Week 7
I think my favorite part about the week was the video that you made about the chain rule. That was a really cool way to teach something. I was able to take as many notes as I needed and I could stop the lesson and back it up whenever I wanted to which is something I can't do when I'm just sitting in class and you are doing a lesson. Generally I think that I'm taking enough notes but then I forget and I may not understand what I wrote down so it's cool that I have a video I can look back on. I do have one question though... How did you end up on the left side of the screen? The chain rule is cool to me because it just goes on forever and ever. Through the whole alphabet if you want it to! When Michael asked you if it could just keep going and you said yes, that's what we did at my table. We started going through the whole alphabet with the chain rule then realized how much work that was going to be and stopped. All of the stuff about finding the derivative without having to do all of the algebra stuff makes a lot of sense and it's so much easier than what we had to do before. The anti-derivative stuff makes sense too because it is just everything backwards. It does get a little confusing sometimes depending on the numbers but that's it. I also feel that we you take away one from the power that if it is negative, it should go closer to being positive but that's just me. I'm not sure why I think that but I do.
I think my favorite part about the week was the video that you made about the chain rule. That was a really cool way to teach something. I was able to take as many notes as I needed and I could stop the lesson and back it up whenever I wanted to which is something I can't do when I'm just sitting in class and you are doing a lesson. Generally I think that I'm taking enough notes but then I forget and I may not understand what I wrote down so it's cool that I have a video I can look back on. I do have one question though... How did you end up on the left side of the screen? The chain rule is cool to me because it just goes on forever and ever. Through the whole alphabet if you want it to! When Michael asked you if it could just keep going and you said yes, that's what we did at my table. We started going through the whole alphabet with the chain rule then realized how much work that was going to be and stopped. All of the stuff about finding the derivative without having to do all of the algebra stuff makes a lot of sense and it's so much easier than what we had to do before. The anti-derivative stuff makes sense too because it is just everything backwards. It does get a little confusing sometimes depending on the numbers but that's it. I also feel that we you take away one from the power that if it is negative, it should go closer to being positive but that's just me. I'm not sure why I think that but I do.
Week 4
We had a shorter week this week because we had thursday off and I wasn't here today. On monday we went over the limits test that we had and I thought that I did better on it than I actually did but all the things I got wrong were just little mistakes that can be easily fixed. Cresswell helped explain the piece-wise functions a little which actually really helped. I just need the help visualizing the graph and what two or more graphs combined together looks like because that's hard to do in my head. But it makes more sense now. I just have to draw the picture and have something to look at it that's not just a random function. We had a test on tuesday and that seemed to go pretty well but I always think that no matter what. I wasn't there today to go over the quiz so now I have to wait until next week to figure out how I did. On wednesday we started an activity and a lab that seemed helpful from the part that I got done but we didn't really do a lot at my table because we always get so distracted with those markers and how we can play hangman. I think that we are good with the whole limits/continuity idea and how that works. The continuity has gotten better and understanding that even if you take your pencil off the graph when you draw it and start again in a different spot, the graph can still be continuous because of the domain. Understanding that and using the 3-prong test have made it easier to figure out if a graph is continuous or not.
We had a shorter week this week because we had thursday off and I wasn't here today. On monday we went over the limits test that we had and I thought that I did better on it than I actually did but all the things I got wrong were just little mistakes that can be easily fixed. Cresswell helped explain the piece-wise functions a little which actually really helped. I just need the help visualizing the graph and what two or more graphs combined together looks like because that's hard to do in my head. But it makes more sense now. I just have to draw the picture and have something to look at it that's not just a random function. We had a test on tuesday and that seemed to go pretty well but I always think that no matter what. I wasn't there today to go over the quiz so now I have to wait until next week to figure out how I did. On wednesday we started an activity and a lab that seemed helpful from the part that I got done but we didn't really do a lot at my table because we always get so distracted with those markers and how we can play hangman. I think that we are good with the whole limits/continuity idea and how that works. The continuity has gotten better and understanding that even if you take your pencil off the graph when you draw it and start again in a different spot, the graph can still be continuous because of the domain. Understanding that and using the 3-prong test have made it easier to figure out if a graph is continuous or not.
Week 3
This week we did more with limits. Everything that had to do with limits. End behavior of limits, limits to infinity (and beyond!), and all that fun stuff. We also started looking at discontinuity today. I think I'm pretty ok with these concepts because a lot of it is review. The discontinuity that we started was kind of fun to try and see if it worked or not and I like the 3-prong test concept. That makes it easier to help figure out if something is continuous at a point or not. The whole thing about how a if a point isn't in the domain it doesn't matter if its discontinuous or not was a little funky to figure out because we've generally been told in the past that a graph is continuous when you can put your pencil down on the paper and draw the graph without ever having your pencil leave the paper. But now it can? A little tricky at first but it makes sense. The activity that we did today to review for the test was fun but I think it would be a good idea to have more than one paper at the table so that everyone can work on it at the same time and get the same amount of review. We would also have more time to have a discussion on something or figure out the problem because we wouldn't have to pass the paper around and have to wait for everyone to read it. That could be a reason why we felt that some of the stations required more time than others because there was so much for everyone to read individually and to look at. I wouldn't necessarily change the time amount we have for the stations yet because it may just be a simple fix with the papers. Just a thought. I think that's it for me on this blog post. Time for sleep!
Week 2
This week we worked on Limits with a lab and some homework assignments. I think
the lab definitely helped me to refresh my memory about limits and what I needed
to do. I like how we take notes and do lectures because notes have always helped
me. I like that better than labs because I can keep the notes and use them
throughout the year as reference. The homework assignment was fine for me, the
only thing I had trouble with was when they give us more than one expression and
we have to figure out the limit for each when one is greater than 2 and the
other is less than 2. It was the problem that was right before the "Sandwich
Theory" problems, I'm not sure what number it was. Other than that, the other
problems were fine and I was able to get a majority of it done in class. The
group stuff that we do after a homework assignment is helpful as well even
though I sit with the people I go to for help already. When other people came
over to our table, it was cool that we could help them instead of having a
teacher do it and have someone not get the help they need because they don't
want to ask for help in front of the group. I would probably be one of those
people but I like going to friends about it because I know them better and I'm
probably more comfortable with them.
the lab definitely helped me to refresh my memory about limits and what I needed
to do. I like how we take notes and do lectures because notes have always helped
me. I like that better than labs because I can keep the notes and use them
throughout the year as reference. The homework assignment was fine for me, the
only thing I had trouble with was when they give us more than one expression and
we have to figure out the limit for each when one is greater than 2 and the
other is less than 2. It was the problem that was right before the "Sandwich
Theory" problems, I'm not sure what number it was. Other than that, the other
problems were fine and I was able to get a majority of it done in class. The
group stuff that we do after a homework assignment is helpful as well even
though I sit with the people I go to for help already. When other people came
over to our table, it was cool that we could help them instead of having a
teacher do it and have someone not get the help they need because they don't
want to ask for help in front of the group. I would probably be one of those
people but I like going to friends about it because I know them better and I'm
probably more comfortable with them.