tag:blogger.com,1999:blog-2467202639598238063.post6163847321918734031..comments2024-03-24T08:15:29.679-05:00Comments on misscalcul8: A Nod to Dan Meyermiss.calcul8http://www.blogger.com/profile/02014623484245570719noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-2467202639598238063.post-73023370261587308242014-09-07T18:57:27.792-05:002014-09-07T18:57:27.792-05:00Nice! Let me know how it turns out. =)Nice! Let me know how it turns out. =)miss.calcul8https://www.blogger.com/profile/02014623484245570719noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-50237984386527510652014-09-07T14:23:46.068-05:002014-09-07T14:23:46.068-05:00Thank you so much for these resources! I actually ...Thank you so much for these resources! I actually took your original worksheet and formatted it so that my students would be able to turn it into a 6 page booklet that will fit into their ISNs. Can't wait to see how it goes!Anonymoushttps://www.blogger.com/profile/16711111558154798088noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-1999799881287115422012-09-30T18:40:44.009-05:002012-09-30T18:40:44.009-05:00I don't use the midpoint formula for finding a...I don't use the midpoint formula for finding a missing endpoint. I have my students set up the points in a row, like this: <br />example: M is the midpoint of segment AB with A(5,2) and M(3,7). Where is B? <br /><br />A(5,2) M(3,7) B(__,__)<br /><br />Then we look at what we'd have to do to move from A to M (subtract 2 on the x coordinate, add 5 on the y coordinate). Since M is in the middle, you'd have to make the same moves to go from M to B, so the coordinates of B are 3-2 = 1 and 7+5 = 12 or (1,12).nas196https://www.blogger.com/profile/01607593957798161065noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-85242371684032031082012-09-25T22:31:36.985-05:002012-09-25T22:31:36.985-05:00You've already listed three different ways of ...You've already listed three different ways of presenting slope and I think that any time you connect multiple representations and students can flow fluidly (pun intended!) between them, that there has to be a much deeper understanding than memorizing a formula. <br /><br />If you want to increase their fluency, you could give them a worksheet of 12 problems and relate it to your method of looking at the difference between the y's and the difference of the x's as distances by asking them what operation is implied by 'difference'. Use that as a fourth representation and you still never have to mention the formula.miss.calcul8https://www.blogger.com/profile/02014623484245570719noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-30281091169121634952012-09-25T13:33:38.964-05:002012-09-25T13:33:38.964-05:00This is my kind of lesson! Brava and way to go! I ...This is my kind of lesson! Brava and way to go! I am not a formula person. "y what? x sub 2 what is that?" I would rather the students know what the slope is and why. Though I see the students from the other classes jam through a worksheet of 12 "find the slope between these two points" problems with the slope formula and I get worried that looking at the difference between the y's and the difference of the x's as distances or as in a slope triangle or as the rate of change of the "height of the water over the bridge to the time the water receded" will make them less prepared. <br />Any thoughts?Anonymousnoreply@blogger.com