Month: September 2017

(pronounced LAY-teck) is a commonly used language for typesetting math. There are many ways to use to create professional looking documents (most involve installing an implementation on your computer) but you can also use  to type math right in your OpenLab posts.

Professor Reitz has some great instructions for using on the OpenLab here (scroll to “Typing math on the OpenLab”).

It can take some getting used to, your homework is to practice by submitting a comment on this post. Don’t worry about typing something that makes any mathematical sense, just try typing anything. Play around and make a giant mess in these comments. If something doesn’t work at first, don’t worry; just try again. (Note that your first OpenLab comment will have to be approved before it appears.)

You can mouse-over something to see what LaTeX code was. For example, mouse-over this: to see what I entered.

If you submit something that LaTeX doesn’t understand, it will display “formula does not parse” but you can also mouse-over that to see what was submitted.

Other resources:

• The Not So Short Introduction to 
• The Comprehensive  Symbol List
• A shorter symbol list
• Overleaf (writing full documents and collaborating online)
• The Project (an overview)

Chapter 0 of the Venema text has 11 short sections. Not all sections have exercises.

For Tuesday, read all 11 sections and complete all exercises in sections 0.3, 0.6, and 0.8 (8 questions total).

For each new geometric object introduced, try constructing the object in Geogebra. For each theorem stated, try performing a construction that illustrates the theorem when you apply the drag test.

NOTE: Since Tuesday follows a Thursday schedule, we’ll meet in G-208 (our usual Thursday room).

F-BF4

Inverse functions and their graphs

In this lesson, I want my students to explore the function and their inverse graphically. I am going to insert the function and its inverse in Desoms and I am going to insert x=y to help student to visualize the symmetry.

I will use 4 different pairs of functions and their inverse to make sure that students grasp the idea of function and their graphs.

then I will choose a random point from the function’s graph and show the student the inverse of that point and how that is connected to the inverse arithmetically.

The Transformation of the graph of quadratic function ax^(2) when a=1>0

In this lesson, i want to teach the transformation of quadratic function x^2 .I want to start the lesson by recalling quadratic equations, what is a quadratic equation, its standard form and when does a quadratic equation become a quadratic function. My goal for this lesson is to compare the original function y=x^2 with the graphs that we will get by shifting them horizontally and vertically , which at the end will make students to understand the point called vertex and the formula that helps to find a vertex. I also with use the blackboard plug values in the function, so I may ask students any question related to that.

Here is how the graphs on Desmos will look:

In this lesson I will  give Examples about the inequalities  making sure that my student knows the different between the symbol  >,< or bigger than or equal or less than or equal  ,I will make sure they will knows where they have to shade in order to find the solution , where up the line or down the line, the line should be solid or should be dash line , and of course I will make them under stand the graph it self and how they use desoms  in order to solve the inequality equation.

Below is a copy of what a student submitted last fall for her Desmos project. As you can see, she included a brief description of the project, together with the Desmos link. For her presentation, she had prepared a detailed lesson using the board together with Desmos. In particular, she initially had most of her Desmos project hidden and then turned on the components one at a time during the lesson.

In this lesson, I am going to introduce the three basic transformations of a polygon in a 2 – coordinate plane using Desmos as a tool to present the work. I used Desmos to create polygons starting with creating points. Typically, I worked on basic transformations of a triangle: translation, reflection, and rotation. I used the table to create the points of a triangle. Also, I changed the point style to segment style so I can have the sides of a triangle. Then, I will use two main methods to do these transformations either by moving the points or writing out the coordinates of each point.

This is the Desmo link: