Vocabulary - contexts of words

Lesson outline is found in the lesson outline section for Wed.

Outline for this lesson will be found in the lesson outline section for Wednesday, 4/17

Student Absent

Sam and I discussed the requirements for the career narrative which will be her final paper to write. We discussed the rubric for the assignment. We also began filling out the pre-writing. Sam needs to research which colleges have the programs of studies that she wishes to explore. We also discussed the writing of her introductory paragraph.

The plan was to continue working on equations with rational functions and practice finding the least common denominator after factoring all denominators in all terms. This step is followed by cancelation of all of the denomiinators.Since Samantha was absent today, I will have to present this lesson again the next time I teach her. There was no assignment.

Using an example of cosmetic sales increases from one month to another, $10,000 the first month and $18000 dollars the second month, determine the % increase in sales from one month to the next. The formula was given and the determination of the amount of increase was outlined. The need to multiply the rate by 100 to obtain the % is stressed. A few different examples will be used to reinforce the concept and math. The % decrease was then presented and the formula indicated.
a few problems solving % decrease will be given. Does the % increase from 50% to 65% equal the % decrease from 65% to 50%? The answer had to be factually shown using the increase and decrease calculations.

Student absent

I worked with Samantha on several problems where rational functions are added or subtracted in equations. With rational functions in equations, the denominators must first be factored and then numerators and denominators of all fractions must be multiplied by factors so that all functions have the same denominators. Then the denominators are canceled and the numerators form an equation that can be solved. There was no assignment.

I opened the lesson with a discussion of baseball tactics from years ago. Pitchers had some idea as to what pitch a hitter had most difficulty hitting. As the season progressed, the pitchers became more aware of the pitch a hitter had most trouble with. A discussion of why this occurred followed.
The definition of probability was discussed and the use of a large sample for more accuracy. The formula for finding the experimental probability and the theoretical probability were both written and explained. A series of 3-4 problems for each one was given, along with an explanation.