Reflection: Problem-based Approaches The Circle (Day 1 of 2) - Section 4: Developing the standard equation of a circle


Here is an example of a student's conic reference sheet.  In thhis unit I am interested in the students using the formulas and key features to write equations. Memorizing formulas is not the important part of this unit.

Even with these formulas students will struggle if they do not understand information in a problem and how that affects the equation.

As the course continues into parametric and polar equations when we rewrite equations into rectangular form the students will know the conic represented by the equation. The students also are able to identify which direction the graph is positioned on the graph (i.e. major axis, opening up, orientation of the transverse axis, etc) without the use of the reference sheet.

Seeing the students use the key features and the structure of the equations with new ideas shows me that the students have deeper knowledge of conics than just memorizing a formula.

  Problem-based Approaches: Conic Reference Sheet
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The Circle (Day 1 of 2)

Unit 5: Conics
Lesson 1 of 13

Objective: SWBAT meaningfully develop the definition of a circle.

Big Idea: What is the definition of a circle, really?

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6 teachers like this lesson
Math, modeling, conic sections, circles, PreCalculus, equation of a circle, paper constructions, Conics
  46 minutes
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