School Appropriate and Math Related Blog ( ͡° ͜ʖ ͡°)

Recursive, Explicit and Sigma Notation  Objective: I will be able to understand recursive and explicit forms. Students will also be able to use sigma notation for series. In example one, the sequence diverges because the ratio is greater than one. You can determine the ratio by putting the the 2nd over the 1st. Analysis My misconception was that if the the ratio is greater than one it conerges, but its really the oppostie.  Essential Question: How do you determine whether a sequence diverges or converges? You can determine by looking at the ratio. If the ratio is greater than one it diverges, and if the ratio is less than one it converges.

Arithmetic and Geometric Sequence and Series Objective: I will be able to evaluate arithmetic and geometric sequences and series. Analysis My misconception was that a common difference was for geometric and arithmetic. While using the formulas I realized that ratio was for geometric. Essential Question:  How do I find a given term in an arithmetic or geometric sequence?  How do I find the sum of an arithmetic or geometric series?   By using the formulas provided on your formula sheet. 

Arithmetic and Geometric Sequence and Series Objective: I will be able to evaluate arithmetic and geometric sequences and series. Analysis My misconception was that a common difference was for geometric and arithmetic. While using the formulas I realized that ratio was for geometric. Essential Question:  How do I find a given term in an arithmetic or geometric sequence?  How do I find the sum of an arithmetic or geometric series?   By using the formulas provided on your formula sheet.  Essential Question 2: How do you determine domain/range?  The domain of a function is the set of input or  x -values for which the function is defined, while the range is the set of all the output or  y -values that the function takes. 

Piecewise Functions Objective:  Students will be able to evaluate piecewise functions. Students will be able to graph piecewise functions. Students will be able to write piecewise functions. Analysis One misconception I had was graphing using the wrong constraint. My partner helped me correct it. Essential Question: What strategies do you use when creating your piecewise function? Locate the points and the constraints, find if they are equal to or only greater than or less than

Laws of Sine and Cosine Objective: Students will be able to apply the laws of sine and cosine Example: Solve the triangle: a=2 , b=3, C=60 use the law of cosine since we are given the congruency SAS I cannot provide the law of cosine since I cannot show squared symbol Angle B = 79.1 Angle A =40.9 Side c = Square Root of 7 Analysis I did not have any misconceptions with this new concept Essential Question: How do I use the laws of sine and cosine to determine the missing parts of non-right triangles? You can use the law of Cosine if the triangle congruenct is SAS or SSS You can use the law of Sine with every other Triangle congruency as long as there is atleast one side.  Take the given sides or angles and plug them into the law formulas.

Transformations of Sine and Cosine Function Graphs Objective: Students will be able to graph and identify the properties of sine and cosine graphs. Students will be able to transform sine and cosine graphs. Example: Find the critical interval of y= 4sin2x to find the critical interval you do Period/4 so in this case the period is pi. the CI is pi/4 Analysis   In this new concept, I did not have any misconceptions. Essential Question: How do I transform the graphs of Trig Functions? You can transform the graph by changing the frequency or amplitude or by doing a phase shift.