EZ Math

After introducing the basic facts of imaginary numbers, let students work their way around the room practicing arithmetic operations with complex numbers at 14 stations . Students need to know: that the square root of -1 is ithat i² = -1how to express the square root of a negative number using ihow to express a complex number in the form a + bibasic algebraic skills such as the Distributive Property and FOIL methodNote: This activity does not include solving quadratic equations. It is simply pra

This is a set of 12 stations/task cards on composition of functions. The focus here is on using multiple representations (equations, tables, graphs, and verbal descriptions) to evaluate f(g(a)). Students will need to read graphs and tables to evaluate a function. They will also need to write an equation from a verbal description (e.g. "h(x) is the result of translating the quadratic parent function 4 units to the right") in order to create one or both of the functions needed to evaluate the comp

These 14 task cards focus on the relationship between a function and its derivative in all representations (graph, table, word problem, and function rule). The meaning of the function vs the meaning of the derivative...what we learn from f(x) vs what we learn from f'(x). Students must know that the derivative function gives the slope of the tangent line (or the slope of the curve), but do not need to be able to compute derivatives. Answers are provided.

This is a summative activity to be used after learning about linearization (linear approximation) and differentials (Lesson 4.5 in Finney 3ed). There are 8 task cards (2 on linearization, 2 on differentials, 1 tangent line, 2 MVT, and 1 IVT). Problems are clearly labeled calculator/non-calculator. It's a great mix of new content and basic review as you head into the closing days of differential calculus. Problems can be printed as stations or used as task cards. A complete, worked out solution

An (editable) PowerPoint document with 10 task cards for practicing sum and difference identities in Trigonometry. The ten cards are lettered A-J, with increasing complexity. I printed out 4 cards per page, horizontally, then cut and laminated them into "decks" of cards. Students broke into groups of 4. Beginning with Card A, they worked the problem and then wrote their group's answer on the card with dry-erase marker. If they were correct, they could proceed to Card B. Most groups needed 45-60