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-- wager next paycheck that 50% of you couldn&#x2019;t pass an Algebra II final

-- wager next paycheck that 50% of you couldn&#x2019;t pass an Algebra II final

- 1. Math Curriculum Makeover by Dan Meyer who writes at blog.mrmeyer.com who receives e-mail at dan@mrmeyer.com and tweets @ddmeyer presented at TEDxNYED on 2010 Mar 6
- 2. a. (x + 4)(x + 3.5) = 0 b. 2(x – 2)(x – 6) = 0 c. (x + 3)(x – 7)(x + 8) = 0 d. x(x – 9)(x + 3) = 0 2. Graph each equation and then rewrite it in factored form. a. y = x2 – 4x + 3 b. y = x2 + 5x – 24 c. y = x2 + 12x + 27 computation d. y = x2 – 7x – 30 3. Name the x-intercepts of the parabola described by each quadratic equation. Then check your answers with a graph. a. y = (x – 7)(x + 2) b. y = 2(x + 1)(x + 8) c. y = 3(x – 11)(x + 7) d. y = (0.4x + 2)(x – 9) 4. Write an equation of a quadratic function that corresponds to each pair of x-intercepts. Assume there is no vertical stretch or shrink. a. 2.5 and –1 b. –4 and –4 c. –2 and 2 d. r 1 a 5. Consider the equation y = (x + 1)(x – 3). a. How many x-intercepts does the graph have? b. Find the vertex of this parabola. c. Write the equation in vertex form. Describe the transformations of the parent function, y = x2 . Reason and Apply Key Press.
- 3. a. (x + 4)(x + 3.5) = 0 b. 2(x – 2)(x – 6) = 0 c. (x + 3)(x – 7)(x + 8) = 0 d. x(x – 9)(x + 3) = 0 2. Graph each equation and then rewrite it in factored form. a. y = x2 – 4x + 3 b. y = x2 + 5x – 24 c. y = x2 + 12x + 27 d. y = x2 – 7x – 30 3. Name the x-intercepts of the parabola described by each quadratic equation. Then check your answers with a graph. a. y = (x – 7)(x + 2) b. y = 2(x + 1)(x + 8) c. y = 3(x – 11)(x + 7) d. y = (0.4x + 2)(x – 9) 4. Write an equation of a quadratic function that corresponds to each pair of x-intercepts. Assume there is no vertical stretch or shrink. application Key Press.
- 4. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 5. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 6. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 7. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 8. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 9. http://dir.salon.com/story/ent/feature/2005/03/05/milch/index.html
- 10. CBS.
- 11. “ It creates an impatience, for example, with irresolution. And I’m doing what I can to tell stories which engage those issues in ways that can engage the imagination so that people don’t feel threatened by it. — David Milch http://web.mit.edu/comm-forum/forums/great_writer.htm
- 12. Holt, Rinehart, Winston.
- 13. Holt, Rinehart, Winston.
- 14. Holt, Rinehart, Winston.
- 15. Holt, Rinehart, Winston.
- 16. Holt, Rinehart, Winston.
- 17. Key Curriculum Press.
- 18. Key Curriculum Press.
- 19. Key Curriculum Press.
- 20. “ The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. — Albert Einstein http://quotationsbook.com/quote/32471/
- 21. water tank -- text book full page
- 22. water tank -- text book water tank problem highlighted
- 23. water tank -- lose the steps you want students to become strong at decomposing a big task into smaller tasks don’t do that for them.
- 24. water tank -- lose the given information. you give them the height, you give them the side length you just send them scurrying for a formula that contains the variables s and h. you want your students asking the question, “what are the essential details of this water tank.
- 25. water tank -- photo
- 26. water tank -- video, start, plain, no timer
- 27. water tank -- video, plain, no timer
- 28. water tank -- text book full page
- 29. 1. Lack of initiative. 2. Lack of perseverance. 3. Lack of retention. 4. Aversion to word problems. 5. Eagerness for formula.
- 30. 1. Use multimedia. 2. Encourage student intuition. 3. Ask the shortest question you can. 4. Let students build the problem. 5. Be less helpful.
- 31. 1. Use multimedia. 2. Encourage student intuition. 3. Ask the shortest question you can. 4. Let students build the problem. 5. Be less helpful.
- 32. 1. Use multimedia. 2. Encourage student intuition. 3. Ask the shortest question you can. 4. Let students build the problem. 5. Be less helpful.
- 33. 1. Use multimedia. 2. Encourage student intuition. 3. Ask the shortest question you can. 4. Let students build the problem. 5. Be less helpful.
- 34. 1. Use multimedia. 2. Encourage student intuition. 3. Ask the shortest question you can. 4. Let students 5. Be less helpful.
- 35. ABC.
- 36. Math Curriculum Makeover by Dan Meyer who writes at blog.mrmeyer.com who receives e-mail at dan@mrmeyer.com and tweets @ddmeyer presented at TEDxNYED on 2010 Mar 6

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