tag:blogger.com,1999:blog-5473916205424933781.post3489437634702440897..comments2024-05-11T03:22:12.168-04:00Comments on M^3 (Making Math Meaningful): MFM2P - Day 12Mary Bourassahttp://www.blogger.com/profile/12427568524129802618noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5473916205424933781.post-78037471704813395892014-08-16T17:31:19.218-04:002014-08-16T17:31:19.218-04:00I like this idea a lot. Thanks!I like this idea a lot. Thanks!Mary Bourassahttps://www.blogger.com/profile/12427568524129802618noreply@blogger.comtag:blogger.com,1999:blog-5473916205424933781.post-58734587728909609392014-08-16T07:40:27.883-04:002014-08-16T07:40:27.883-04:00Enjoying the progression of days mary. Last year, ...Enjoying the progression of days mary. Last year, I began setting this up as a proportion. The .7071 over 1. Then students would guess/check on the first few...x has to be more than 14 bc 1 is more than .7071. Eventually, students began finding their own way to arrive at x (and some got much better at estimating the value). It was a student who asked, since it's a proportion can I rewrite as x/14 =1/.7071 and this eliminated the x in the denominator. Not necessarily a way to handle but just some things I recall from our class convo. Another figured sometimes they could use the other angle if it was tangent ratio to eliminate x in denominator.<br /><br />16 August 2014 07:39<br />Anonymousnoreply@blogger.com