A couple years ago, Kate Nowak asked us to ask our kids:

What is 1 Radian?” Try it. Dare ya. They’ll do a little better with: “What is 1 Degree?”

I really loved the question, and I did it last year with my precalculus kids, and then again this year. In fact, today I had a mini-assessment in precalculus which had the question:

What, conceptually, is 3 radians? Don’t convert to degrees — rather, I want you to explain radians on their own terms as if you don’t know about degrees. You may (and are encouraged to) draw pictures to help your explanation.

My kids did pretty well. They still were struggling with a bit of the writing aspect, but for the most part, they had the concept down. Why? It’s because my colleague and geogebra-amaze-face math teacher friend made this applet which I used in my class. Since this blog can’t embed geogebra fiels, I entreat you to go to the geogebratube page to check it out.

Although very simple, I dare anyone to leave the applet not understanding: “a radian is the angle subtended by the bit of a circumference of the circle that has 1 radius a circle that has a length of a single radius.” What makes it so powerful is that it shows radii being pulled out of the center of the circle, like a clown pulls colorful a neverending set of handkerchiefs out of his pocket.

If you want to see the applet work but are too lazy to go to the page, I have made a short video showing it work.

PS. Again, I did not make this applet. My awesome colleague did. And although there are other radian applets out there, there is something that is just perfect about this one.

Mission #8: Sharing is Caring in the MTBoS

Here I’m reblogging our last mission from the Explore the #MTBoS!

Originally posted on Exploring the MathTwitterBlogosphere:

It’s amazing. You’re amazing. You joined in the Explore the MathTwitterBlogosphere set of missions, and you’ve made it to the eighth week. It’s Sam Shah here, and whether you only did one or two missions, or you were able to carve out the time and energy to do all seven so far, I am proud of you.

I’ve seen so many of you find things you didn’t know were out there, and you tried them out. Not all of them worked for you. Maybe the twitter chats fell flat, or maybe the whole twitter thing wasn’t your thang. But I think I can be pretty confident in saying that you very likely found at least one thing that you found useful, interesting, and usable.

With that in mind, we have our last mission, and it is (in my opinion) the best mission. Why? Because you get to do something to help someone else. A random act of kindness.

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Trig War

This is going to be a quick post.

Kate Nowak played “log war” with her classes. I stole it and LOVED it. Her post is here. It really gets them thinking in the best kind of way. Last year I wanted to do “inverse trig war” with my precalculus class because Jonathan C. had the idea. His post is here. I didn’t end up having time so I couldn’t play it with my kids, sadly.

This year, I am teaching precalculus, and I’m having kids figure out trig on the unit circle (in both radians and degrees). So what do I make? The obvious: “trig war.”

The way it works…

I have a bunch of cards with trig expressions (just sine, cosine, and tangent for now) and special values on the unit circle — in both radians and degrees.

You can see all the cards below, and can download the document here (doc).

They played it like a regular game of war:

I let kids use their unit circle for the first 7 minutes, and then they had to put it away for the next 10 minutes.

And that was it!

An expanded understanding of basic derivatives – graphically

The guilt that I feel for not blogging more regularly this year has been considerable, and yet, it has not driven me to post more. I’ve been overwhelmed and busy, and my philosophy about blogging it is: do it when you feel motivated. And so, I haven’t.

Today, I feel a slight glimmer of motivation. And so here I am.

Here’s what I want to talk about.

In calculus, we all have our own ways of introducing the power rule for derivatives. Graphically. Algebraically. Whatever. But then, armed with this knowledge…

that if $f(x)=x^n$, then $f'(x)=nx^{n-1}$

…we tend to drive forward quickly. We immediately jump to problems like:

take the derivative of $g(x)=4x^3-3x^{-5}+2x^7$

and we hurdle on, racing to the product and quotient rules… We get so algebraic, and we go very quickly, that we lose sight of something beautiful and elegant. This year I decided to take an extra few days after the power rule but before problems like the one listed above to illustrate the graphical side of things.

Here’s what I did. We first got to the point where we comfortably proved the power rule for derivatives (for n being a counting number). Actually, before I move on and talk about the crux of this post, I should show you what we did…

Okay. Now I started the next class with kids getting Geogebra out and plotting on two graphics windows the following:

and they saw the following:

At this point, we saw the transformations. On the left hand graph, we saw that the function merely shifted up one unit. On the right hand graphs, we saw a vertical stretch for one function, and a vertical shrink for the other.

Here’s what I’m about to try to illustrate for the kids.

Whatever transformation a function undergoes, the tangent lines to the function also undergoes the exact same transformation.

What this means is that if a function is shifted up one unit, then all tangent lines are shifted up one unit (like in the left hand graph). And if a function undergoes vertical stretching or shrinking, all tangent lines undergo the same vertical stretching or shrinking.

I want them to see this idea come alive both graphically and algebraically.

So I have them plot all the points on the functions where $x=1$. And all the tangent lines.

For the graph with the vertical shift, they see:

The original tangent line (to $f(x)=x^2$) was $y=2x-1$. When the function moved up one unit, we see the tangent line simply moved up one unit too.

Our conclusion?

Yup. The tangent line changed. But the slope did not. (Thus, the derivative is not affected by simply shifting a function up or down. Because even though the tangent lines are different, the slopes are the same.)

Then we went to the second graphics view — the vertical stretching and shrinking. We drew the points at $x=1$ and their tangent lines…

…and we see that the tangent lines are similar, but not the same. How are they similar? Well the original function’s tangent line is the red one, and has the equation $y=2x-1$. Now the green function has undergone a vertical shrink of 1/4. And lo and behold, the tangent line has also!

To show that clearly, we did the following. The original tangent line has equation $y=2x-1$. So to apply a vertical shrink of 1/4 to this, you are going to see $y=\frac{1}{4}(2x-1)$ (because you are multiplying all y-coordinates by 1/4. And that simplifies to $y=0.5x-0.25$. Yup, that’s what Geogebra said the equation of the tangent line was!

Similarly, for the blue function with a vertical stretch of 3, we get $y=3(2x-1)=6x-3$. And yup, that’s what Geogebra said the equation of the tangent line was.

What do we conclude?

And in this case, with the vertical stretching and shrinking of the functions, we get a vertical stretching and shrinking of the tangent lines. And unlike moving the function up or down, this transformation does affect the slope!

I repeat the big conclusion:

Whatever transformation a function undergoes, the tangent lines to the function also undergoes the exact same transformation.

I didn’t actually tell this to my kids. I had them sort of see and articulate this.

Now they see that if a function gets shifted up or down, they can see that the derivative stays the same. And if there is a vertical stretch/shrink, the derivative is also vertically stretched/shrunk.

The next day, I started with the following “do now.” We haven’t learned the derivative of $\sin(x)$, so I show them what Wolfram Alpha gives them.

For (a), I expect them to give the answer $g'(x)=3\cos(x)$ and for (b), $h'(x)=-\cos(x)$.

The good thing here is now I get to go for depth. WHY?

And I hear conversations like: “Well, g(x) is a transformation of the sine function which gives a vertical stretch of 3, and then shifts the function up 4. Well since the function undergoes those transformations, so does the tangent lines. So each tangent line is going to be vertically stretched by 3 and moved up 4 units. Since the derivative is only the slope of the tangent line, we have to see what transformations affect the slope. Only the vertical stretch affects the slope. So if the original slope of the sine function was $\cos(x)$, then we know that the slope of the transformed function is $3\cos(x)$.

That’s beautiful depth. Beautiful.

For (b), I heard talk about how the negative sign is a reflection over the x-axis, so the tangent lines are reflected over the x-axis also. Thus, the slopes are the opposite sign… If the original sine functions slope of the tangent lines was $\cos(x)$, then the new slopes are going to be $-\cos(x)$.

This isn’t easy for my kids, so when I saw them struggling with the conceptual part of things, I whipped up this sheet (.docx).

And here are the solutions

And here is a Geogebra sheet which shows the transformations, and the new tangent line (and equation), for this worksheet.

Now to be fair, I don’t think I did a killer job with this. It was my first time doing it. I think some kids didn’t come out the stronger for this. But I do feel that the kids who do get it have a much more intuitive understanding of what’s going on.

I am much happier to know that if I ask kids what the derivative of $q(x)=6x^9$ is, they immediately think (or at least can understand) that we get $q'(x)=6*9x^8$, because…

our base function is $x^9$ which has derivative (aka slope of the tangent line) $9x^8$… Thus the transformed function $6x^9$ is going to be a vertical stretch, so all the tangent lines are going to be stretched vertically by a factor of 9 too… thus the derivative of this (aka the slope of the tangent line) is $q'(x)=6*9x^8$.

To me, that sort of explanation for something super simple brings so much graphical depth to things. And that makes me feel happy.

Infinite Geometric Series

I did a bad job (in my opinion) of teaching infinite geometric series in precalculus in my previous class. I told them I did a bad job. I was rushing. They were confused. (One of them said: “you did a fine job, Mr. Shah” which made me feel better, but I still felt like they were super confused.)

At the start of the lesson, I gave each group one colored piece of paper. (I got this idea last year from my friend Bowen Kerins on Facebook! He is not only a math genius but he’s also a 5 time world pinball player champion. Seriously.) I don’t know why but it was nice to give each group a different color piece of paper. Then I had them designate one person to be the “paper master” and two people to be the friends of the paper master. Any group with a fourth person simply had to have the fourth person be the observer.

I did not document this, so I have made photographs to illustrate ex post facto.

I started, “Paper master, you have a whole sheet of paper! One whole sheet of paper! And you have two friends. You feel like being kind, sharing is caring, so why don’t you give them each a third of your paper.”

The paper master divided the paper in thirds, tore it, and shared their paper.

Then I said: “Your friends loveeeed their paper gift. They want just a little bit more. Why don’t you give them each some more… Maybe divide what you have left into thirds so you can keep some too.”

And the paper master took what they had, divided it into thirds, and shared it.

To the friends, I said: “Hey, friends, how many of you LOOOOOVE all these presents you’re getting? WHO WANTS MORE?” and the friends replied “MEEEEEEEEEEEEEEE!”

“Paper master, your friends are getting greedy. And they demand more paper. They said you must give them more or they won’t be your friends. And you are peer pressured into giving them more. So divide what little you have left and hand it to them.”

They do.

“Now do it again. Because your greedy friends are greedy and evil, but they’re still your friends.”

“Again.”

“Again.”

Here we stop. The friends have a lot of slips of paper of varying sizes. The paper master has a tiny speck.

I ask the class: “If we continue this, how much paper is the paper master going to eventually end up with?”

(Discussion ensues about whether the answer is 0 or super duper super close to 0.)

I ask the class: “If we continue this, how much paper are each of the friends going to have?”

(A more lively short discussion ensues… Eventually they agree… each friend will have about 1/2 the paper, since there was a whole piece of paper to start, each friend gets the same amount, and the paper master has essentially no paper left.)

I then go to the board.

I write $\frac{1}{2}=$

and then I say: “How much paper did you get in your initial gift, friends?”

I write $\frac{1}{2}=\frac{1}{3}+$

and then we continue, until I have:

$\frac{1}{2}=\frac{1}{3}+\frac{1}{9}+\frac{1}{27}+\frac{1}{81}+...$

Ooohs and aahs.

Next year I am going to task each student to do this with two friends or people from their family, and have them write down their friends/family member’s reactions…

I love this.

Do They Get It? The Instantaneous Rate of Change Exactly

Today in calculus I wanted to check if students really understood what they were doing when they were finding the instantaneous rate of change. (We haven’t learned the word derivative yet, but this is the formal definition of the derivative.)

So I handed out this worked out problem.

And I had them next to each of the letters write a note answering the following individually (not as a group):

A: write what the expression represents graphically and conceptually

B: write what the notation $\lim_{h\rightarrow0}$ actually means. Why does it need to be there to calculate the instantaneous rate of change. (Be sure to address with h means.)

C: write what mathematical simplification is happening, and why were are allowed to do that

D: write what the reasoning is behind why were are allowed to make this mathematical move

E: explain what this number (-1) means, both conceptually and graphically

It was a great activity. I had them do it individually, but I should have had students (after completing it) discuss in groups before we went to the whole group context. Next time…

Anyway, the answers I was looking for (written more drawn out):

A: the expressions represents the average rate of change between two points, one fixed, and the other one defined in relation to that first point. The average rate of change is the constant rate the function would have to go at to start at one point and end up at the second. Graphically, it is the slope of the secant line going through those two points.

B: the $\lim_{h\rightarrow0}$ is simply a fancy way to say we want to bring h closer and closer and closer to zero (infinitely close) but not equal zero. That’s all. The expression that comes after it is the average rate of change between two points. As h gets closer and closer to 0, the two points get closer and closer to each other. We learned that if we take the average rate of change of two points super close to each other, that will be a good approximation for the instantaneous rate of change. If the two points are infinitely close to each other, then we are going to get an exact instantaneous rate of change!

C: we see that $\frac{h}{h}$ is actually 1. We normally would not be allowed to say that, because there is the possibility that h is 0, and then the expression wouldn’t simplify to 1. However we know from the limit that h is really close to 0, but not equal to 0. Thus we can say with mathematical certainty that $\frac{h}{h}=1$

D: as we bring h closer and closer to 0, we see that $h-1$ gets closer and closer to -1. Thus if we bring h infinitely close to 0, we see that $h-1$ gets infinitely close to -1.

E: the -1 represents the instantaneous rate of change of $x^2-5x+1$ at $x=2$. This is how fast the function is changing at that instant/point. It is graphically understood as the slope of the tangent line drawn at $x=2$.

I loved doing this because if a student were able to properly answer each of the questions, they really truly understand what is going on.

Switching Up Groups

Today I switched up the groups I had in my Precalculus class and my two Calculus classes. All three classes have kids sitting in groups of 3 (and occasionally 4). They were with their original group members for the first half of the quarter. Now they are getting new group members.

I know this is a little hokey (and I tell them that), but I really want groups to get started on the right foot. I want kids to be thinking about how they interact in groups. I want kids to work at being a good group member.

So I did the following things. After they sat in their new groups, I gave them 20 seconds of silence where they were going to decide the very first thing they were going to say to their new groupmates. Then they went around and said whatever it is they wanted to say.

Then I had them write their names on a notecard. On the front, they were asked to write something they thought was a strength of theirs when working in a group. Some examples:

Good at finding new ways to explain things to people, or simpler ways

I’m pretty articulate and willing to help if someone needs it.

I’m a good listener.

I listen to your answer and compare. I do not think mine is always correct.

Not leaving people being / staying together as a group.

Then on the back, I had students write something they weren’t good at in a group setting, but wanted to work on. Some examples:

Sometimes I don’t ask questions when I might need to.

If I’m stuck I don’t ask for help enough.

If you’re moving too quickly through a problem for me, I typically won’t say anything.