https://mathbooks.unl.edu/OAM/index.php?action=history&feed=atom&title=Recitation_4 2026-04-04T10:02:41Z Revision history for this page on the wiki MediaWiki 1.32.2 https://mathbooks.unl.edu/OAM/index.php?title=Recitation_4&diff=71&oldid=prev 2020-06-01T14:27:21Z

<p>Created page with &quot; =Recitation 4 (Continuity)= ==Objectives:== ==Important Notes:== ==Lesson Guide== *(5 minutes)] Welcome the class to recitation. Ask students if they have filled in the not...&quot;</p> <p><b>New page</b></p><div><br /> <br /> =Recitation 4 (Continuity)=<br /> ==Objectives:==<br /> ==Important Notes:==<br /> ==Lesson Guide==<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 /> *(10 minutes)] Have students do Problem 1 don't let students get away with a simple one sentence answer. Make students really understand the claims they are making. We have set aside ten minutes for this, use the whole time.<br /> <br /> <br /> *(10 minutes)] Have students do Problem 2 and make students draw their graphs on the board.<br /> <br /> <br /> *(10 minutes)] Have students do Problems 3 and 4. For problem 4, make sure they really understand the definitions. Note: you should look in the book at the definitions before going to class. Don't worry about the formal definition of continuity, instead something like &quot;you don't have to pick up your pencil&quot; is actually reasonable here.<br /> <br /> *(5 minutes)] Go over problem 5 with the students. Take your time and really help the students here.<br /> <br /> *(5 minutes)] Have students do Problem 6. <br /> <br /> *(10 minutes)] Have students do Problem 7. Make sure students really appeal to continuity, it is far more important that they understand what the intermediate value theorem says not that they can just rattle off a title.<br /> <br /> <br /> <br /> *(20 minutes)] Have students do Problem 8. Then ask someone to come up to the board and draw a graph of each function.<br /> <br /> *(10 minutes)] Guide students through problem 9.<br /> <br /> *'''Note:''' If your lecturer is using quizzes you will need to cut out some material to fit in the quiz. You should plan to give 20 minutes for the quiz.</div>

Jbrummer