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Learning Math Through Wildlife

Learning Math Through Wildlife. Have you seen my MOOSE?. Key Concepts . The modeling process vs. UPIC Ordered Pairs Function Notation Additive process Inequality Notation Simulation Scale Change Transformation. LESSON 1 OVERVIEW.

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Learning Math Through Wildlife

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  1. Learning Math Through Wildlife Have you seen my MOOSE?

  2. Key Concepts • The modeling process vs. UPIC • Ordered Pairs • Function Notation • Additive process • Inequality Notation • Simulation • Scale Change Transformation

  3. LESSON 1OVERVIEW Lesson 1 continues the use of recursive equations and closed-form equations. Students also use their prior knowledge of ordered pairs and are introduced to function notation. The pencil problem gives a simple, real-life application for students to use.

  4. The mathematical modeling process is introduced to students. Identify a situation. Simplify the situation. Build a model Evaluate and revise the model LESSON 1

  5. LESSON 2OVERVIEW • With lesson 2 students are asked to simulate a real-life situation. • Students are divided into groups and given a role. • Students use the mathematical modeling process.

  6. LESSON 2 • Students use a data sheet of information about moose. • Students use computer based spreadsheet. • Students write linear equations.

  7. TECHNOLOGY • Lesson 1 and 2 allows for the integration of technology in the classroom. • For Lesson 1 students use graphing calculators. • For Lesson 2 students use Excel.

  8. PRIOR KNOWLEDGE VOCABULARY • Students must retain prior knowledge from previous chapters. • Recursive equations and closed-form equations continue into Chapter 6.

  9. RECURSIVE EQUATIONS • Indicate the relationship between the current value of a variable based on the previous value of the same variable using a constant increment in the explanatory variable. Recursive equations require designation of an initial condition.

  10. CLOSED FORM EQUATIONS • Equations that allow you to find the value of one variable given the value of the other variable. • X = -3 + 5t

  11. VOCABULARY

  12. Mathematical Modeling • The process of beginning with a situation and gaining understanding about that situation through the use of mathematics.

  13. Ordered Pair • Two numbers designating the values of two quantities, where the order in which the numbers appear indicates their meaning.

  14. C(1) = 25 The value of c is 25 when the other quantity is 1 A way to show the value of one quantity whose value is determined by the value of another quantity. FUNCTION NOTATION

  15. ADDITIVE PROCESS • Any process described by a recursive equation of the form Q(n + 1) = Q(n) + k where k is a constant.

  16. INEQUALITY NOTATION • A mathematical statement of the relationship between two numbers that are not necessarily equal. • Examples: 1 < 4 or 0 < x < 2

  17. SIMULATION • Acting out the details of a situation you are modeling. May use equations, graphs, technology, physical objects.

  18. SCALE CHANGE TRANSFORMATION • A transformation in which all first coordinates (or second) are multiplied by the same constant, resulting in a horizontal (or vertical) stretch of the corresponding graph.

  19. OBJECTIVES AND STANDARDS • Standard I – Problem Solving and Reasoning. • Standard II – Mathematical Communication • Standard III – Mathematical Connections

  20. OBJECTIVES AND STANDARDS • Standard IV • Number Sense and Systems • Standard VI • Algebra • Standard VII • Data

  21. CREDITS • LORRIE • KARIN • SANDY • ED

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