The Book of Savannah's Creation

Savannah Connor, Jan 24, 2016

Table of Contents

  1. Chapter 0
    1. Lesson 1
    2. Lesson 1
    3. Lesson 2
    4. Lesson 2
    5. Lesson 2
    6. Lesson 2
  2. Chapter 1
    1. Construction of 5 Parallelograms (part 1)
    2. Construction of 5 Parallelograms (part 2)
    3. Midpoint Quadrilateral Project (in class)
    4. Lesson 6
    5. Lesson 7
  3. Chapter 2
    1. Maximizing Area of a Farmer Pen
    2. Lesson 3- Construction of Graphs
    3. Lesson 3- Construction of a trigonometric graphs(in radians)
    4. Lesson3-Construct trigonometric graph using degrees:y=sin(x)
    5. Lesson 3- Construct trigonometric graphs using degrees
    6. Lesson 4- Using sliders in equations: example 1
    7. Lesson 4- Using sliders in equations: example 2
    8. Lesson 4- Using sliders in equations: example 3
    9. Lesson 4- Using sliders in equations: example 4
  4. Chapter 3
    1. Classwork 2/9/16
    2. Classwork 2/9/16
    3. Classwork 2/11/16
    4. Ferris wheel project
  5. Chapter 4
    1. Illustrated Word Problem - Algebra Project

1.

Chapter 0

  • 1. Lesson 1
  • 2. Lesson 1
  • 3. Lesson 2
  • 4. Lesson 2
  • 5. Lesson 2
  • 6. Lesson 2

1.1.

Lesson 1

Construction of a Triangle
– Savannah Connor

1.2.

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1.3.

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1.4.

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1.5.

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1.6.

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2.

Chapter 1

  • 1. Construction of 5 Parallelograms (part 1)
  • 2. Construction of 5 Parallelograms (part 2)
  • 3. Midpoint Quadrilateral Project (in class)
  • 4. Lesson 6
  • 5. Lesson 7

2.1.

Construction of 5 Parallelograms (part 1)
– Savannah Connor

2.2.

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2.3.

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2.4.

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2.5.

–

3.

Chapter 2

  • 1. Maximizing Area of a Farmer Pen
  • 2. Lesson 3- Construction of Graphs
  • 3. Lesson 3- Construction of a trigonometric graphs(in radians)
  • 4. Lesson3-Construct trigonometric graph using degrees:y=sin(x)
  • 5. Lesson 3- Construct trigonometric graphs using degrees
  • 6. Lesson 4- Using sliders in equations: example 1
  • 7. Lesson 4- Using sliders in equations: example 2
  • 8. Lesson 4- Using sliders in equations: example 3
  • 9. Lesson 4- Using sliders in equations: example 4

3.1.

Maximizing Area of a Farmer Pen

– Savannah Connor

3.2.

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3.3.

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3.4.

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3.5.

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3.6.

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3.7.

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3.8.

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3.9.

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4.

Chapter 3

  • 1. Classwork 2/9/16
  • 2. Classwork 2/9/16
  • 3. Classwork 2/11/16
  • 4. Ferris wheel project

4.1.

Classwork 2/9/16
– Savannah Connor

4.2.

–

4.3.

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4.4.

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5.

Chapter 4

  • 1. Illustrated Word Problem - Algebra Project

5.1.

Illustrated Word Problem - Algebra Project

Final Script
 Jessica: Hi! My name is Jessica.Savannah: and my name is Savannah. Our problem was,  you buy some chicken for $1.79 a pound. Is this direct or inverse variation? The goal of our presentation is to create a sketch that describes direct variation. More importantly what happens to the total cost in this problem as the amount of chicken being purchased changes.Jessica: The basic sketch works like this, the more chicken you buy, the further to the right the chicken can be moved and then the price increases along the line. The main way that this sketch is different from doing this on paper and pencil is that it is a more visual representation of what is happening. Savannah: Based on Math Practice #5, we used a graphing tool, text box, regular polygons, translating by vector, and inserting images. We decided not to create a start and stop button so that the students could interact more with the slider and the change in the x and y values. Jessica: Based on Math Practice #4, modeling with math, we used it by solving this real life problem and creating a formula to represent what is happening in this situation.Savannah: Based on Math Practice #6, attending to precision, we made sure to always include symbols and used appropriate units in creating the sketch and formula.Jessica: Our favorite part of this sketch was that the pictures change size with the numbers for the pounds of chicken being bought and the dollars being spent.
– Savannah Connor

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