Homework Rationale

Homework Day 1 Day2 Day 3 Day 4

Procedural #3, 4, 5, 68, 70 # 8, 10, 12, 14 #s 1-10 #16, 8, 23, 25, 30

Conceptual #3, 4, 5, 68 #3 from handout #3a and b from

# 8, 10, 12, 14 handout

Problem Solving #2 from handout #11 and

12

Error Analysis #3b from #3a from handout

handout

Spiraled #68, 70 All questions #16, 8

(with exception
to #8) can be
seen as spiraled
because we did
those type of
problems the day
prior with day 2
being more of a
focus on
determining
limits with
asymptotes
present in the
graph.
State test #2 from handout
question

Homework for Day 1

Packet pg.1 and 2 #3-5 and pg. 33 #68, 70

The lesson for this day was the first day starting Calculus. The lesson was introducing limits to students
for the first time. Knowing that 2 days would be spent on determining the limit of a function from a
graph (with day 2 containing asymptotes) and that limits would probably be difficult for students, I
wanted the first homework assignment to just focus on students reading a graph and determining the
limits (the procedural and conceptual aspect of the lesson). I assigned 3 graphs, each containing the left
and right limits as x approaches some number as well as just the limit as x approaches the number. This
is helping them get used to just taking the limit as x approaches some number and they see the
relationship between the left and right limits to just taking the limit. These graphs also had them
determine f(x) at that same number used for what x approaches in the 3 limit problems. This was to
convey to students that f(a) wont always be the same as the limit as x approaches that a. Students have
a misconception that the limit is just f(x) which is not the case so I wanted them to realize this. I also
decided to assign 2 spiraling questions from pre-calculus (before I came in to teach) that they should
know that we will probably be using again during Calculus. While question 3 is procedural, it can also be
seen as conceptual because students must know what makes a function odd, even, or neither and know
how an odd or even function looks. They must be able to see the graph and recognize what symmetry
an odd or even function has when graphed. I felt this homework was a good amount because I felt that
students would forget how to do the pre-calculus questions (quite a few did) and need to refer to their
notes.

Homework for Day 2

Handout with questions from their packets on pages 3 to 6, questions #8, 10, 12, and 14.

With this homework, I wanted students to continue to get practice with determining limits from a graph
but added one problem (#8) that contained asymptotes in the graph (procedural and conceptual,
questions #8, 10, 12, and 14). These questions werent as straight forward as the previous nights
problems in that these ones didnt always ask for both the left and right limits as x approaches some
number a to help students determine the limit of the function as x approaches a. Students need to
remember that they need to make sure to see that the limit is approaching the same y value from both
sides. Also parts a, b, and c in question 8 were there to see if students understand what the y value is at
that x and if a y value even exists. Question 2 from the handout could be seen as problem solving. Its a
problem solving question because students need to see if each limit provided exists to find the one that
doesnt. This problem was taken from a sample Calculus AP exam which helps students get familiar with
the types of problems that can be asked on the AP exam. Question 3 from the handout is a conceptual
question. I threw that in there to see if students understand what a limit is and to re-clarify that the limit
is not the same as f(6). My observation from the previous days lesson was that students were still
thinking that f(x) is the same as the limit. While f(6) exists, the limit as x approaches 6 of that function
does not. This question requires them to explain what a limit is and why the limit does not exist. 3b is
error analysis because students may explain that John only found the limit as x approaches 6 from the
left side or that John might have just taken f(6). They are analyzing the misconception John may have
had. This allows me to see who in the class still doesnt understand what a limit it. I believe that I made
it with just the right amount of homework. I saw in class on Monday that once they understood how to
find the limit from a graph that they were getting through them quite quickly. I dont believe it will take
too long to go through the packet problems or the AP sample test question. Question number 3 will
probably take them the most time to do but I think its an important one to discuss in class.

Homework for Day 3

Handout
For day threes homework, I decided to focus more on students practicing of using direct substitution to
find the limit of a function (procedural). I decided to do direct substitution of different types of functions
so students are comfortable doing it. I created examples that contained polynomials, trig functions,
radicals, a constant, and rational functions. The last two questions required more thought and in order
to do them students had to know what they were doing when they were determining the limit so that
they can create their own. I know that students will have many different answers but I wanted them to
do it so that when I went around to check their homework, I could get a sense of who understands
whats going on and who doesnt from those questions. I believe that 10 questions werent too much to
ask of students. The first 8 should be done fairly quickly; its the last two that will require a bit more
thinking.

Homework for Day 4

Handout and problem #16 on page 7 and questions 8, 23, 25, and 30 on page 754 in the packet.

The days lesson was learning how to evaluate limits algebraically by factoring. For the homework, I
decided to have students start by determining the limit from a graph (spiraling) so that they continue to
get practice. Question #8 was also a spiraled question from the day priors lesson. I wanted to add that
in to make sure students were doing direct substitution first. They may think that they need to factor
first and in this case you cant (procedural). It could lead them to get stuck so I just put that in to
reinforce that they should do direct substitution first and only start factoring if they get the
indeterminate form from direct substitution. The remaining questions from the packet were to be more
practice in getting students comfortable with the days lesson (procedural). The question on the
handout (#3) was a more challenging question. I wanted students to determine which person was
correct and why the other two were wrong. They need to have an understanding of what the
indeterminate form is and that 0 divided by some number is zero, not undefined. A lot of students still
have that misconception. Also when a limit evaluates to some number over 0, it does not necessarily
mean the limit does not exist. While I dont expect many to touch on that, it is a possible response. Also I
want to make sure that students dont think that 0 means that the limit does not exist. I remember
thinking that it could be a misconception for them so I added the part b to have them explain why the
limit exists. With this homework, I think that I asked enough questions that it shouldnt be too long to
complete. I thought the first two could be completed fairly quickly at this point and that the 3 other
packet questions wouldnt take terribly long. I believe the question on the handout may take them the
most time to complete but its an important question in seeing their understanding.