I found the boxes really helped to see if you needed the product/quotient rule at all–each box must have a variable! For non-example, in #3, there are no boxes on 2 sin t because 2 doesn’t have a t, so no product rule on that part. I showed them how we derive (pun intended) the rules and I remember last year, one student came in late and another told him, “You just missed the most mindblowing thing EVER!”Īlso, check out that Color With A Purpose. Because of time, we couldn’t do that this year and just did some derivative applications instead (which I just pulled from the textbook and are too boring to share).īut in Perfect World School (or at least a couple years ago), we went on to product rule and quotient rule.
before we jump in product/quotient rule so they can get really good at the problems like the ones at the bottom before they try to solve all of them with the quotient rule. The next day I like to do this practice from MathTeacherMambo (but I can’t find the original post for it). If you notice, we also throw sine and cosine in there as an added bonus (plus it makes the chain rule more exciting in few days).
Depending on time and interest, we talk some about patterns they’ve noticed so far, then we formalize it: Ah, that fun day in Precal (or Cal) where you get to tell your kids all that work with the f(x+h) is about to be forgotten.
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