https://mathbooks.unl.edu/OAM/index.php?action=history&feed=atom&title=Recitation_23 2026-04-04T20:12:52Z Revision history for this page on the wiki MediaWiki 1.32.2 https://mathbooks.unl.edu/OAM/index.php?title=Recitation_23&diff=147&oldid=prev 2020-06-01T14:50:32Z

<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 14:50, 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 23=</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 23 <ins class="diffchange diffchange-inline">(The Fundamental Theorem of Calculus)</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 use the FTC, antiderivatives, and geometry to evaluate simple integrals.</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 use the FTC, antiderivatives, and geometry to evaluate simple integrals.</div></td></tr> </table>

Jbrummer https://mathbooks.unl.edu/OAM/index.php?title=Recitation_23&diff=72&oldid=prev 2020-06-01T14:27:35Z

<p>Created page with &quot;=Recitation 23= ==Objectives:== * Students will use the FTC, antiderivatives, and geometry to evaluate simple integrals. ==Important Notes:== *[ (5 minutes)] Welcome the cla...&quot;</p> <p><b>New page</b></p><div>=Recitation 23=<br /> ==Objectives:==<br /> * Students will use the FTC, antiderivatives, and geometry to evaluate simple integrals.<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 /> *[ (20 minutes)] Have students do problem 1. <br /> <br /> *[ (15 minutes)] Have students work through problem 2. It might help to have students draw a graph.<br /> <br /> *[ (10 minutes)] Some students are going to first try to take a derivative and then find an antiderivative. This is not the point of the problem, help students realize that all they have to do on this problem is plug in the values.<br /> <br /> *[ (15 minutes)] Have students work through problem 4. Make sure they first find an antiderivative, you will probably need to be explicit about this.<br /> <br /> * Strong students should continue on and solve 5-8<br /> <br /> *[ (10 minutes)] Have different groups present their answers to problem 1. Have students evaluate the reasonableness of student answers. Note: many groups struggle to differentiate velocity and distance traveled and so this discussion can be a rich discussion for the students. If you have any time remaining go over the answer to problem 4.</div>

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