## Saturday, March 30, 2013

### UNIT Q AND R - important info and answers to questions

**WHEN IN DOUBT, GO BACK TO YOUR SSS AND THE VIDEO LESSONS!  THERE ARE EXAMPLES OF EVERY TYPE OF PROBLEM ON THE TEST AND IT WILL SHOW YOU HOW YOUR ANSWERS SHOULD BE FORMATTED AND EVERYTHING...***

(If anything, this test is showing me exactly WHO is not paying attention to the videos or completing PQ's... but in the end, it's YOUR responsibility...)

Notes/changes from Mrs. Kirch and questions from classmates that I am sharing the answers with for everyone...

In general

• Answers for test always go in GREY BOXES.
• You still must show step by step work when you copy from your scratch paper to your "final draft" test.  Don't leave anything out, just make it nice, neat, and readable.
• If you need more boxes on any of the identity proofs, please neatly divide the box(es) in half for how many you need.  Count your steps on your scratch paper before copying on your "final draft" test.
• Utilize answer bank for Unit Q Concept 1 & 5 problems. (in previous post)

Unit Q

• In general:
• Q:  do you want pi radians or decimal radians for unit Q?
• A: If the degree is an exact degree, then the radians should be exact radians (with pi). If the degree is a rounded degree, then the radians should be decimals (no pi)
example:
120 degrees should be 2pi/3, not some crazy decimal
122.7degrees should NOT have a pi in the final answer
• #6
• Q: For #6, is the radical 9x^2+4 supposed to equal to something?
• A: No, you just have to simplify it using the information given. Compare to your SSS problems - it's very similar.
• #8 - utilize the same process as Unit O Concept 2 when deciding how to write and round your answers in both degrees and radians
• #9
• Q: is the (2 theta) a typo? Or is the 2 suppose to be there?
• A: it is Cosine of 2 Theta. The 2 is supposed to be there.
• #10
• Q: is the theta suppose to be over 2 or is it suppose to be tan theta?
• A: it is Tangent of Theta divided by 2.
• #16 - only has TWO answers (cross off the last blank for both degrees and radians)

Unit R

• #31-33
• Q: For Unit R #31-33. Do we just input them into the calculator or something?
• A: All directions are the same as the problems in the SSS that match up to that concept - Use the examples from your SSS and the video lessons so you know what to do. You should have done a lot of practice in your SSS and on the PQs on those exact problems for Concept 1.
• #32 -
• Q: Do I have to convert to degrees?
• A: You can, but your final answer should match up to how the problem was given
• #33 -
• Q: I don't see that formula anywhere.  What am I supposed to do?
• A: With a little algebra, you can manipulate it.  Be careful!
• #34-35 - make sure to check your final answers in your calculator and compare the decimals to make sure they are identical.  If they are not, then go back and check your work.
• #35. You must use SUM FORMULA to solve. It says so on the actual problem, but on page 2 instructions it says to use difference.  That is a typo.  You MUST USE A SUM FORMULA.
• #38 - it is acceptable to leave a radical in the denominator of your final answer.
• #41-46 - in the "identity/step used", you can simply write "expanded with sine sum formula" (or whatever you expanded with...) if you don't want to write out the entire identity.

## Wednesday, March 27, 2013

### Spring Break Homework (including Unit Q/R Tests)

MUST GET DONE BEFORE SPRING BREAK (BEFORE CLASS FRIDAY)

Spring Break Homework:

Please contact me with any questions as soon as you have them - Edmodo, Text, or Email. Don't procrastinate - you will regret it! Get this done ASAP!

1. Unit Q Test
1. plan for 4 hours - 22 questions
2. READ DIRECTIONS ON PAGE 1-2 VERY CAREFULLY AND ASK QUESTIONS ASAP!

ANSWER BANK FOR UNIT Q CONCEPT 1 AND CONCEPT 5
(simplifying/verifying; this includes answers for verifying that are already given to you).
*There are MORE ANSWERS than will be used
*Answers can be used MORE THAN ONCE
*I have changed ALL THE VARIABLES as to not give you an unneeded hint.  On the test, they are all x's, theta's, u's, etc... I have used the variable B for ALL OF THEM even though it's not exact

sin(B)
tan(B)
cos(B)
tan^2(B)
2sec(B)
sin^2(B)
sec(B)
sec^2(B)
cos(B)+cot(B)
2csc(B)
cos^2(B)
cos(B)tan(B)
cot(B)cos(B)
sec(B)+tan(B)
tan(B)sin(B)
-tan(B)sin(B)
1

-1

2. Unit R Test
1. plan for 2 hours - 13 questions
2. READ DIRECTIONS ON PAGE 1-2 VERY CAREFULLY AND ASK QUESTIONS ASAP!

3. Begin Final Exam review packet (3 parts)
1. details can be found on class blog here:
2. Final exam will be BEFORE CST’s, so you need to start working now
3. Start working on “part 3” first since it’s what you’ll need the most help for.

4. EXTRA CREDIT (if you do over break; but it will probably be required at some point before the end of the year, so do it now for EC!)

1. Record your 1-2 minute “thoughts on the flipped classroom”.  Choose one of the following topics to talk about, discuss, act out, sing/rap about, etc.
2. Be creative.  Be fun but serious at the same time - these will be used next year in communicating with students and parents about the flipped classroom.  Include entertaining features, like background music and jokes.
3. You may work in a group of up to four students.
4. ONE MINUTE MINIMUM, TWO MINUTE MAXIMUM. USE YOUR LIMITED RECORDING TIME WISELY.
5. The “best” video from each category below will be chosen for bonus extra credit.  You may do up to 5 videos if you want multiple entries into the competition

Flipped classroom in general
FITCHing with videos
Online WSQs
WSQ chats
PQ problems
Quizzes
Practice Test
Test days
WPPs
Blog Posts
Tips for WPPs
Tips for recording videos
Tips for student problems
“Mrs. Kirch’s class”
Surviving Math Analysis with Mrs. Kirch
Other ideas? Ask me for approval:

## Monday, March 25, 2013

This form is due no later than class time on Friday, March 29th.

You must have access to the AERIES student portal to complete.  If you do not, you must see me on Thursday during lunch.

## Tuesday, March 19, 2013

### Math Analysis 2nd semester final exam

Your final exam is worth 300 points (3 tests).  200 of those points will be taken BEFORE the CST exam at the end of April.  Specific dates will be given as we get closer, but part of your spring break homework is to start working on the review packets, found here

You must print your own copy of the review or view on your electronic device.  All work must be done neatly and numbered and will be turned in before the exam.

• Parts 1 and 2 cover "normal" Math Analysis material and you will be able to use your portfolio for it.
• Part 3 will cover CST questions for your summative exam, which reviews Algebra 1, Geometry, and Algebra 2.  Plan to ask a lot of questions on these problems, especially the Geometry ones because it has been a while!

Answer keys and help can be found here (will be updated as I add more; please let me know if you want me to work out any of them)

## Tuesday, March 12, 2013

### MATH ANALYSIS REFLECTIVE BLOG POST:

MATH ANALYSIS REFLECTIVE BLOG POST: DUE MONDAY 3/18 BY CLASS TIME
(Will be a formative assessment grade)

For Units O and P, your WSQ charts have not been collected and you have been solely responsible for mastering the content without extrinsic accountability.  You alone have solely been responsible for your learning, motivation, effort, and mastery of the content (with support, of course!).  With that in mind, please respond to the following questions in a thoughtful, well-written blog post.

LOGISTICALLY: Please copy paste the entire prompt into your blog post, maintaining the given color scheme.  Then, underneath each question, type your response in black font where prompted.

1. How have you performed on the Unit O and P tests?  What evidence do you have from your work in the unit that supports your test grade (good or bad)?  Be specific and include a minimum of three pieces of evidence.

RESPOND HERE:

2. You are able to learn material in a variety of ways in Math Analysis.  It generally follows this pattern:

→ Your initial source of information is generally the video lessons and SSS packets followed by a processing and reflection activity via the WSQ
→ individual supplemental research online or in the textbook before class
→ reviewing and accessing supplementary resources provided by Mrs. Kirch on the blog
→  discussion with classmates about key concepts
→ practice of math concepts through PQs
→ formatively assessing your progress through concept quizzes
→ cumulatively reviewing material through PTs
→ Final Assessment via Unit Test.

Talk through each of the steps given in the following terms:
a. How seriously do you take this step for your learning?  What evidence do you have to support your claim?  Make sure to make reference to all 8 steps.
b. How could you improve your focus and attention on this step to improve your mastery of the material?  What specific next steps would this entail?  Make sure to make reference to all 8 steps.

RESPOND HERE:

3. Reflect on your learning this year thus far by considering the following questions:
a.  How confident do you generally feel on the day of a Unit Test?  Give evidence and specifics to back up your answer.
b.  How well do you feel you have learned the math material this year as compared to your previous years in math? Give evidence to support your claim.
c.  How DEEPLY do you feel you have learned the math material this year as compared to your previous years in math?  Give evidence to support your claim.
d.  Do you normally feel like you understand the WHY behind the math and not just the WHAT/HOW?  Meaning, do you understand why things work, how they are connected to each other, etc, and not just the procedures?  Explain your answer in detail and cite specific evidence from this year.
e. How does your work ethic relate to your performance and success?  What is the value of work ethic in real life?

RESPOND HERE: