Digital Agenda
Week of
August 17, 2015 August 21, 2015
Unit 1: Mathematical Terminology
Check In/Do Now: Homework Corrections
Essential Question (s):
1. How do I define the complex numbers system using subsets, set notation, and interval notation?
2. Can I explain how the elements in the real numbers system and imaginaries connect to form the standard form of a complex number and where the
elements fit or do not fit (disjoint sets) within the complex numbers system?
3. Can I explain what is the connections between sets using appropriate notation (set versus interval; union versus intersection; disjoint).
4. How do we interpret the solution set for absolute value inequalities? How do we interpret the solution set for quadratic inequalities?
Standard(s) from Instructional Guide:
PC.1.1.1
Determines the domain and range of functions as represented by symbols and graphs, where appropriate.
Student Objective (s): Students will:
1A I can define the complex numbers system using subsets, set notation, and interval notation.
1B I can explain how the elements in the real numbers system and imaginaries connect to form the standard form of a complex number and where the
elements fit or do not fit (disjoint sets) within the complex numbers system.
1C I can evaluate the connections between sets using appropriate notation (set versus interval; union versus intersection; disjoint).
1D I can justify mathematical statements using mathematical properties and I can explain the connection between using the conjugate and multiplicative
identity property to simplify radical and imaginary expressions.
1E I can explain the closure property and how a set of numbers can be closed (under addition, subtraction, multiplication, division), using a counterexample
to justify my reasoning.
1F I can simplify rational and radical expressions with exponents and complex rational (rational exponents) expressions, using mathematical properties
(distributive, additive/multiplicative inverse, additive/multiplicative identity, exponent rules, etc.)
Assessment and Student Reflection:
End of a lesson writing reflection and exit slips
.
WHOLE GROUP
Demonstrate how to use “ask myself “ questions to understand problems
1. What questions can you ask yourself to make sense of a problem?
2. What can you do if you get stuck on a problem?
3. Are there words that you don’t undersand?
4. What is the problem talking about?
5. What are the numbers/symbols in the problem and what do they mean?
DIRECT STATION
Lead a group discussion in which students
Analyze number systems as sets or subsets.
(Z, R, N, W, C)
Lead a group discussion about solving
inequalities and writing the solution as a
COLLABORATIVE STATION
Have students work on their own for
several minutes before interacting
with their partner. Partners should
focus on explaining to each other how
they arrived at the solution.
INDEPENDENT STATION
1. Practice findings
Solutions to various types
of equations
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Pre-Calculus
Set and as a graph.
2. Other resources
Students will solve linear,
Quadratic and rational equations.
Students will state their solutions
As sets and graph.