Selecting Procedures for Evaluating Limits & Quiz Review (Topic 1.7)
Unit 1 - Day 5
Unit 1
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Day 17
Day 18
All Units
Learning Objectives
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Identify the appropriate limit property or mathematical procedure to evaluate limit expressions
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Review concepts and skills presented in Topics 1.1 - 1.7
Success Criteria
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I can correctly evaluate limits using appropriate and efficient strategies
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I can critique the work of others and correct their misconceptions or the errors in their work
Quick Lesson Plan
Overview
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.
Teaching Tips
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.
Exam Insights
Identifying an efficient strategy will save time on multiple choice exam questions. Correct limit notation is expected on the free response section.
Student Misconceptions
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.