Just as "Flatland" can map well with geometry, I want to find a work of literature that can be a good companion for my statistics course. Students are high school juniors and seniors.
Hi--- I am wondering if anyone who uses Prentice Hall Math Course 1 has a scavenger hunt to help familiarize students with the book they are willing to share. I want to get them used to the book as well as on line resources through a scavenger hunt. Hoping someone has something to share! TY!
Does anyone have a suggestion for storing those little vinyl coins that go on the math meeting board? Mine keep curling up and then they fall off the board. Also, is there a way to keep them "sticky" so they won't pop off?
On 9/10/12, Hurley wrote: > Does anyone have a suggestion for storing those little > vinyl coins that go on the math meeting board? Mine keep > curling up and then they fall off the board. Also, is there > a way to keep them "sticky" so they won't pop off?
I am just wondering if anyone had any info on the New York Math CST? Or has taken the exam recently? I am curious about the written assignment. Any info would be great! – I am taking the exam next Saturday, 9/22 but still unsure if I am 100% ready
On 9/19/12, Math Teach wrote: > A student taking a college course in Modern (abstract)Algebra will > find him/herself proving numerous theorems lemmas, and the like. > > For example, a typical proof would be to prove that cyclical > groups (i.e. the group of integers mod 12) are abelian > (commutative) > > On 9/18/12, MTA wrote: >> On 9/16/12, Geometry Teacher wrote: >>> Help me answer this question. One of my students asked me >>> why we study conditional statements (Converse, Inverse, >>> Contrapositive etc.. ) >>> >>> I told her we used them in computer programming and advanced >>> Math classes (because those are the only places I've used >>> them.) >>> >>> How would you answer this? >>> And Proofs where else do we use proofs? >> >> Solving an algebraic equation is a proof. Each step must have >> a logical validity or the conclusion would not be justified. >> >> Conditional statements help the mind understand logic better. >> It allows one to more clearly see realtionships. For example, >> if your true love exists, but is not in the room, where should >> you go? Try that without any logical analysis. >> >> You can try to fly by flapping your arms, but buying a ticket >> on an airlibe
>>>> Help me answer this question. One of my students asked me >>>> why we study conditional statements (Converse, Inverse, >>>> Contrapositive etc.. ) >>>> >>>> I told her we used them in computer programming and advanced >>>> Math classes (because those are the only places I've used >>>> them.) >>>> >>>> How would you answer this? >>>> And Proofs where else do we use proofs? >>> >>> Solving an algebraic equation is a proof. Each step must have >>> a logical validity or the conclusion would not be justified. >>> >>> Conditional statements help the mind understand logic better. >>> It allows one to more clearly see realtionships. For example, >>> if your true love exists, but is not in the room, where should >>> you go? Try that without any logical analysis. >>> >>> You can try to fly by flapping your arms, but buying a ticket >>> on an airlibe
A question came up in my Geometry class that I didn't really know that answer to. We where talking about bisectors, bisecting a line segment, bisecting an angle ect..
Can you bisect a plane? Is there such a thing as a "plane segment?"
We get misled by seeing planes represented as parallelograms. They actually have no edges.
On 9/16/12, Geo Teacher wrote: > A question came up in my Geometry class that I didn't really > know that answer to. We where talking about bisectors, > bisecting a line segment, bisecting an angle ect.. > > Can you bisect a plane? Is there such a thing as a "plane > segment?"
ProcessOn 2/18/13, Rich/CA/Math wrote: > On 2/18/13, Krystle wrote: >> On 9/19/12, ooo wrote: >>> Please help ! What is the correct way to work this >>> problem ? >>> >>> 6 ÷ 2(1+2) >>> >>> Is the answer 9 or 1 ?? >>> >>> Why? Thanks >> >> HI! In order to solve ...See MoreOn 2/18/13, Rich/CA/Math wrote: > On 2/18/13, Krystle wrote: >> On 9/19/12, ooo wrote: >>> Please help ! What is the correct way to work this >>> problem ? >>> >>> 6 ÷ 2(1+2) >>> >>> Is the answer 9 or 1 ?? >>> >>> Why? Thanks >> >> HI! In order to solve this problem you need to review Order of >> Operations. It is important to know that P.E.M.D.A.S. is the >> order when solving algebraic expressions. P= Parentheses, >> E=Exponents, M=Multiplication, D=Division, A=Addition, >> S=Subtraction. After looking for this order, we work >> left-right with the given problem. Since there are >> parentheses in this problem lets complete that first since >> that is first in P.E.M.D.A.S. So (1+2) = 3. Now lets look at >> whats left: 6 ÷ 2 (3). Now we can do the division and work >> left-right. 6 ÷ 2 = 3. so we have 3(3)= 9. I hope that helps >> you understand the problem and the order of solving the >> problem > > Please read the other messages wherein the serious deficiencies of > pemdas are discussed and exposed. Do your students a favor and > forget you ever heard of that destructive trick.
What a great discussion. There can be only one right answer but so many opinions. One way to clear up the confusion is to rewrite the problem in fraction form (6/2(1+2)) or to enter it as you would computer code. Without a set of parentheses around the 2(1+2) the expression becomes 6/2 * (1+2). If the original expression is entered in a calculator or computer math program, that computer will flawlessly and idiotically follow order of operations
These order of operation problems are very popular memes ( is that redundant) on facebook,and i felt smug enough until i read an article by a math teacher invoke a long forgotten rule regarding implicit multiplication; when there is no multiplication sign indicated, multiplication takes precedence, making this expression equal 1. She thankfully points that the fashion has been the left to right rule for equivalent level operations, agreeing that the accepted answer is 9 and leaving implicit multiplication out of the picture.
If anybody is interested in having students learn some basic programming, you could have them try writing a Sporkl program on the web. There are examples to get started with, and it supports graphics.
On 9/10/12, Hurley wrote: > Does anyone have a suggestion for storing those little > vinyl coins that go on the math meeting board? Mine keep > curling up and then t...See More