Voicethreads

I wanted to share all the voicethreads I have made so far this year, and while I know this is probably not the best way to organize them, it's what I've come up with for now. They're in the same order in which the students get them. Feel free to leave your comments here, or right in the voicethread if you wish, but those in the voicethread are moderated.

I'll also include any other activities that were attached to the lessons, and I will try to keep it updated!

Science Math 5
General functions:

Absolute value function:

Square root function:
-anytime you want to freak them out about pendulums: video about Foucault's pendulum (start at 5:30)

Exponential function:
a closer look at exponents
basic exponential function
transformed exponential function
exponential equations
finding the rule of an exponential function
equivalent exponential things

Logarithms:
intro to logarithms
properties of logs
change of base
solving log equations 1
solving log equations 2
log functions 1
log functions 2

Trigonometric functions:
radians vs degrees
intro to the unit circle
the big seventeen
the basic trig functions
special properties of basic trig functions
trigonometric points
transformed trig functions (very long, to split into 3 parts next year)
from graph to rule
from rule to graph
trig apps part 1
trig apps part 2
trig equations 1
trig equations 2
more trig equations
six ratios
freaky functions (tan, sec, etc, and arc relations)

Trigonometric identities:
reciprocal and quotient identities
Pythagorean identities
using identities to get exact values
the algebra of ids 1
the algebra of ids 2
sum and difference, double angle identities

Vectors
introduction to vectors
relationships between vectors
calculations on vectors
adding vectors 1
adding vectors 2
other operations on vectors
dot product 1
dot product 2

Conics
circle as conic
parts of an ellipse
properties of an ellipse
rule of an ellipse
foci of an ellipse


Tech Sci Math 5: (topics not in common with Science Math 5)

the transformed quadratic function

zeros of the quadratic - standard form

the three forms of the quadratic rule

completing the square

perfect square trinomials

getting properties from the general form

getting properties from the factored form

quadratic applications 1

finding the rule of a quadratic

quadratic applications 2



2 comments:

  1. Mind if I post links to the appropriate ones for my students to see on edmodo?

    I like your Review of Functions. What's funny is, we don't ever really teach it as a whole like that. It's more piecemeal. But at the beginning of this chapter we're in on quadratics, I pulled many of those things together as a review and preview. The first two videos and assignments for the chapter I called 'More on Domain and Range' and 'Reading a Parabola'.

    We reviewed what a function is and basics of domain and range in ch 2, but it's seems unrelated and boring when it's taught in the chapter on linear functions. So I figured now that they've seen absolute value functions and now that we're heading into parabolas (they saw two years ago) it was good to expand on it. I've not used interval notation because our book doesn't. I know some (mostly honors teachers) do. I should introduce it at some point this year.

    I found that so many of them were even unsure of x- and y-intercepts on lines, that before I started to ask them to graph from all the various forms on parabolas, it was good for them to be able to pick out those points on ones I'd graphed. I'm very happy with the way it went.

    I think having them go through some of your voice threads would be a good way to review (and to introduce the ones that are on-track/ahead to interval notation).

    I'd seen some voice threads but fluffier things. I really like the way you use them!

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    Replies
    1. Thanks, Malisa! Of course, please go ahead and share, and I would LOVE to hear their comments, even, if they would like to leave some. It would be awesome for my students to see them too.

      I always found domain and range a boring idea too, and it doesn't seem to thread through a lot of texts. But I found this year, if I switched things around, it was way more fun for them. Instead of giving them the function and asking for domain and range, I asked them to draw the function given the domain and range. They really had to think and be creative. Like for D = reals and R = positive reals, most drew the parabola, but a few drew the absolute value, even before we had studied it, which was really cool. We had discussions about - when do you have to put arrows at the ends of your graph? I probably should have blogged about that....

      I love how you said that the vt would serve a dual purpose, review for those who need it, and look ahead for those who don't. They can take from it what they need.

      Thanks for writing, it's so great to know that someone else out there thinks the way I do!

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