Use cubic polynomial functions before increasing the difficulty with irrational values.

# Search Results

### Marshall Lassak and Renee Fietsam

Consider the following problem, which was the MT Calendar problem for December 3, 2006:

### Mary E. Pilgrim

A two-part calculus activity uses true-false questions and a descriptive outline designed to promote active learning.

Readers comment on published articles or offer their own mathematical ideas.

Readers comment on published articles or offer their own mathematical ideas.

### Walter J. Whiteley and Ami Mamolo

Investigating rates of change in volume without calculation leads to an enriched sense of the optimization process and encourages reflection and connection among different approaches.

### Jon D. Davis

Using technology to explore the coefficients of a quadratic equation leads to an unexpected result.

### Daniel R. Ilaria, Matthew Wells, and Daniel R. Ilaria

Students analyze items from the media to answer mathematical questions related to the article. This month's problems involve reading slopes from graphs, finding average rates of change, and interpreting linear graphs.

### Lorraine M. Baron

Assessment tools–a rubric, exit slips–inform instruction, clarify expectations, and support learning.

### Wayne Nirode

To introduce sinusoidal functions, I use an animation of a Ferris wheel rotating for 60 seconds, with one seat labeled *You* (see **fig. 1**). Students draw a graph of their height above ground as a function of time with appropriate units and scales on both axes. Next a volunteer shares his or her graph. I then ask someone to share a different graph. I choose one student with a curved graph (see **fig. 2a**) and another with a piece-wise linear (sawtooth) graph (see **fig. 2b**).