The homework that would normally be due on March 16 (this post) will now be called AMI #1. It is all you need to do for your first AMI assignment.
I will be adding a new post for AMI #2, which will be more practice for the exact same content: more attempts at Difference Quotient; more practice with linear. The attachments are worksheet, but just do them in your notebook and label as AMI #2. Keep all AMI work in one area where you can easily find it. We may have to provide as evidence to the state that you were "in school".
Today our goal was 2-fold.
We worked on application of linear functions (forms of equations, graphing, uses of forms, absolute value, and linear piecewise functions (a function in pieces with different domains for each piece). So we also looked at absolute value as two linear pieces with opposite slopes.
Then Ms. Bogart introduced the idea of "difference quotient" as the slope of a really short segment around a point on a function curve.
I took a grade on the linear homework out of the textbook (answers were shown on the screen) and the 3 worksheets over 3.2. This was a total of 10 pts. If you were absent the previous class, you got a 5/10 and the grade will be replaced when you show me the homework from the textbook and the last worksheet #3.
Questions over the linear homework were taken after checking answers.
Then we took notes (attached below for each part).
Then we worked on the linear worksheet and the first difference quotient worksheet. (HW #8)
Those worksheets and answers are attached below.
I know that I did not teach the difference quotient for the square root functions or the rational functions. See my work.
The objective of the difference quotient is to get the h out of the denominator, not to simplify like you learned in Algebra 2.
On rational I used a common denominator. On radical, I used the conjugate to get the NUMERATOR to a simplified expression, which left the denominator a bit of a mess. The objective is to get the separated h out of the denominator (which you will be doing in calculus).
I will be adding a new post for AMI #2, which will be more practice for the exact same content: more attempts at Difference Quotient; more practice with linear. The attachments are worksheet, but just do them in your notebook and label as AMI #2. Keep all AMI work in one area where you can easily find it. We may have to provide as evidence to the state that you were "in school".
Today our goal was 2-fold.
We worked on application of linear functions (forms of equations, graphing, uses of forms, absolute value, and linear piecewise functions (a function in pieces with different domains for each piece). So we also looked at absolute value as two linear pieces with opposite slopes.
Then Ms. Bogart introduced the idea of "difference quotient" as the slope of a really short segment around a point on a function curve.
I took a grade on the linear homework out of the textbook (answers were shown on the screen) and the 3 worksheets over 3.2. This was a total of 10 pts. If you were absent the previous class, you got a 5/10 and the grade will be replaced when you show me the homework from the textbook and the last worksheet #3.
Questions over the linear homework were taken after checking answers.
Then we took notes (attached below for each part).
Then we worked on the linear worksheet and the first difference quotient worksheet. (HW #8)
Those worksheets and answers are attached below.
I know that I did not teach the difference quotient for the square root functions or the rational functions. See my work.
The objective of the difference quotient is to get the h out of the denominator, not to simplify like you learned in Algebra 2.
On rational I used a common denominator. On radical, I used the conjugate to get the NUMERATOR to a simplified expression, which left the denominator a bit of a mess. The objective is to get the separated h out of the denominator (which you will be doing in calculus).
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answers_to_diff.quot_1.pdf |