Semester
1
Date 
Entry Task 
Activity 
Assignment/Homework* 
9/6 
Find
your seat. 
Meet
your peers & teacher. Debrief Summer Homework and compile a list of needed review items. JR: What are your goals in this class for this year? 
Complete
Getting to Know You. Download the course Syllabus. Sign and return the signature sheet. List in your homework notebook what you believe you know well and what you need to know better. Bring two hardbound "theme books"one for journal and one for homework. 
9/7 
Get ready for the Expectations Quiz. Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Clarify
expectations, both from the class syllabus
and the Student Handbook. JR: What do you believe will be your biggest challenge this year in Calculus? 
Graph the Olympic Games data. 
9/8 
Address
this problem without talking to your classmates.
Write your response in your homework notebook. Phred is designing a house and allocated a section of the floor plan to be 8' by 10'. He then began to consider making the room larger.

Debrief
the ET. Explore at your 4top: For the function f(x) = x^{2}, how does the slope AT x = 3 differ from the slope TO that point? WHY are they different? Include a diagram. JR: What preparations have you made to ensure your success in calculus this year? 
Complete
the Calculus
Readiness Test. The intent of the "test"
is to find out what students can do, what students believe
they can do but do incorrectly, and what they find unable
to do. If you believe you know how to do a problem,
work it out and see if you get one of the answers.
If you don't know what to do please make sure your
difficulty with that problem type gets communicated to
Edge. When finished, write a short statement about
your strengths and weaknesses. 
9/11 
Check papers at your 4topindicate correct and wrong responses using consensus. Compile a list of topics to examine further. Begin correcting your errors.  Compile
a list of content and processes to address. Consult
the sample
solutions. Receive textbooks to take home. Read "To the Student" on page xxiii. JR: List the mathematics content and processes you believe you command. 
Complete the CLAST OnLine Practice Quiz. Show work in your homework notebook. Calculators are NOT allowed! Answer all questions. Copy your results into your homework notebook. 
9/12 
Work on the following problem alone. Expand (a + b)(a  b)^{2}.  At
your 4top, begin correcting your errors from the CLAST
practice quiz. Use your homework notebook to show
your work. JR: Write what you remember of The Law of Cosines. 
Select six problems from the CalcPrep "Algebra" area: three you know how to do and three for which you are uncertain. Work them in your homework notebook as thoroughly as you can. 
9/13 
At your 4top, take turns presenting your CalcPrep to each other. Begin with the ones for which you were uncertain. Make note of those you could not reach consensus on solution or method.  Problem
demonstrationsrotate tables and presenters. Mini lesson: linear equations (slopeintercept versus pointslope forms). JR: Explain in simple language the meaning of negative exponents. Include an example and numbers that are the base of the exponent but in the denominator of a fraction. 
Solve
the following problems showing all your work. Use
the function f(x) = x^{3} 
2x^{2}  5x + 6.

9/15 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz.
Expect Questions on basic algebra. No calculator or
notes. JR: Assume you are tutoring an Algebra I student who wants to determine the equation of the line that contains two given points. Derive a formula that will produce the linear equation containing the points (a, b) and (c, d). 
Spend
at most one hour on the algebra diagnostic
test. 
9/18 
Given
the following system of equations, compute sets of the
form (a, b) that satisfy both equations
simultaneously. No calculator, work alone.4(a + b) = 8 
Debrief
ET. Debrief last three HW. JR: What is the purpose of inverse functions? Give several examples. 
Begin the Inverse Functions activitycomplete Pgs 2, 3 #1  6. Show all work in your homework notebook. 
9/19 
List all angles
that have a cosine of 0.5. Include diagrams. 
Debrief ET. Debrief the last HW. JR: Let f(x) = 2x + 4. Create f^{1}(x) and give two examples how it is used. 
Continue the Inverse Functions activitycomplete Pg 4 #1, 2; Pg 6 #4. Show all work in your homework notebook, copy the graph. 
9/20 
Which of the
following are functions? Explain why or why not (for
each).

Graph each of the
following functions on the interval [7, 7]. Use
separate axes for each function. Draw the line y
= x and plot reflected points of the function
across the line.
Radian measure: modified Can You Do the CanCan? activity. Measure circumference and diameter, divide, determine if the ratio makes sense. Use a protractor to measure the central angle that would result in one radius of the can to "bend around" the rim of the can. JR: Explain the meaning of "radian" relative to what you learned from the Can You Do the CanCan? activity. 
See the inverse trig discussion on The Math Page. Write all the problems and correct answers into your homework notebook. 
9/22 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
Inverses. No calculator or note card. JR: Give at least two different functions for which f[f ^{1} (x)] ≠ x. Explain why this can be so! 
See the trig identities discussion on The Math Page. Write all the problems and correct answers into your homework notebook. 
9/25 
Write an inequality with
variable n to represent the following
situations:

Solve the
following inequalities, show the number line graph of the
solution set, and write the answer in interval notation.

See the inequality discussion on The Math Page. Write all the problems and correct answers into your homework notebook. 
9/26 
Solve the
following and write your answer in interval notation.

Debrief
ET and discuss inequalities and graphs. JR: Draw the graph of y = x / x. 
See the absolute value discussion on The Math Page. Write all the problems and correct answers into your homework notebook. 
9/27 
In your homework
notebook Draw the graph of y = x + 3. Use the graph in each of the expressions below.

JR: Write an algebraic and a geometric definition for absolute value. 
Take at least one of the inequalities quizzes from Maisonet Math. Note which quiz(zes) you took and your score(s) in your homework notebook. 
9/29 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
inequalities. No calculator or note card. JR: List the precalculus concepts and procedures you believe you still need to know better to have success in calculus. 
Complete the Diagnostic Tests (Stewart Pgs. xxiv through xxviii) through Analytic Geometry (Diagnostics Tests A and B). 
10/2 
60 degrees (π/3 radians) and 120 degrees (2π/3 radians) are different angles, yet their sine is the same ratio. Explain why this is so and include diagrams.  Precalculus Crossmath
activity. Write all work and answers in your
homework notebook. JR: Write a function that exists for all real numbers except for π. Explain why. 
Finish the
CrossMath. 
10/3 
Work at your
table group to identify and list the concepts and
procedures that still need bolstering. 
Debrief
Diagnostic Tests, Crossmath, etc. JR: Suppose you have two functions, f(x) and g(x). Explain the meaning of f(g(x)) and give an example. 
Diagnostics Tests C and D (Stewart Pgs. xxiv through xxviii). 
10/4 
Locate a problem
in the CalcPrep Website
you do NOT know how to solve. 
Problem
demonstrations. Find or invent a problem you know
how to do and addresses one of the "need to bolster" items
from yesterday. Problem sources may be
JR: List the "concepts and procedures" demonstrated today and the name of the student who made the presentation. 
Complete the U Mass Calculus Readiness Test. Take no more than one hour. 
10/6 
Prepare to ask
questions. 
Explanations
& demonstrations. JR: Explain in simple language the meaning of "y = sin(2x)." 
Prepare for
Monday's quiz by reviewing notes, watching videos related
to the areas you know you need to understand better,
working more problems, etc. 
10/9 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz: essential
PreCalculus concepts. No calculator or note card. JR: Copy the facts from Example 5 on Pg. 14. Explain the meaning of the function C. 
"Skim" Section 1.1 (Pgs. 1019). Note important ideas and definitions in your homework notebook. List questions you havethese will be addressed during tomorrow's debrief. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
10/10 
"Skim" Section 1.3 (Pgs. 3641). Note important ideas and definitions in your homework notebook. List questions you two havethese will be addressed during the debrief.  Label Label Label, I Made
it Out of Clay and Which is the Original
activities. JR: Explain how to construct the graph of y =  f(x)  from the graph of y = f(x) without using the absolute value function. Demonstrate with the graph of y = x^{2}  4. 
Pgs. 4243 #19, 26, 29. 
10/11  Pg. 42 #5. Include original graph.  Continue
yesterday's activities. JR: Explain the meaning of the graphs in Figure 9 ((Pg. 39). What is the "parent function" for these graphs? What is done to the parent function to achieve these graphs? 
Pg. 42 #4, 9,11,15. Include original/standard function also! 
10/16 
Let
f(x) = x^{2} and g(x) = 2x
+ 3. Compute f(g(2)). 
Explore
It's More Fun to Compute
activity. JR: Explain the relationship between the two ways to write composite functions. Include an example. 
Pg.
42 #13, 15, 17. 
10/17 
Write down what
you remember of the definitions of "secant line" and
"tangent line" from PreCalculus and then discuss these
topics at your 4top. 
"Skim" Section
1.4 (Pgs. 4448). Note important ideas and
definitions in your homework notebook. List
questions you havethese will be addressed during the
debrief. What's The Pattern? activity (handouts provided). JR: Define slope in simple language and explain why "rise over run" is inappropriate. 
Pg. 49 #1, 5. 
10/18 
Determine the slope of y = (2/3)x^{3} + 2 at x = 2.  Slope Patterns
activity (graph the functions, such as y = 0.1x^{2}
on your calculator to determine slopes). JR: Create the equation of the line tangent to y = (2/3)x^{3} + 2 at x = 2. 
Pg. 49 #3, 7. 
10/20 
A
"rocket dragster" completed a 1/4 mile race in 3.58
seconds reaching a top speed of 386 mph. Compute the
dragster's acceleration. 
JR: Explain in words and pictures how average velocity differs from instantaneous velocity. Give a realworld example. 
Pg.
49 #6, 8. 
10/23 
Sketch the graph
of y = x^{2} + 1 for 0 ≤ x
≤ 4. Draw two lines in different colors (if you
can): one depicts the average velocity and the other the
instantaneous velocity at x = 3. 
Average and
Instantaneous Velocity activity. THIS file has an
enlarged graph. :) Review Pg. 50 in your textbook and discuss at your 4top how the mathematical idea of a "limit" relates to average and instantaneous velocity. JR: Toidi Diputs entered the two hundred mile ACE Club Air Rally (ACAR) and estimated his flight to average 100.0 miles per hour. The winner of the ACAR will be the pilot who completes the course closest to his/her estimated rate. Toidi had some initial problems with ground operations and navigation, hence, averaged only 50.0 miles per hour over the first 100.0 miles. How fast must he fly over the remaining 100.0 miles to complete the race at his estimated rate? Show all work! 
Pg. 49 #9. 
10/24 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz: tangent
and velocity problems. You may use a calculator and
a note card. JR: Explain a situation where average and instantaneous velocity are the same over 0 ≤ x < 2 then different when x ≥ 2. Include a diagram. 
See the limits discussion on The Math Page. Write down any questions that you have and explain Definition 2.2 in your own words. 
10/25 
Use
the word "limit" in a sentence. Make the context
mathematical! 
Limits.
Discuss, together, the examples in Section 1.5 (Pgs.
5058). Short and LongTerm Behavior activity. JR: Use the meaning of "limit" to explain why 2^{n} = 1 when n = 0. Generalize for a^{n} = 1 when n = 0 if a is any nonzero real number. 
Pg.
59 #1, 3, 5. 
10/27 
Compute the
exact value of sin(π/4). 
Why Can't We Just Trust
the Table? activity. Note: your "digit"
is the number of your "4top" starting in the NW corner of
the room and moving clockwise. JR: Compute the limit of (x^{2} + x  6)/(x  2) as x approaches 2. 
Pg. 60 #11, 13,
19. 
10/30 
Pg.
60 #12. 
Debrief
limits. Read Limit Laws (Section 1.6; Pgs. 6269) with your table partner and phrase them in your own terms. Consider copying the laws into your homework notebook. Examine the Greatest Integer Function (see Pg. 68, Example 10). JR: Create a function that does not exist at a value a but the limit as the function approaches a is a real number. Explain why this is so. 
Pgs.
6970 #1, 7, 15. 
10/31 
Working alone, invent a problem that must use the the concept of limits to solve.  Work selected
invented problems in your homework notebook. Two Kinds of Holes activity. JR: Is it possible for a function to be continuous at a point but for the limit to not exist at that point? Explain. 
Catch up on all missing homework. Make sure you include the date assigned, facts of the problems, and diagrams. 
11/1 
Is y = tan(x) continuous at π/2? Why/why not?  Skim Pgs. 8190
and discuss with your table partner. Continuity and Limits activity. Intermediate Value Theorem: work through Pg. 92 # 51, 53 with your 4top. JR: Let f(x) = (x + 1) / (x^{2}  1). For what values of a does the limit as x approaches a of f(x) equal f(a)? Include a diagram. 
Pg. 90 # 1, 3, 5. 
11/3 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
limits. No calculator, note card OK. JR: Explain a situation where a function exists at a value a but has no limit at a. Draw a graph of the function. 
Pgs. 7071 #17, 51. 
11/6 
What is the limit as x > infinity of 4x^{3} + 2x + 7? Include a diagram.  Activity:
Chapter 1 Concept Check (Pgs. 9394) through number 16. JR: What is the limit as x  > infinity of any polynomial p(x)? Explain. 
Finish Ch. 1 Concept Check through # 16. 
11/7 
Identify each as
continuous or discontinuous then explain your choice. (i) The temperature at a specific location as a function of time. (ii) The height of the ground above sea level as a function of the distance due East of Seattle. (iii) The cost of a taxi ride as a function of the distance traveled. 
Continuity
(Section 1.8; Pgs. 8190). Pgs. 9091 #13, 15, 17. JR: Is it necessary for a function to be continuous at a specified point to have a limit at that point? Explain. Is it necessary for a function to have a limit at a specified point to be continuous at that point? Explain. 
Complete the
assigned problems. 
11/8 
Define the number sets: Integers, Rational, Irrational, and Real.  Complete the Exploring Continuity
activity. JR: For a function f(x), f(1) = 5 and f(3) = 5. Must there be a value of x between 1 and 3 where f(x) = 0? Include a diagram. 
Review exercises: Pg. 95 #1, 3, 4, 5. Show all work! Prepare questions to ask during tomorrow's review. 
11/13 
Pg. 96
#22. Remember to begin by transcribing the facts! 
Complete the
review problems: Pg. 95 #10, 17, 19. Show all work! JR: State the Intermediate Value Theorem in simple language. Include an example. 
Complete the assigned problems. 
11/14 
Prepare to ask
questions. 
Inclass
reviewanswering questions brought by students. JR: If a function exists at a point, say (a, b), must it be continuous? Must the limit at a exist? Explain and include diagrams. 
Prepare for the tests. 
11/15 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Test 1.1.
No calculator, note card OK. Expect questions on
JR: Which concepts in this chapter do you believe you should know better? 
Prepare for
tomorrow's test. 
11/17 
Get ready for the test! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Test 1.2.
No calculator, note card OK. Expect a question on

Let f(x)
= ax^{2} + bx + c. For any
real number, v, the point (v, f(v))
is, therefore, on the curve. Let h be an
arbitrary amount, so the point to the right of v
would be (v + h, f(v + h).
Write an expression for the slope of the secant line
containing (v, f(v)) and (v
+ h, f(v + h).
Simplify. 
11/20 
List the
functions commonly used in PreCalculus for data modeling. 
Rounding the Bases
activity. The Small Shall Grow Large activity. JR: Give an example of a realworld situation that could be modeled with a linear function. 
Pgs. 3334 #1, 13, 15. 
11/21 
What do all
members of the family of linear functions f(x)
= 1 + m(x + 3) have in common? Graph
at least three "members of the family" on the same
coordinate axes and label the graphs. 
Skim Section 1.2
(Pgs. 2332). Focus on the different function types
and their graphs. Creating Models activity. JR: Create a cubic function for which f(1) = 6 and f(1) = f(0) = f(2) = 0. 
None. :) 
Date 
Entry Task 
Activity 
Assignment/Homework* 
11/27 
Write a function wherein f(0) = 4 and the graph crosses the xaxis at 1 and 2 and merely touches the xaxis at x = ^{–}2.  Introduce
Straight Line Kinematics
video and graphs. Begin computing the slopes from the displacement:time graph. Consider using the associated grid paper. Graph the slopes using the same scale and units on the xaxis. JR: Explain in simple terms how to create the graph of slopes of the DISTANCE VS. TIME graph and what it means. 
1.
From the displacement:time
graph, calculate "slopes" in mi/hr for: (a) 0  6 s,
(b) 18  38 s, (c) 48  57 s, (d) 13 s, (e) 43 s, (f) 59
s, (g) 65 s, (h) 70 s, (i) 77 s, (j) 85 s, (k) 90 s, (l)
95 s, (m) 100 s. Draw these on the graph and show
your calculations. Hint: (mi/s)(3600 s/hr) = mi/hr 2. Plot, by hand, the above 13 slopes versus time to obtain a velocity:time graph. Scale: 1 inch = 10 s, 1 inch = 10 mi/hr. 
11/28 
Explain
in detail how to produce a velocity vs. time graph from a
displacement vs. time graph. 
Debrief
Straight Line Kinematics velocity graph
assignment. Compare to the actual velocity graph. JR: Why is mi/h/s an appropriate unit for acceleration for this data? 
Create the speed:time graph from the acceleration vs. time graph. Organize your data into an easy to read table BEFORE graphing. 
11/29 
What is meant by (a, f(a))? Give an example.  Use
the graph of y = x^{2}
+ 1. Draw tangent lines at each interval of
0.50 over 0 ≤ x ≤ 4.0 and compute the slope at
each of the points. Graph the slopes on the same
graph paper using a new scale for the yaxis (on
the right side). Complete Oiling Up Your Calculators. JR: By the values you have collected so far from the slopes of y = x^{2} + 1, explain what you expect from the graph of the slopes. Include a sketch. 
Complete
the analysis of the slopes of y = x^{2}
+ 1. Perform a linear regression on the x
vs. slope at x values. Report entire
calculator output! 
12/1 
Explain in simple language how average velocity and instantaneous velocity differ. Include a visual representation of each.  Transitioning
from slope to "derivative." Follow That Car activity. JR: Let f(x) be a function and a is a value for which the function is defined. If h is a very small number what does f(a + h) represent? What does f(a + h)  f(a) represent? What does [ f(a + h)  f(a) ] ÷ h represent? 
Pgs.
110111 #1, 3, 11. 
12/4 
Perform
The Power Rule (see Pg. 127) on each of the
functions below

The
Derivative as a Function. See Section 2.2 (Pgs.
114122). Consider exploring these resources

Pgs.
122124 #1, 13, 21. Include the graphs! THIS Website proves various trigonometric derivatives. 
12/5 
The Derivative Function activity (handouts provided).  Differentiation
Formulas (Section 2.3). Back and Forth activity (handouts provided). JR: Copy all the differentiation rules in Section 2.3 (see Pgs. 126136). 
Pg.
136 #5, 7, 17, 23. 
12/6 
If f(x) = (x + 1)/(x  1) determine f ' (x).  Pgs. 123124
#15, 18, 19, 21, 27, 35, 45. Include the graphs! JR: Let f(x) = (x)^(1/3). Is the function continuous, defined, and differentiable at x = 0? Explain each. 
Finish the assigned problems. 
12/8 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz:
use the definition of derivative (a limit, see Pg. 107) to
create the derivative of a function. Note card OK,
no calculator. JR: Apply The Product Rule to d/dx [c f(x)] to create The Constant Multiple Rule. 
Pgs. 136137 #29, 51, 61. 
12/11 
Find and review your response Graph 5 from The Derivative Function activity. Explain WHY the plot of slopes of sine give cosine.  Derivatives of
Trig Functions (Section 2.4). See the TEC
animation for Figure 1 (Chapter 2, V2.4:
SlopeaScope). The Magnificent Six activity. THIS Website proves various trigonometric derivatives. JR: Copy all the trigonometric differentiation rules in Section 2.4 (see Pgs. 140146). 
Pg. 146 #5, 7,
15, 21. 
12/12 
Note that the derivative of sin (x) is very different from the derivative of sin (x^{2}). Determine the derivative of each and check on your calculator by comparing slope of one function against values of the slope function.  The Chain
Rule (Section 2.5). Unbroken Chain activity. JR: Let f(x) = sin x^{2} and g(x) = sin^{2} x. Compute f'(x) and g'(x) and explain why the answers MUST be different. 
Pg. 154 #7, 23, 25. 
12/13 
Explain The Chain Rule in simple language.  Chain Rule
Without Formulas activity. JR: Explain the similarities and differences between The Product Rule and The Chain Rule. 
Pg. 154 #13, 17, 31. 
12/15  Why is The
Chain Rule an essential process in differentiation
of functions? 
Watch Donald
in Mathematic Land. JR: Explain how Donald in Mathematic Land applies to calculus. Your response must be serious and substantive. 
Explore the CalcPrep
Website and work on your areas of weakness. Recall
that algebra is a common area of concern. Do all
work in your homework notebook. Please email Dr.
Edge with any questions you encounter. 
1/2 
Happy New Year! The equation of a circle with center at the origin and radius 5.0 units is x^{2} + y^{2} = 25. Take the derivative of the equation as it reads (without solving for "y"). 
Implicit
Differentiation (Section 2.6). MIT has THIS lecture on implicit differentiation. Higher Ed has THIS resource on implicit differentiation. Check THIS resource from UC Davis. Take the practice quiz. JR: Take the derivative implicitly of x^{2} +xy = 10 to determine dy/dx when x = 2. Solve the original equation for "y" and determine y' again, computing the value at x = 2. How do the answers from the two methods compare? Why is this so? 
Pgs. 161162 #7, 23, 25. 
1/3 
Explain Implicit Differentiation in simple language.  Implicit Curves
activity. Follow the lesson on Education Portal. See Paul's Online Math Notes. See Texas Instruments lesson. JR: Let yx^{2} + yln(x) = 10. Compute dy/dx. 
Pg. 161 #5, 15, 19. 
1/5 
Get ready for the quiz! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people.  Quiz 2.2:
Differentiation Rules (refer to Pg. 136). No
calculator, note card OK. Expect problems that
include

Pgs. 161162
#21, 35. 
1/8 
The position of a particle is given by s = f(t) = t^{3} – 6t^{2} + 9t. Compute the velocity after 2.0 seconds and after 4.0 seconds. Determine when the particle is at rest.  Changes of Rate
in the Natural and Social Sciences. Follow That Particle activity. JR: Note this section of the text is about "rates." List the rates involved in each example. Include the units for the rates. 
Pgs. 173174 #1, 15. 
1/9 
Pgs. 191193 #1, 3, 7, 10, 11, 14, 25, 61, 62, 69.  Continue the
review exercises. JR: Describe several ways in which a function can fail to be differentiable. Illustrate with sketches. 
Finish the assigned exercises. 
1/10 
The volume of a sphere is given by V = (4/3)π r^{3}. Differentiate implicitly to determine dV/dt.  Related Rates. Discuss the DEMOS for RELATED RATE Problems Website at your local group. JR: Let a and b be the sides of a rectangle. Side a is increasing at 3 cm/min and side b is decreasing at 3 cm/min. Perform the following steps to determine the relationship between sides a and b for which the area of the rectangle is increasing.

Pg. 180 #3, 9. 
1/12 
Explain in simple language the meaning of "related rates."  Pgs. 180181 #5,
7, 11, 13, 15, 23. JR: Explain how "related rates" occurs in physics, chemistry, biology, and economics. 
Finish the selected problems. 
1/16 
Explain in detail how dy/dx differs from dy/dt. Give an example.  Related Rates. Nobody Escapes the Cube activity. Find the Error activity. JR: Revisit Example 2 (Pg. 177) and compute the velocity of the ladder when it is 0.00100 inch above the ground. Convert to units more easily comprehended, such as miles per second and compare to the escape velocity of Earth (slightly less than 18 miles per second). Comment on this outcome. 
Pgs. 182183 #27, 31, 35. 
1/17 
Explain, in
detail, how d/dx and dy/dx differ.
Give an example. 
Differentiation
Jeopardy. JR: What would you still like to review before the Chapter 2 test? 
Pg. 190 T/F
Quiz; explain your answers! Pg. 193 #73, 76, 79. Check your skill with differentiation using the Differentiation Jeopardy Q & A. Look at the question, attempt it, then check your answer. 
1/19 
Get ready for
the quiz! Move to a seat where you have ample room,
obtain all the materials you need before class starts,
seat at most two at the square "cafe tables" and place the
paper "blinders" between each pair of people. Set
your homework notebooks off to the side. 
Quiz: Related
Rates. No note card, calculator OK. JR: Describe your confidence regarding related rates. Include what you believe you can do adequately and what you continue to struggle. 
Pg. 191 #1, 3, 7, 10. 
Date 
Entry Task 
Activity 
Assignment/Homework* 
1/22 
Prepare
to ask questions. 
Demonstration
and/or explanation of studentprovided examples and
problems. JR: Explain 
Prepare for the next study session. 
1/23 
Prepare to ask questions.  Demonstration
and/or explanation of studentprovided examples and
problems. JR: Explain 
Prepare for the Final Exams. 
1/24 or 1/25 
Get ready for the exam! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Final
1.1. You may use a calculator and a nonmechanically
reproduced 3 x 5 note card. Consider also bringing
ruler, protractor, compass, and extra cells for your
calculator. Expect questions on 
Prepare for the next Exam. 
1/26 
Get ready for the exam! Move to a seat where you have ample room, obtain all the materials you need before class starts, seat at most two at the square "cafe tables" and place the paper "blinders" between each pair of people. You may use calculator, ruler, protractor, compass.  Final 1.2.
You may use a calculator and a nonmechanically reproduced
3 x 5 note card. Consider also bringing ruler,
protractor, compass, and extra cells for your
calculator. Expect a question on

Date 
Entry Task 
Activity 
Assignment/Homework* 
1/29 

1/30 

1/31 or 2/1 
Click here for the Reference Pages from Stewart Calculus (7th Edition).
Create and print your own graph paper at THIS Website.
Below are various documents on the
operation of the class
Also note
the additional items