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MATH 624

Spring 2013
Module 3
Math 624
This activity was for the student to recognize that functions whose graphs contain
asymptotes can model real life problems. We started with this question: A bucket contains 8
gallons of water that is 80 F. How many gallons of water that
University of New Hampshire  Main Campus  DUPLICATE
Math History
MATH 624

Spring 2013
Curriculum Assignment 2
Number 7
In the terms of the PSSM, this chapter aligns fairly well with most of the standards. It
covers all of the process categories, some more than others, and it also covers most of the
content areas. The process categories are
University of New Hampshire  Main Campus  DUPLICATE
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MATH 624

Spring 2013
Teacher Name: Kevin
Date: February 27, 2013
Standards: A.REI.01, N.Q.01, G.SRT.08, G.MG.08
Class: Algebra
Time/Period: 50 minute period
[RADIO FREQUENCIES PROBLEM]
LESSON OBJECTIVES
(what students will know and be able to do)
STUDENTS WILL BE ABLE TO USE
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MATH 624

Spring 2013
Teacher Name: Kevin Huston
Date: March 6, 2013
Standards ASSE1Interpret Expressions that represent a quantity in terms of its context
AREI 2Solve simple rational and radical equations in one variable, and give
examples showing how extraneous solutions
University of New Hampshire  Main Campus  DUPLICATE
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MATH 624

Spring 2013
2) The supplemental foci of this unit are teaching the kids the basics of quadratics and how to
recognize a graph and find the roots of them. They are also about how to solve basic problems
and recognize when to use what method including guess and check,
University of New Hampshire  Main Campus  DUPLICATE
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MATH 624

Spring 2013
Math 624
Short hw 2
February 6, 2013
1) Function: a mathematical function is an equation that assigns a single answer to each
question and its variables can be mapped onto a coordinate system.
http:/www.webovations.com/education/mathbook/book/func1b.htm
"
University of New Hampshire  Main Campus  DUPLICATE
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MATH 624

Spring 2013
Math 624
Module 5 reflection
May 3, 2013
The main learning goals for this module was that the students would be able to graph a
trigonometric function with given parameters and or data. We also wanted build their awareness
of trigonometric patterns in rea
University of New Hampshire  Main Campus  DUPLICATE
Math History
MATH 624

Spring 2013
Module 1 Reflection
March 7, 2013
For our module we decided to see if students could relate the concept of domain to an
abstract idea of zipping up a jacket. We also wanted to see if the students would be able to
recognize the idea of an inverse when give
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The Equation is f(x)=2x^24x+5
X value
1
0
1
2
3
Y value
11
5
3
5
11
How is the graphs vertex shifted in comparison to g(x)=x2?
The vertex of our graph is shifted up 3 units and to the right 1. The new vertex is (1,3).
The vertex of g(x) is (0,0).
The eq
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MATH 624

Spring 2013
Module 4
Math 624
April 29, 2013
For this activity we wanted the students to be introduced to exponential functions. We
also wanted the students to be able to recognize the differences in the graphs of exponential
and linear equations. For this activity w
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In the given figure, line l is parallel to m. Lines AB and CD intersects both lines L and M.
1.
2.
3.
4.
5.
6.
7.
What is the measure of 1?
What is the measure of 2?
What is the measure of 3?
What is the measure of 4?
What is the measure of 5?
What is the
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From my research trigonometry hasnt changed much if at all in the past 100 years. The latest
that trig has changed that I could find was in the 17th century with Isaac Newton and James
Stirling reaching the modern form of with Leonhard Euler.
The term tri