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Math History
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
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 cover
University of New Hampshire  Main Campus  DUPLICATE
Math History
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 varia
University of New Hampshire  Main Campus  DUPLICATE
Math History
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 recogn
University of New Hampshire  Main Campus  DUPLICATE
Math History
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:/w
University of New Hampshire  Main Campus  DUPLICATE
Math History
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
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 woul
University of New Hampshire  Main Campus  DUPLICATE
Math History
MATH 624

Spring 2013
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 n
University of New Hampshire  Main Campus  DUPLICATE
Math History
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 o
University of New Hampshire  Main Campus  DUPLICATE
Math History
MATH 624

Spring 2013
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
University of New Hampshire  Main Campus  DUPLICATE
Math History
MATH 624

Spring 2013
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 reachi