Identify the appropriate limit property or mathematical procedure to evaluate limit expressions
Review concepts and skills presented in Topics 1.1 - 1.7
I can correctly evaluate limits using appropriate and efficient strategies
I can critique the work of others and correct their misconceptions or the errors in their work
Quick Lesson Plan
Today’s activities allow students to practice and solidify the skills and concepts that have been presented so far. We begin the period by discussing previously assigned homework problems that continue to challenge students. Throughout class discussions, precise vocabulary and correct notation are modeled. A card sort activity incorporates four major strategies for evaluating limit problems: direct substitution, using graphs, algebraic manipulation, and using trig identities.
Limit the amount of time you spend doing homework problems at the board. Math is not a spectator sport!
Encourage student-to-student conversation and peer teaching while you monitor student talk.
Consider finding a student “expert” to discuss a particular homework problem.
Identifying an efficient strategy will save time on multiple choice exam questions. Correct limit notation is expected on the free response section.
Students easily associate a limit result of + or - infinity as DNE, but may mistakenly reverse this logic and believe a result of DNE always means the limit value is approaching + or - infinity. To avoid this misconception, our students are expected to complete the statement “DNE because…” by stating the part of the limit definition that has been violated leading to an evaluation of DNE.