PDF-Unit 2 Linear Functions

Name Day 2 In Class Worksheet Date Hour A Day at Michigan International Speedway Use the Two Brothers Race Applet to explore graphs showi. e Ax where is vector is a linear function of ie By where is then is a linear function of and By BA so matrix multiplication corresponds to composition of linear functions ie linear functions of linear functions of some variables Linear Equations . can. not . be. . seen. Rainer Kaenders. University . of. Cologne. GeoGebra Conference Linz 2011. Functions. . can. not . be. . seen. … but . can. . be. . represented. . GeoGebra . can. . Holt Algebra I. – 5.1. LT: F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.. Warm-Up. Wednesday, 04 February 2015. Solve 2. x. – 3. In the case of vectors, we have a special vector known as the . unit vector. Unit Vector. = any vector with a length 1; direction irrelevant . Two special unit vectors we look at the most;. i. = {1, 0}. David Plaxco. Linear Independence of Functions. Definition of linear independence of vector-valued functions. :. Let . f. i. : . I . = (. a,b. ) . → . . . n. , . I = 1, 2. ,…. , n. .. . The . Define appropriate quantities from a situation, choose and interpret the scale and the origin for the graph, and graph the piecewise linear function.. Learning Goal . 2 . (HS.N-Q.A.1, 2, 3):. The student will be able to use units to solve multi-step contextual problems. Int. Math 2. Vocabulary. Linear, non-linear, increasing, decreasing, rate of change, growth rate, domain, range, continuous, discontinuous, discrete, relation, function, inverse function, inverse . of a . Grigory. . Yaroslavtsev. (Indiana University, Bloomington). http://grigory.us. with . Sampath. . Kannan. (U. Pennsylvania),. Elchanan. . Mossel. (MIT) and . Swagato. . Sanyal. (NUS). -Sketching. 1. Recall: We’ve defined the sine function in two ways. :. . and. ..  . 2. All the trig functions can also be defined in terms of the . unit circle. (circle with radius 1, centered at the origin. Algebra 1, Geometry, Algebra 2 . Today’s Presenters. Why did the state of Connecticut undertake to write a “model” curriculum . for Algebra I?. P.A.10-111. Secondary School Reform (passed in 2010, amended in 2011). 4. 3. 2. 1. 0. In addition to level 3.0 and beyond what was taught in class, the student may: . Make connection with other concepts in math.. Make connection with other content areas..  . The student will understand and explain the difference between functions and non-functions using graphs, equations, and tables.. Differentiate between linear and exponential functions.. 4. 3. 2. 1. 0. In addition to level 3, students make connections to other content areas and/or contextual situations outside of math..  . Students will construct, compare, and interpret linear and exponential function models and solve problems in context with each model.. Define appropriate quantities from a situation, choose and interpret the scale and the origin for the graph, and graph the piecewise linear function.. Learning Goal . 2 . (HS.N-Q.A.1, 2, 3):. The student will be able to use units to solve multi-step contextual problems. Differentiate between linear and exponential functions.. 4. 3. 2. 1. 0. In addition to level 3, students make connections to other content areas and/or contextual situations outside of math..  . Students will construct, compare, and interpret linear and exponential function models and solve problems in context with each model..