+Ž>™@ >šHHÛ@ÿçÿîÿR#(ü,, ç `,- ^ì&'dA x<x<€CÔp$ÿAPPLIED MATHp$UNIT 15 REVIEW ÿ€LÔ pÿ1. KEY CONCEPTS 0What is a formula0Purpose of a formula0Where do formulas come from05relationship between patterns and formula development 'Rewriting formulas to isolate variables0&Solving problems with several formulas0 Variables represented by letters How do you choose a formula 02. VOCABULARY (UNIT EMPHASIS) 0 Glossary page0' Stands for approximately equal to0 Rule-of-thumb0Algebraic expression0 Cube root0 Square root 03. PRACTICAL EXAMPLES (VIDEO) 0As outlined in the book 04. STUDY GUIDE (WORKSHEET) 4 1. Using symbols to write a mathematical sentence 0is a_____________. 8 2. The shortest & easiest way to write a relationship ;between ____________ or _____________quantities is often a 0________________ . @b 3. C !ÿ2ÿ = A ÿ !ÿ2ÿ + b ÿ !ÿ2 when referring to a right triangle is called the _______________ .`ÿ 9 4. The symbol means _____________ _________ to.  5 5. the symbol means ___________________ to.  9 6. The symbol means _____________ __________ to. 4 7. When developing a formula from data look for a _____________ ___________ .  7 8. The numbers in a formula are called _____________. 3 9. To isolate a variable you don't know you must ____________ the formula. . 10. The name of the type of formula used to 5approximate volumes from two dimentional drawings is )called ___________ _____ _____________.  15. LAB USEFULNESS/APPLICABILITY (MATERIALS LIST) 5Activity #1 - need space, expensive equipment? (Use 7alternative objects - magnetic levitation, solar power etc.) Maybe use the outside hallway. 8Activity #2 - Useable in confined space - add some kind :of small container to material list to keep ball bearings and "BBs" together  3Activity #3 - Needs to be done outside (preferably) 'Could require much outside set-up prep    6. RESOURCE PERSON (TYPE)  Carpenters - anglers Potters - glaze mixtures !Painters - tinting - surface area 5Photographers - film speed, F-stop to available light +Machinists - setup work - feeds and speeds,  spacing/dividing head /Engineers/mechanics - horespower, torqe, cubic  displacement  17. GAPS (MISSING INFORMATION) - NEEDED RESOURCES 5Seems to be concept gaps between examples on page 12 Question 10 answer should read D !ÿ2ÿ = ÿ c  0.0034(48)`<ÿQuestion 18 keep % in % do not change to decimalÿ  9. TEACHING SCHEDULE  DAY 1 Discuss unit objectives. 8Review critical skills from previous units as necessary. 5Present and discuss terms in glossary and vocabulary.:Watch video. Students do video study guide and solve  problem.   DAY 2 Discuss video problem. #Students read pages read pages 1-5. Discuss key points. #Work examples on board or overhead. €LÔ` ÿÿDAY 3 "Short review previous days lesson. Students read pages 6-14. Work study activity page 9. Work example 1. Assign problems 1-7.  DAY 4  Do lab #2. ` ÿÿDAY 5 *Short quiz on previously covered material. (Do examples 2,3,& 4 page 14-19 on board. #Read pages 19-20. Do example 5 & 6. %Assign problems 10,11,13,16,18,20,22.  €LÔ DAY 6 %Read page 22,23- work examples 6 & 7. "Assign problems 25,26,28,29,31,32. ` ÿÿDAY 7 )Do lab 1 or 3 or origionally created lab. €LÔ DAY 80*Short quiz on previously covered material.0Assign problems 35,38 & 39.0 Students do worksheet as review. Summarize unit.  Day 9  Unit test.