algebra 2; agenda; day 47; mon. nov. 02, 2015 (2 nd 9-week) see bell ringer; probability rule;...

ALGEBRA 2; AGENDA; DAY 47; MON. NOV. 02, 2015 (2nd 9-Week)• SEE BELL RINGER; • PROBABILITY RULE; (CONDITIONAL)• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the 

concepts of conditional probability and independence in situations.• ACTIVITIES: NOTES ON CONDITIONAL AND ADDITION RULE.• C/W: WS ON CONDITIONAL PROBABILITY.• HOME LEARNING: TEST #1 2nd 9 WEEKS; PROBABILITY, CENTRAL TENDENCY; REMEMBER YOUR REVIEW WORKSHEET?

• Complete worksheet if you did not complete in class.

ALGEBRA 2; AGENDA; DAY 48; TUE. NOV. 03, 2015 (2nd 9-Week)• SEE BELL RINGER; • TEST #1 2nd 9 WEEKS; PROBABILITY, CENTRAL TENDENCY

• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. Find the probability of an event using theoretical, experimental, and simulation method.

• ACTIVITIES: TEST #1. Z-score, central tendency, standard deviation, box and whisker plot. Etc.

• HOME LEARNING:

ALGEBRA 2; AGENDA; DAY 49; WED. NOV. 04, 2015 (2nd 9-Week)• SEE BELL RINGER; • PROBABILITY RULE; (CONDITIONAL)• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the 

concepts of conditional probability and independence in situations.• ACTIVITIES: COLLECT NOTES ON “RULES OF PROBABILITY”.• NOTES ON CONDITIONAL AND ADDITION RULE.• DISCUSS WS ON CONDITIONAL PROBABILITY.• HOME LEARNING: Complete worksheet if you did not

complete in class.

ALGEBRA 2; AGENDA; DAY 50; THUR. NOV. 05, 2015 (2nd 9-Week)• SEE BELL RINGER; • SETS, UNION, INTERSECTION, VENN DIAGRAM• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain 

the concepts of conditional probability and independence in situations.

• ACTIVITIES: NOTES USING THE VENN DIAGRAM TO MODEL CONDITIONAL PROBABILITY ADDITION RULE.

• WS OF ADDITION RULE AND CONDITIONAL PROBABILITY.• HOME LEARNING:

ALGEBRA 2; AGENDA; DAY 51; FRI. NOV. 06, 2015 (2nd 9-Week)• SETS, UNION, INTERSECTION, VENN DIAGRAM• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain 

the concepts of conditional probability and independence in situations.

• ACTIVITIES: WS on Working With Sets; Union and Intersections of Sets.

• HOME LEARNING: ADDITION RULE AND CONDITIONAL PROBABILITY.

ALGEBRA 2; AGENDA; DAY 52; MON. NOV. 09, 2015 (2nd 9-Week)• SETS, UNION, INTERSECTION, VENN DIAGRAM• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain 

the concepts of conditional probability and independence in situations.

• ACTIVITIES: Discuss WS on Working With Sets; Union and Intersections of Sets.

• W/S: CONDITIONAL PROBABILITY.• HOME LEARNING: Review worksheets on Probability.• Test on Thursday 11/12/15.

ALGEBRA 2; AGENDA; DAY 53; TUE. NOV. 10, 2015 (2nd 9-Week)• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain 

the concepts of conditional probability and independence in situations.

• ACTIVITIES: Collect W/S: CONDITIONAL PROBABILITY.• Review conditional probability concepts.• HOME LEARNING: Review worksheets on Probability.• Test on Thursday 11/12/15.

ALGEBRA 2; AGENDA; DAY 54; WED. NOV. 11, 2015 (2nd 9-Week)• NO SCHOOL; HOLIDAY

ALGEBRA 2; AGENDA; DAY 54; THUR. NOV. 12, 2015 (2nd 9-Week)• SEE BELL RINGER; • TEST #2 2nd 9 WEEKS; STANDARD DEVIATION, DEPENDENT & INDEPENDENT PROBABILITY, AND CONDITIONAL PROBABILITY.

• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. Find the probability of an event using theoretical, experimental, and simulation method.

• ACTIVITIES: TEST #2. Z-score, central tendency, standard deviation, independent & dependent probability, conditional probability, set theory.

• HOME LEARNING:

ALGEBRA 2; AGENDA; DAY 55; FRI. NOV. 13, 2015 (2nd 9-Week)• SEE BELL RINGER; • OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Find the probability of an event using theoretical, experimental, and simulation method. Recognize and explain the concepts of conditional probability and independence in situations.

• ACTIVITIES: TOPIC: Complete ALGEBRA 2 TOPICS 2 & 3 District assessments.

• HOME LEARNING:

ALGEBRA 2; AGENDA; DAY 56; (ODD)MON. NOV. 16, 2015 (2nd 9-Week)• SEE BELL RINGER; • OBJECTIVE: SWBAT: MAFS.912.F-IF.2.5: Relate the domain of a 

function to its graph and, where applicable, to the quantitative relationship it describes.

• ACTIVITIES: Worksheet on relations. (Will collect today)• HOME LEARNING:

Definition of a Relation• A relation is any set of ordered pairs.  The set of all first components of the 

ordered pairs is called the domain of the relation and the set of all second components is called the range of the relation.

• Example:  Finding the Domain and Range of a Relation• Find the domain and range of the relation:• {(0, 9.1), (10, 6.7), (20, 10.7), (30, 13.2), (40, 21.2)}.

• domain:  {0, 10, 20, 30, 40}

• range: {9.1, 6.7, 10.7, 13.2, 21.2}

Definition of a Function• A function is a correspondence from a first set, called the domain, to 

a second set, called the range, such that each element in the domain corresponds to exactly one element in the range.

• Determine whether the relation is a function:• {(1, 2), (3, 4), (6, 5), (8, 5)}.

Determine whether each relation is a function.

3. Domain Range

4. Domain Range

5. Domain Range

The Vertical Line Test for Functions• If any vertical line intersects a graph in more than one point, the 

graph does not define y as a function of x.• Use the vertical line test to identify graphs in which y is a function of 

x.

Identifying Domain and Range from a Function’s Graph• To find the domain of a function from it’s graph, look for all the 

inputs on the x-axis that correspond to points on the graph.  • To find the range of a function from it’s graph, look for all the 

outputs on the y-axis that correspond to points on the graph.• Use the graph of the function to identify its domain and its range.

Range

Domain 2 1x x [ 2,1]

0 3y y [0,3]

Identifying Domain and Range from a Function’s Graph

Domain  2 1x x ( 2,1]

Range 1 2y y [ 1,2)

Use the graph of the function to identify its domain and its range.

Example: Evaluating a Function• If                                      evaluate

• Thus, 

•  

2( ) 2 7,f x x x ( 5).f

2( ) 2 7,f x x x

2( ) ( ) 2( 75 5 )5f 25 10 7 42

( 5) 42.f

ALGEBRA 2; AGENDA; DAY 57;(ODD) TUE. NOV. 17, 2015 (2nd 9-Week)• SEE BELL RINGER; • OBJECTIVE: SWBAT:MAFS.912.F-IF.3.9: Compare properties of 

two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

• ACTIVITIES: Worksheet on relations. • HOME LEARNING:

Identifying Intercepts from a Function’s Graph• To find the x-intercepts, look for the points at which the graph 

crosses the x-axis.   • To find the y-intercept, look for the point at which the graph crosses 

the y-axis.  • A function can have more than one x-intercept but at most one y-

intercept.

Identifying Intercepts from a Function’s Graph• Identify the x- and y-intercepts for the graph of f(x).• The x-intercepts are• (–3, 0)• (–1, 0) • and (2, 0).

-5 -4 -3 -2 -1 1 2 3 4 5

-10

-8

-6

-4

-2

2

4

6

8

10

x

y

The y-intercept is (0, –6).

Increasing, Decreasing, and Constant Functions• 1. A function is increasing on an open interval, I, if  f(x1) < f(x2) 

whenever x1 < x2 for any x1 and x2 in the interval.• 2.  A function is decreasing on an open interval, I, if f(x1) > f(x2) 

whenever x1 < x2 for any x1 and x2 in the interval.• 3.  A function is constant on an open interval, I, if •      f(x1) = f(x2) for any x1 and x2 in the interval.

Increasing, Decreasing, and Constant Functions• State the intervals on which the given function is increasing, 

decreasing, or constant.• increasing on • decreasing on • decreasing on

-5 -4 -3 -2 -1 1 2 3 4 5

-25

-20

-15

-10

-5

5

10

15

20

25

x

y( , 1) ( 1,1)(1, )

Increasing, Decreasing, and Constant Functions

The graph of the function f(x) = 1/3x3 + x2 - 8x + 1 is shown above.

For what values of x is the function f(x) = 1/3x3 + x2 - 8x + 1 strictly decreasing?

Increasing, Decreasing, and Constant Functions

The above shows part of the graph of the function f(x) = -32x6 + 12x4 

On what intervals is the function Strictly Increasing?

ALGEBRA 2; AGENDA; DAY 58; (EVEN)WED. NOV. 18, 2015 (2nd 9-Week)• SEE BELL RINGER; • OBJECTIVE: SWBAT: MAFS.912.F-IF.2.5: Relate the domain of a 

function to its graph and, where applicable, to the quantitative relationship it describes.

• ACTIVITIES: Worksheet on relations. (Wil collect today)• HOME LEARNING:

ALGEBRA 2; AGENDA; DAY 59; (EVEN)THUR. NOV. 19, 2015 (2nd 9-Week)• SEE BELL RINGER; • OBJECTIVE: SWBAT:MAFS.912.F-IF.3.9: Compare properties of 

two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

• ACTIVITIES: Notes on behavior of graphs. • Worksheet on Probability • HOME LEARNING: Worksheet on Probability

ALGEBRA 2; AGENDA; DAY 60:FRI. NOV. 20, 2015 (2nd 9-Week)• SEE BELL RINGER; • TEST #2 2nd 9 WEEKS; STANDARD DEVIATION, DEPENDENT & INDEPENDENT PROBABILITY, AND CONDITIONAL PROBABILITY.

• OBJECTIVE: SWBAT: MAFS.912.S-CP.1.5 – Recognize and explain the concepts of conditional probability and independence in situations. Find the probability of an event using theoretical, experimental, and simulation method.

• ACTIVITIES: TEST #2. Z-score, central tendency, standard deviation, independent & dependent probability, conditional probability, set theory.

• HOME LEARNING: