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Use sin 0 = 0, sin 2 = 1, and sin = 0 to estimatesin 3.

Elementary Linear Algebra | 8th Edition | ISBN: 9781305658004 | Authors: Ron Larson ISBN: 9781305658004 238

Solution for problem 1.3.13 Chapter 1.3

Elementary Linear Algebra | 8th Edition

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Elementary Linear Algebra | 8th Edition | ISBN: 9781305658004 | Authors: Ron Larson

Elementary Linear Algebra | 8th Edition

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Problem 1.3.13

Use sin 0 = 0, sin 2 = 1, and sin = 0 to estimatesin 3.

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Missouri Pre­Service Teacher Assessment (MoPTA) Lesson Plan Format 1. Standards/Quality Indicators/Skills Missouri and national standards, quality indicators, and skills addressed by this lesson DESE Standards Standard 1.1 a - Ask and answer questions about very familiar topics. Standard 1.1 d - Exchange descriptions of people and places, in addition to products of the target culture. Standard 1.2 A - Identify people, places and things based on oral and written descriptions ACTFL Standards Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. 2. Learning Goals and Outcomes The lesson’s goal and learning outcomes appropriate for meeting curricular and student needs Students will be able to conjugate the verb llevar correctly 70% of the time by the end of this lesson. Students will correctly identify new Spanish clothing vocabulary words 70% of the time by the end of the lesson. 3. Assessment (type[s] of assessment used throughout the lesson) Assessment(s) before, during, and after the lesson Before - I will put pictures on the board of people wearing inappropriate clothing in various seasons. Students will then brainstorm what vocabulary they would need to describe the pictures. They would list any Spanish clothing articles they know and share with a partner. I will assess their prior knowledge by how many Spanish articles they list. During – I will formatively assess students’ oral and written responses to my questions. After – Students will complete workbook page 41. I will check for accuracy. 4. Lesson Structure and Procedures Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion) Opening – Students will do the Do-Now mentioned previously. They will brainstorm things they would need to describe the pictures and list any Spanish clothing vocab they know. Engagement – We will compile a class list of Spanish clothing. Procedures 1. I will use tear sheets to introduce vocabulary. Each student will first write the Spanish word for the corresponding picture on the back of the cards. They will then tear the sheet until they have picture flashcards. 2. We will practice pronouncing the vocabulary. I will manipulate the same pictures on the Smart Board and say the words. Students will move the pictures as I do and say the vocabulary words. 3. We will group and chunk them accordingly as a class first. Then, they will make their own groups for the words in order to chunk the material. 4. We will play Slap Game in pairs. Students will lay one partner’s tear sheets across two desks with the pictures sides up. I will call out one Spanish vocabulary word at a time. Each partner will look for the corresponding picture at the same time. The first partner to find it must slap the card. Whoever slaps the card first gets the card and each card counts as a point. The person with the most cards wins. 5. We can then flip the cards over to the Spanish word side up and play again; I will call out the words in English and they will look for the Spanish equivalent. 6. We will review how to conjugate normal –AR verbs using a conjugation chart in Smart Notebook. 7. We will watch a Gramavisión video that demonstrates how to conjugate llevar (to wear). 8. I will model how to conjugate llevar on a Smart Notebook file. Students will orally respond and conjugate. 9. Students will draw the conjugation box in their notes and conjugate for llevar. 10. I will show pictures and ask students to describe what people are wearing. They will say things like, “I wear the hat” or “he wears the shirt.” Guided Practice – Students will do activities 35, 36, and 37 in their books. 1. Activity 35 – Students will do this out-loud with their shoulder partners. They will look at four different pictures of people wearing clothing in different seasons. They will practice saying what these people are wearing and what they should be wearing in these seasons. 2. Activity 36 – Students will write this activity in their notebooks. They will write as much as they can about the picture of the family at a party for one minute. They will then discuss with their partner and then again out-loud as a class. 3. Activity 37 – Students will design their own outfit. They must include four vocabulary words and colors. The colors must agree with the articles of clothing in plurality. They will draw their outfit in their notebooks and then share their descriptions out-loud with their shoulder partners. Conclusion – 1. We will review how to conjugate for llevar orally and I will show students where to find the vocabulary in their books. 2. Students will do page 41 in the workbooks to finish in class or as homework. 5. Instructional Strategies Teacher approach to helping students achieve the learning goals and outcomes and meet their needs o Review and check for prior knowledge o Link new information to prior knowledge o Check for understanding and reteach o Cooperative learning o Peer Assessment o Group and individual instruction o Scaffolding o Direct Instruction 6. Learning Activities Opportunities provided for students to develop knowledge and skills of the learning goals and outcomes o Think-Pair-Share o Timed Pair Share o Rally Coach o Drill and practice o Slap Game 7. Resources and Materials List of materials used in the planning of and during the instruction of the lesson We will use our Exprésate books and workbooks. They must also bring pencils and notebooks. 8. Technology Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning I will use the Smart Board and the Smart Notebook file extensively. I will also use a Gramavisión DVD in my laptop. 9. Differentiation/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc. I build in different learning activities for different learners. The tear sheets activity alone addresses three different types of learners. Students must look at the picture before responding to me (visual learners) and must hear me and others pronounce the vocabulary (auditory learners). They must also manipulate the cards themselves and group them (kinesthetic learners). I also address for individual and social learners during book activities. Sometimes students will write their responses individually (individual learners) and other times they must discuss out-loud with partners (social learners). 10. Classroom Management Strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep students on task and actively engaged As mentioned, I try to address every learner’s needs. I also created my lesson so that each section of my lesson takes up five minutes. This ensures that students will be fully engaged in the material because they are busy the entire class period and, consequently, cannot become bored. They are actively engaged in every activity. 11. Extensions Activities for early finishers that extend students’ understanding of and thinking about the learning goals and outcomes by applying their new knowledge in a different way We do the majority of our work as a whole class, so there will rarely be early finishers. If there are early finishers, they may add more details to their own descriptions of people or they may practice their vocabulary with extra activities from the book. 12. Follow-up to Today’s Lesson Quick activity for review or building on today’s learning that will deepen student understanding and interconnect concepts (may be incorporated tomorrow or throughout the unit) We will learn more vocabulary during the next day. Page 41 will be entered as a grade and checked for accuracy. These vocabulary words will also be on their summative quizzes and exams. Additional Information Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson Some students in my class have been diagnosed with Attention Deficit Hyperactivity Disorder. To engage them, I include lots of different activities and I limit the lecture time. This way, they are more engaged in the material because they are required to talk or write constantly. (© 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102­0480; telephone number 573­526­4757 or TTY 800­735­2966; email civilrights@dese.mo.gov Edited June 3, 2015. Missouri Pre­Service Teacher Assessment (MoPTA) Lesson Plan Format 4. Lesson Structure and Procedures​ Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion) Opening – Students will do the Do‐Now mentioned previously. They will brainstorm things they would need to describe the pictures and list any Spanish clothing vocab they know. Engagement – We will compile a class list of Spanish clothing. Procedures 1. I will use tear sheets to introduce vocabulary. Each student will first write the Spanish word for the corresponding picture on the back of the cards. They will then tear the sheet until they have picture flashcards. 2. We will practice pronouncing the vocabulary. I will manipulate the same pictures on the Smart Board and say the words. Students will move the pictures as I do and say the vocabulary words. 3. We will group and chunk them accordingly as a class first. Then, they will make their own groups for the words in order to chunk the material. 4. We will play Slap Game in pairs. Students will lay one partner’s tear sheets across two desks with the pictures sides up. I will call out one Spanish vocabulary word at a time. Each partner will look for the corresponding picture at the same time. The first partner to find it must slap the card. Whoever slaps the card first gets the card and each card counts as a point. The person with the most cards wins. 5. We can then flip the cards over to the Spanish word side up and play again; I will call out the words in English and they will look for the Spanish equivalent. 6. We will review how to conjugate normal –AR verbs using a conjugation chart in Smart Notebook. 7. We will watch a Gramavisión video that demonstrates how to conjugate ​ llevar (to wear). 8. I will model how to conjugate llevar on a Smart Notebook file. Students will orally respond and conjugate. 9. Students will draw the conjugation box in their notes and conjugate for ​ llevar. 10. I will show pictures and ask students to describe what people are wearing. They will say things like, “I wear the hat” or “he wears the shirt.” Guided Practice – Students will do activities 35, 36, and 37 in their books. *Focus Student 2 will be practicing vocabulary on the laptop program during this time. 1. Activity 35 – Students will do this out‐loud with their shoulder partners. They will look at four different pictures of people wearing clothing in different seasons. They will practice saying what these people are wearing and what they should be wearing in these seasons. 2. Activity 36 – Students will write this activity in their notebooks. They will write as much as they can about the picture of the family at a party for one minute. They will then discuss with their partner and then again out‐loud as a class. 3. Activity 37 – Students will design their own outfit. They must include four vocabulary words and colors. The colors must agree with the articles of clothing in plurality. They will draw their outfit in their notebooks and then share their descriptions out‐loud with their shoulder partners. Conclusion 1. We will review how to conjugate for llevar orally and I will show students where to find the vocabulary in their books. 2. Students will do page 41 in the workbooks to finish in class or as homework. 9. Differentiation/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc. I include fun, educational games, like Slap Game, to engage many different senses at once. I will change activities every five minutes. I will regularly check in with her to see if she has any concerns. I will provide her with supplemental notes on llevar conjugation and definite articles. She will practice vocabulary acquisition on the laptop. © 2013 MoDES)The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102­0480; telecivilrights@dese.mo.gov 7 or TTY 800­735­2966; email ​ Edited June 3, 2015. Missouri Pre­Service Teacher Assessment (MoPTA) Lesson Plan Format 4. Lesson Structure and Procedures​ Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided Practice, Conclusion) Opening – Students will do the Do‐Now mentioned previously. They will brainstorm things they would need to describe the pictures and list any Spanish clothing vocab they know. Engagement – We will compile a class list of Spanish clothing. Procedures 1. I will use tear sheets to introduce vocabulary. Each student will first write the Spanish word for the corresponding picture on the back of the cards. They will then tear the sheet until they have picture flashcards. 2. We will practice pronouncing the vocabulary. I will manipulate the same pictures on the Smart Board and say the words. Students will move the pictures as I do and say the vocabulary words. 3. We will group and chunk them accordingly as a class first. Then, they will make their own groups for the words in order to chunk the material. 4. We will play Slap Game in pairs. Students will lay one partner’s tear sheets across two desks with the pictures sides up. I will call out one Spanish vocabulary word at a time. Each partner will look for the corresponding picture at the same time. The first partner to find it must slap the card. Whoever slaps the card first gets the card and each card counts as a point. The person with the most cards wins. 5. We can then flip the cards over to the Spanish word side up and play again; I will call out the words in English and they will look for the Spanish equivalent. 6. We will review how to conjugate normal –AR verbs using a conjugation chart in Smart Notebook. 7. We will watch a Gramavisión video that demonstrates how to conjugate ​ llevar (to wear). For Focus Student 1, she will not watch the video. Instead, she will work independently with me to review the ‐AR conjugation with our notes. 8. I will model how to conjugate llevar on a Smart Notebook file. Students will orally respond and conjugate. 9. Students will draw the conjugation box in their notes and conjugate for ​ llevar. 10. I will show pictures and ask students to describe what people are wearing. They will say things like, “I wear the hat” or “he wears the shirt.” Guided Practice – Students will do activities 35, 36, and 37 in their books. 1. Activity 35 – Students will do this out‐loud with their shoulder partners. They will look at four different pictures of people wearing clothing in different seasons. They will practice saying what these people are wearing and what they should be wearing in these seasons. 2. Activity 36 – Students will write this activity in their notebooks. They will write as much as they can about the picture of the family at a party for one minute. They will then discuss with their partner and then again out‐loud as a class. 3. Activity 37 – Students will design their own outfit. They must include four vocabulary words and colors. The colors must agree with the articles of clothing in plurality. They will draw their outfit in their notebooks and then share their descriptions out‐loud with their shoulder partners. Conclusion 1. We will review how to conjugate for llevar orally and I will show students where to find the vocabulary in their books. 2. Students will do page 41 in the workbooks to finish in class or as homework. 9. Differentiation/Accommodations/Modifications/Increase in Rigor To help meet the needs of all learners, learning differences, cultural and language differences, etc. I will provide written instructions and speak slowly when giving directions. I will provide an outline of my notes about llevar conjugation and definite article and adjective agreement. I will encourage her participation by allowing her extra time to respond to questions with her partner and during whole‐group discussion. © 2013 MoDES)The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator – Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102­0480; telepcivilrights@dese.mo.gov or TTY 800­735­2966; email ​ Edited June 3, 2015.

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Chapter 1.3, Problem 1.3.13 is Solved
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Textbook: Elementary Linear Algebra
Edition: 8
Author: Ron Larson
ISBN: 9781305658004

This textbook survival guide was created for the textbook: Elementary Linear Algebra, edition: 8. Elementary Linear Algebra was written by and is associated to the ISBN: 9781305658004. The answer to “Use sin 0 = 0, sin 2 = 1, and sin = 0 to estimatesin 3.” is broken down into a number of easy to follow steps, and 16 words. This full solution covers the following key subjects: . This expansive textbook survival guide covers 45 chapters, and 6187 solutions. Since the solution to 1.3.13 from 1.3 chapter was answered, more than 254 students have viewed the full step-by-step answer. The full step-by-step solution to problem: 1.3.13 from chapter: 1.3 was answered by , our top Math solution expert on 01/12/18, 03:19PM.

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