To Accumulate a Rate — Integrate!
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Teaching High School Mathematics in a school.
To Accumulate a Rate — Integrate!
1y ago
I recently created some parallel lines with transversal problems that went off really well in class. The one you see here is the first one I made. The idea is to solve some algebra problems using vertical angles and linear pair to find all the angles and determine which lines are parallel. Students had a good time with it so I made another one with 5 lines in both directions. The mass of lines allowed me to make part of the puzzle where students had to first figure out which lines were parallel like above, but then they needed to use that the lines where parallel and focus on a different tran ..read more
To Accumulate a Rate — Integrate!
3y ago
I wanted to use the ideas of a “thinking classroom” today for partitioning line segments. Due to covid and keeping students separated, I had each student work on their own. This was great for seeing what each student could do and forcing each student to do their own work. However, it was not great for getting all students to help each other and move through more problems. More about that later. It was a two-hour late start so we only had 35 minutes of class today.
I started off with this question:
If H = (0,0) and W = (0,12), where would you place S between H and W so that HS = 2 SW?
I also s ..read more
To Accumulate a Rate — Integrate!
5y ago
I’ve been following the WHO data for a few countries for the past 30 days and I keep adding the new numbers to my desmos document each day. Yellow/orange is South Korea, Blue is China, Red is Italy, and Green is the United States of America. Desmos Data without curves.
South Korea was the first country to stabilize so I was able to match an equation to their data first.
I noticed that it looked like a logistic equation. I deal with these equations yearly in my Calculus class so I kinda knew what I was looking at. In previous years I have used the idea of a rumor to investigate logistic equat ..read more