They call him The Count because he loves that old cloak thingy he wears.
You might remember the Count from one of his previous appearances.
They call him The Count because he loves that old cloak thingy he wears.
You might remember the Count from one of his previous appearances.
And wait until you see the New Five! He's like the old Five, but new.
CC.BetterLesson.com/mtp: More than 3000 classroom-ready lessons that can be integrated into any curriculum.
Lessons created by more than 130 Master Teachers, with step-by-step instructions, videos, thoughts on how the strategies help to implement Common Core, sample work, etc.
Share My Lesson: "Numerous resource aligned to the Common Core State Standards". A reminder that you are not alone.
10 Free Things! A page from NEA.org, where you can find books, activities, posters, lessons, videos, and more (or so they say!).
Some of the 10 things listed
This list may be amended at any time if I should find more resources I like, if any of these links are dead, or if I just don't like them.
I just have to make sure that I don't make it on her list.
I'm hungry. Can I get sum of that?
Gives new meaning to ''set the table''.
Poor guy in the corner heard "set ... zero" and thought he was being called. And then realized he wasn't. Hate when that happens.
Assignment for math students: define or describe each of these four sets in words and in set-builder notation, or however your teacher taught you that you're supposed to remember for that test.
Get it? Two tens! Now you know the score!
Specifically, question 38 read as follows:
This is a question my students should be able to answer easily. They probably didn't, but they should have. There are reasons why I say this.
When I approach any question that contains the word "Prove", I try to get the students to think of any TV show courtroom drama they've ever scene. (Sit-coms are a totally different animal, here.) Few of them might know what it's like to be in a real courtroom, so I settle for the simplified version. Each side will give an opening statement, and they will state what they are setting out to prove. They were present their evidence and build a case out of all the evidence they bring forward. There isn't one magic witness or exhibit that will hand-wave the case away. (If there were, the case likely would never have been brought.) Then, in the end, there are summaries, which include the lawyers' conclusions based on the evidence that they've presented, and they implore the jury to reach the same conclusion.
Students are different. Students, who a year earlier in Algebra would have me solve a five-step problem in 17 steps, and repeat the solution and check twice because they still weren't "getting it", will look at a Geometry "proof" and say, "It's true because, you know, Math."
They're not sure what the "Math" is, but the Math is there, so it must be true.
The point is that they need to be sure.
This led to some interesting discussions online about the test question. How do you know, for example, if you gave enough information for only 2 points and not for 4 points?
Let's get to the basics
How do you prove that a quadrilateral is also a parallelogram?
You have several choices: if the opposite sides are parallel, or if the opposite sides are congruent, or if the diagonals bisect each other, then the figure is a parallelogram.
This statement, whichever one or ones you use, has to be your conclusion, but you have to back those up with evidence:
Any of those are easy to do, although I'd say that slopes and midpoints are quicker to find than the lengths. Which one you do is up to you, but you can save time if you keep the second part of the question in mind. Using the slopes for the parallelogram is fine, but it won't help you with the rhombus.
That being said, I'd probably find the slopes first just because it's pretty much second-nature to me to do that first.
How do you prove that a quadrilateral is rhombus?
You have a couple of choices: if all four sides are congruent, or if the diagonals perpendicularly bisect each other, then the figure is a rhombus.
This statement, whichever one or ones you use, has to be your conclusion, but you have to back those up with evidence:
So how much work is actually required for this problem?
Believe it or not, you could have solved this problem simply by finding the lengths of the four sides. Is that worth 6 points? No, that was worth 2 points. The rest of the points came from you conclusions and your reasons. Just because you found the lengths, you haven't (and this isn't meant to be a plotting reference) you haven't connected the dots yet. You haven't given a conclusion, nor stated under what rules this proves your case.
JKLM is a parallelogram because the opposite sides are congruent. (Work is shown for this.) JKLM is NOT a rhombus because all four sides are NOT congruent.
or
JKLM is a parallelogram because the diagonals bisect each other. (Work is shown for this.) JKLM is NOT a rhombus because the diagonals are not perpendicular. (Work is shown for this.)
Either of these would be complete answers good for full credit.
By contrast "They're parallel." ... well, just isn't.
As you can see, the slopes of the sides aren't needed for the problem, but it isn't incorrect to find them. Other work left for the reader: find the lengths of the sides, and the midpoints and slopes of the diagonals.
As far as I know, there aren't rules for displaying a flag at 45 degrees. It probably shouldn't. You probably will never have a radical-two length flag, either.
Which one is the favorite? Check out the independent rankine!
In math and in life, there's always some constant.
And in computer science, there's !=, which means "not equal to", in case you didn't know.
I'm more of a pi guy, but I wanted to use Tau-er of power in a comic.