

more

control

over

things.

“Things?”

you

Yeah,

I

mean

everything.

Your

your

homework,

your

way

of

learning.

You

are

finally

in

the

driver’s

seat.

PRELUDE:

THE

PROBLEM

WITH

I’ve

been

doing

a

lot

of

thinking

and

to

me,

there

are

a

couple

things

that

strike

me

–

as

a

teacher

–

as

a

little

bit

absurd.

1.

You

take

a

test

on,

say,

trigonometry.

You

get

a

73%

on

it.

I

put

that

in

my

What

does

that

73%

tell

me

as

a

teacher,

or

you

as

a

student?

Does

it

mean

that

you

know

73%

of

the

material?

Probably

not.

Does

it

mean

that

you

are

really

weak

in

one

area

and

strong

in

a

few

others?

Who

knows!

Does

it

mean

that

you

a

bunch

of

algebraic

errors,

but

understood

the

concepts?

Yo

no

se!

2.

Let’s

say

I

give

you

a

test

and

things

just

weren’t

going

your

way.

You

know,

one

of

those

off

days,

and

you

froze

up.

Or

you

fell

asleep

studying

the

night

before.

Or

you

thought

you

knew

the

stuff

but

it

turned

out

you

didn’t.

Or

(and

this

has

happened

to

me)

you

totally

forgot

there

was

a

test.

And

you

bombed.

I

return

the

test

to

you,

and

you

sigh,

maybe

cry,

maybe

shrug

your

shoulders.

Then

life

goes

on.

Let’s

be

honest

here.

Do

you

go

back

and

relearn

the

things

you

didn’t

know?

I

thought

not.

But

as

a

math

lover,

that

hurts.

My

heart

breaks

a

little.

I

don’t

want

to

be

a

stick

–

I

don’t

want

you

to

be

scared

of

them.

I

want

to

be

a

carrot

–

a

motivator.

And

I

want

them

to

mean

something.

OUR

SOLUTION

TO

At

the

start

of

each

unit,

you’ll

get

a

list

of

skills

that

we’re

going

to

learn.

Our

first

unit

will

look

like:

(1)

Identify

the

holes,

vertical

asymptotes,

x
and

y
intercepts,

horizontal

asymptotes,

and

domain

of

any

rational

function

(2)

Perform

a

sign

analysis

for

a

rational

function

(3)

Sketch

the

basic

shape

of

a

rational

function

(4)

Identify

an

equation

for

a

rational

function

given

a

sketch

of

the

function

(5)

Explain

clearly

what

a

hole

and

an

asymptote

are

(6)

Identify

the

equations

of

basic

piecewise

functions

given

simple

piecewise

graphs

(7)

Sketch

the

graph

of

a

piecewise

function

given

the

piecewise

equation

You’ll

also

get

a

sheet

that

looks

like

this

for

you

to

keep

track

of

your

Every

so

often

(probably

every

week

or

two)

we’ll

have

an

assessment

(announced

in

These

are

going

to

be

short

assessments,

lasting

probably

20
30

minutes,

testing

you

on

a

few

skills.

On

each

of

these

skills,

you’ll

get

a

score

from

0

to

4,

representing

how

well

you

know

each

skill

(there

is

a

rubric

in

this

packet).

So

after

the

first

assessment,

your

sheet

might

look

like

this:

(And

that’s

exactly

what

my

will

look

like

too._

But

crust!

You

really

messed

up

on

Skill

#1.

YEEEEARGH!

Luckily,

the

next

week

I

hand

out

another

short

assessment

and

it

tests

Skills

#1,

#3,

#4,

and

#5.

Notice

I’m

you

to

show

me

your

ability

to

do

Skills

#1

and

#3

again.

Throughout

the

quarter,

I

will

continually

be

you

to

show

me

older

skills

to

make

sure

you’ve

retained

what

you’ve

learned
.

(I’ll

probably

assess

most

skills

twice

at

some

point

in

the

quarter.)

So

you’ve

taken

the

assessment,

and

you

get

scores

for

those.

Your

sheet

will

look

like

this:

Guess

what?

You

did

so

much

better

on

Skill

#1!

Unfortunately

you

went

a

little

down

on

Skill

#3.

So,

Mr.

Shah,

what

the

heck

does

this

mean?

I

want

your

to

reflect

what

you

know,

and

what

you

don’t

know,

at

any

point

in

time.

So

I

don’t

care

if

you

got

a

1

on

Skill

#1

early

on.

You

showed

me

the

second

time

around

that

you

really

do

understand

the

material

better.

HOLLA!

So

your

current

for

Skill

#1

is

a

4.

On

the

flip

side,

you

went

down

on

Skill

#3.

So

your

current

for

Skill

#3

is

a

2.

## Activity (14)

### Showing

AllMost RecentReviewsAll NotesLikes