Moving On

Today was our last day at Drumright High School.

Sarah and I have decided that now is right time to move on to new opportunities, with the added benefit of being closer to her family. Sarah has shared what her plans are, but I thought I should write this post to explain what I’m going to be up to.

I’ve decided that if I’m going to go to grad school, now is the time to do it. Rather than study education like Sarah did, I want to study more math. I’ll be working towards my M.S. in Applied Mathematics at the University of Tulsa. I’m really excited about being at TU, not just because of the convenient geography of being in Tulsa. Since I’ve moved here, I’ve been regularly attending the math teacher’s circle hosted by the TU math department, so I’ve already met a number of the faculty. Also, Sarah was a student there, too.

I’m not stepping away from education completely, as I’ve been awarded a teaching assistantship. I’m not entirely sure what my responsibilities will be yet, but I’m happy that I’ll get to keep teaching while furthering my own study.


Area of a Circle

Whether it’s polygons in geometry, or under a curve in calculus, I have a favorite way to explore area in class: cut up shapes made of paper and glue them back together in a new way. This time, I’m applying the idea to visually prove the formula for the area of a circle.

If it isn’t clear, the parallelogram-ish shape was originally the same as the circle at the top of the page, but its sectors have been cut apart and glued into the alternating up-and-down pattern that’s shown.

I printed eight circles to a page, and cut them into four sections so that each student could have two of them. There have been past years where I’ve had students draw and cut out their own circles to do this activity, which has the nice side effect of showing that students with different sized circles still get the same result. However, I decided this year that it was more important to get students into the activity quickly, so I gave them the template to use. Also, the sized circles I used (the radius is 1.35 in) seem ideal for fitting in a composition notebook.

You can download files for the circles here.

A few pointers on how to approach this lesson:

  • I wrote clear instructions on my board to only cut apart one circle. If you don’t emphasize this, you’re likely to have a kid who has to glue an extra circle back together unnecessarily.
  • Encourage students to get on with the task quickly. I find that while cutting and pasting shouldn’t take very long, students can drag things out if given the opportunity, and sometimes feel like they’re doing work even if the pair of scissors in their hand. Even the students who showed up five minutes early were told to get going the moment they entered the room, which set the tone for the following students.
  • Also encourage students to be precise with their gluing. Some of my kids had strange looking shapes that either curved down the page, or had large gaps between each sector and couldn’t fit the whole thing on their page.
  • Students will finish the gluing part of of their notes at very different times. I was prepared by having the notes finished in my notebook, so students could copy them as they needed. I also allowed them to take a picture of the notes on their phone to copy from, so they wouldn’t have to wait for another student to finish. Also, because students were finishing at different times, I had other work for students to go on with when they were done with the notes too.
  • I waited until most students had finished gluing before we discussed the meaning of the activity. I tried to prompt the students themselves to recognize what’s going on here so they could explain their understanding to the rest of the class; this worked to varying degrees in my different classes.

These notes include the formula for the area of a sector, but our justification of it is not included on this page. This post from a few years ago outlines how I like to introduce that concept.


Analyzing Polynomial Graphs

Here’s an INB page I created to introduce students to analyzing graphs of polynomials.

Each graph is repeated three times, so we can (literally) highlight different aspects of it. Luckily for me, Sarah is amazing at acquiring classroom supplies, so I have a lot of highlighters for students to use.

The first part was identifying the x-intercepts and the nature of each of the intercepts. I had students highlight the curve around each intercept, to emphasize whether they are simple intercepts, vertices (local minima or maxima) or inflection points.

As students did this, I tried to direct the conversation to figuring out why particular polynomials led to particular types of intercepts. This was actually really easy, as the class were asking and answering these questions without much prompting from me at all.

Next, we found the intervals for which each polynomial is positive, and for which they are negative. Having students visually represent the sections which are positive and negative really helped them in identifying those intervals.

I just (as in, while I’m writing this post) had an additional  idea to help with this part. If I’d given each student a card, they could place the edge of it along the x-axis so that only the positive parts of the graph were showing. They’d highlight those parts of the curve, then flip it over so they could highlight the negative parts of the curve.

Finally, they highlighted the sections which were increasing, and the sections which were decreasing. To find each local maximum and minimum, I just had to quickly teach them some differential calculus…

… just kidding. We used Desmos.

Joking aside, I do like using topics like this to start hinting at the math that students may be seeing in the future. I was able to explain that a big part of calculus is looking at the rate and direction of functions, with a particular focus on where functions are neither increasing or decreasing.

If you’d like these notes, downloads are available here.

I used to make the graphs. I know I’ve made my own graph sketching tool before, but it’s really only capable of parent functions and simple transformations of them, so GraphFree was exactly the tool I needed this time. (To be honest, the main reason I’m mentioning GraphFree here is I’d forgotten what GraphFree is called when trying to find GraphFree the other day, so I want to remember that GraphFree is called GraphFree. GraphFree.)

Following this, we did further practice using section 6.4 of the practice book I’m working on. Follow that link if you’d like to get those practice questions yourself – for free!



Algebra 2 Practice Book ver 0.1.1

Here’s the latest version of my Algebra 2 Practice Book. I’ve started Chapter 7 now, with questions for the following sections:

7.1 Reciprocal Functions. I prefer this title over “Inverse Variation”, as that’s too easy to confuse with inverse functions.

7.4 Simplifying Rational Expressions. This also includes simplifying products and quotients of rational expressions

Downloads are available here:

Mr. Carter’s Algebra 2 Practice Book
Version 0.1.1 (January 30, 2018)

Chapter 5: Polynomials Part A

Chapter 6: Polynomials Part B

Chapter 7: Rational Functions and Expressions

A reminder that these are early drafts of what is very much a work in progress. All content is subject to change.

Copyright Shaun Carter © 2018. Teachers may reproduce these documents for use in their own classroom only.


TI-84 Guides for Univariate and Bivariate Statistics

Here are some guides I made for my students to help them remember how to use the TI-84 Plus CE (though I think it’s pretty much the same for all TI-84s) to calculate statistics and create graphs for univariate and bivariate data. They’re designed for interactive notebooks, but I’m sure they’d still be useful for teachers who don’t use INBs.

1-Var Page 1: Entering Data and Calculating Statistics

1-Var Page 2: Histograms

1-Var Page 3: Boxplots

2-Var Page 1: Entering Data and Calculating

2-Var Page 2: Scatterplots

2-Var Page 3: Regression

Downloads are here.