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Learners
Patricia Arredondo
SEDC 713
Exam
Dimension 1: Knowledge of
3/26/14
Midterm
and rulers)
Prime-time 1: Introduce new material (focusing on working with degrees today)
with a demonstration. Have on the board various measures for degrees, such as
30, 45, 60, 90, 110. Select three from the board at a time. Draw on
overhead and show how to connect them into a shape. For example: Select 45,
45, 90, connect to form a right triangle. Select 60, 60, 60, connect to form
an equilateral triangle. Select 30, 60, 110, connected will not result in one
triangle, perhaps some other shape. Select 30, 30, 30 and demonstrate the
same. We have just proven that all triangles must add to 180, despite there
being different ways of constructing them.
overhead projector.
Prime-time 2: Conclude the lesson by using the students work on overhead as
further proof that a single triangle must have a sum of 180.
If |Object A|=10, then Object A is either at +10 or -10 on the number line.
What is inside the absolute value brackets, in this instance Object A, is either 10
steps to the right of zero (+10) or ten steps to the left of zero (-10). Therefore:
Object A = +10
or
Object A = -10.
Now lets take |3x + 5| = 20. Lets call 3x + 5 Equation A. |Equation A| = 20.
Setting up the problem similarly to the above:
or
Equation A = -20.
or
3x + 5 = -20
We now have broken down |3x + 5| = 20 into two equations to solve the problem.
4.
The below diagram demonstrates how to solve the problem. The right-hand side of
the scale represents percentages, labeled from 0 to 100. The left-hand side of the
scale includes numbers 0 to 1200.
Directions: On the left, start with 0 at the bottom and 1200 at the top (level with
100%). Move halfway up the scale. Corresponding to 50 on the right, include the
number 600, which is half of 1200. Count the lines as you move from line 0 to line
600. There are 10 lines. Therefore, each line will increase by increments of 60 (split
up 600 among 10 lines). Begin at the bottom number 0 on the left, move up a line;
add 60 to the preceding line until you reach the 1200 at the top (blue arrows). We
have now filled out the scale. Look for the 35% mark on the right-hand column of
the scale, and match it up with the left-hand column of the scale. You will find the
figure 420. We have broken down the number 1200 into percentages and labeled on
a scale, where now you can easily visually find what 35% of 1200 is. 420!
+60
5. Explain why the acronym foil is not good for teaching binomial
multiplication.
Using the acronym FOIL to teach binomial multiplication, just like
using any acronym in teaching concepts, is harmful for math students
because it is not teaching them the underlying concept and not facilitating
the key goal: conceptual understanding. When one multiplies two binomials
by FOIL-ing them, he or she is merely carrying out a mindless exercise and
not considering how or why FOIL might work to achieve a correct answer.
Apart from the key problem in teaching to imitate and not to
understand, FOIL is also not a good teaching method for binomial
multiplication because it can lead to confusion and misuse later on. For
example:
Binomial multiplication. FOILfirs
(x + 3)(x 7) x2 + -7x + 3x 21 = x2
t
4x 21.
inne
r last
oute
r
firs
t
last
3 = x + 3x x 3
oute
inne r
r
in the trinomial? It seems to have been ignored. This might happen because
the acronym FOIL gives no instruction for that middle term in the trinomial.
First, Outer, Inner, and Last does not work when multiplying anything
but two binomials. Therefore, the acronym should not be taught from the
beginning as it doesnt lead to conceptual understanding and also leads to
errors in the future when moving onto more advanced topics. Multiplying
polynomials should be thought of as multiplying with the distributive
property. All the elements inside one set of the parentheses should be
multiplied by all the elements in the other set of parentheses. Forget FOIL.
6. How do these multiplications have similar mathematical
structure?
35 x 27; 3 x 6 ; (2x + 5)(3x + 7); (33 + 2)(2 5 + 1); (3 + 4
i)(2 + 6i);