https://mathbooks.unl.edu/OAM/index.php?action=history&feed=atom&title=Recitation_21 2026-04-04T06:56:38Z Revision history for this page on the wiki MediaWiki 1.32.2 https://mathbooks.unl.edu/OAM/index.php?title=Recitation_21&diff=145&oldid=prev 2020-06-01T14:49:18Z

<p></p> <table class="diff diff-contentalign-left" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 14:49, 1 June 2020</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1" >Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>=Recitation 21=</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>=Recitation 21 <ins class="diffchange diffchange-inline">(Parametric Equations)</ins>=</div></td></tr> <tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Objectives:==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>==Objectives:==</div></td></tr> <tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Students will be able to recognize parametric curves.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Students will be able to recognize parametric curves.</div></td></tr> </table>

Jbrummer https://mathbooks.unl.edu/OAM/index.php?title=Recitation_21&diff=76&oldid=prev 2020-06-01T14:28:10Z

<p>Created page with &quot;=Recitation 21= ==Objectives:== * Students will be able to recognize parametric curves. * Students will be able to calculate rates of change involving parametric curves. ==...&quot;</p> <p><b>New page</b></p><div>=Recitation 21=<br /> ==Objectives:==<br /> * Students will be able to recognize parametric curves.<br /> * Students will be able to calculate rates of change involving parametric curves.<br /> <br /> <br /> ==Important Notes:==<br /> <br /> *[ (5 minutes)] Welcome the class to recitation. Ask students if they have filled in the notes section of the packet. Tell students that they should be filling in the notes section before coming to recitation.<br /> <br /> <br /> <br /> *[ (30 minutes)] Have students work through problems 1-3. <br /> <br /> *[ (10 minutes)] Have students work through problem 4.. <br /> <br /> *[ (10 minutes)] Have students work through problem 5. Students really struggle to think about the same problem in multiple ways so you should expect them to really struggle with part b.<br /> <br /> *[ (5 minutes)] Have students work through problem 6.. <br /> <br /> *[ (10 minutes)] Have students work through problem 7. Make sure students know how to do this on their graphing calculator and also by plotting points.<br /> <br /> *[ (10 minutes)] Have students work through problem 8. Many students are likely to feel completely lost. With a student who is lost you should take a step back and have them find the tangent line to something like $y=x^2$ and then ask them what information they would need to do something similar here. <br /> <br /> * Strong students can continue working onto problems 9 and 10.<br /> <br /> <br /> *[ (15 minutes)] Go over problem 8 through an interactive lecture.</div>

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