noffaloffa.bsky.social
30% queer 30% math 40% Steve (they/them)
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Well, *why* are you completing the square? If it's to reveal the meaning of the vertex, then 3x+1=0 has interesting structure. But if students expect "vertex form" to mean a*(x-h)^2+k, this could cause tension.
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I agree that it shouldn't be dismissed. I'm saying that without economic incentives or legal consequences for publishing companies to create materials that actually support it (where's the Data Science pathway?) it's not actually a document that can be coherently implemented.
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I don't think it is - the Framework isn't legally binding, it's just guidance. A district can't choose whether they want to cover 6.RP.A (at least nominally). The first sentence of the Framework says that it was written to guide the Standards, but there are clearly tensions.
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But the CMF is just recommendations, right? If we actually want to see curriculum change, why aren't we updating the standards that legally define what curriculum must cover?
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Dinosaur Train barely has any trains and it lives at the bottom of the uncanny valley, but it got four seasons on the name alone.
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I like this one.
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That's a wide range!
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I see! Workshop for in-service high school teachers, or maybe middle? I wouldn't be surprised if a cohort of 7th grade teachers had a larger library of answers here.
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Is that an open middle problem? What's the prompt?
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That sounds like algebra to me! I don't mean to quibble with your prompt, but I wonder if students would be more open to the non-formula approach if you asked them to "notice a ratio, or something else about the pattern, that lets you find the area without using the sum formula"
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What makes a solution "geometric" as opposed to "algebraic"? Do you mean, like, it uses symmetry?
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Set u=x-1; this is now an odd function.
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It's a consequence of the setup, right? The 75:39 ratio forces the total number of terms to be 25:13.
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The ratio that I expected to be invariant wasn't, and (spoilers) the ratio depending only on the number of terms in the sequence is strange.
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This is bizarre. Linearity shows up in a viscerally upsetting way here.
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If the goal is to provoke student reflection (meta meta math?), consider 100g of a substance with a half-life of 1 day, which decays over 100 days.
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en.m.wikipedia.org/wiki/Singmas...
Even better!
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No, this is interesting! Most numbers don't repeat, and 3003 is special.
Citations here: proofwiki.org/wiki/Numbers...
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Do we get a visual answer to this one? I'm not thrilled with mine.
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My future middle school math teachers really enjoyed the first few chapters of Fostering Algebraic Thinking (though we had time to do the activities before they read, which helped a lot). It's older but it takes a specific focus on habits of mind
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I think you're being too generous by assuming that "large numbers of n's" means a large sample though! He might also mean "any sample, repeated enough times." Which is what caused the subprime crisis and also why the Internet is full of LLM slop.
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My friend says that how we assess our students communicates what we value as instructors.
"Why is this obviously worth dunking on" has high value.
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Is that a launch? Looks like the whole lesson.
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The Congressperson who leads a delegation to that prison and brings this person back is the instant 2028 front runner. This one feels so easy to me.
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"fuck the libs" is the only answer for everything they do
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I like this problem, but it bugs me that there's only one right answer (and many wrong ones). I think "*how* can this graph be correct?" works better for the spirit of this one.
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It's not haphazard! They clearly put the topper down first, dead center, and then made... choices about how to cut 8ths
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Yeah, the condition is linear and switching the positions is too when there's no carries - you can interpret this as finding a basis for a nullspace
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For each n>1, is there an n-digit number which is increased by 75% when its digits are reversed?
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If the assessment has a number attached to it, this might be impossible. Giving low stakes quizzes content-specific comments with no summative grade, and treat the numbers on higher-stakes exams as formative for *you*
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This framing is great! They also show up as the slope of a linear function.
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I've found limited success by asking PSTs to read and respond to Khazan's "myth of learning styles". There have always been some students who misread this as "learning styles are real and good" but it helps a lot in clarifying my intent that every student deserves to make sense in multiple ways
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That is an ideology, isn't it? I think you're describing fascist ideology.
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That's *an* interpretation. Only a teacher who has more context can understand if that means "not yet," "not today," "not like this," or just "no."
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Kids process ideas as whole chunks first, then pick out individual words and figure out how they get combined to make meaning later. She understands your intent, and using complicated words that she can't grasp as things in themselves is exactly what you should be doing!
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Not worth it! Block and move on
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Depends on your perspective! The map x -> 1/x swaps the roles of 0 and infty and fixes 1, so you could say that any number more than 1 is closer to infty. This is also consistent with the convergence of x^n.
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Dark. Good luck to them.
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In what sense is this supposed to meaningfully represent a college course?
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You can get even closer with abc x def! Neat.
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This is a good one! What happened?
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It's not even less informative, it informs differently. It shows that 100/3 is 4/3*25.
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That's, like, the only thing I associate it with? Early 20th century Italian artists obsessed with mechanisation and Elon Musk.
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I'm still not sure that is a place value issue. I think it's very possible that they wouldn't see anything other than equal as "close."
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"bad" also has significant social-aesthetic value for middle schoolers. It could be that they mean "I would not personally have thought of this and I think it's kind of weird, and it definitely isn't the B I thought of, so I must exclude it"
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I'm not sure I agree that this is a place value issue. I think students are primed to think from the first four options that B = 2.5, and then think like 4th graders practicing equivalent fractions. 2.49 is not 2.5, so it's not B.
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Why did they say it was a bad estimate?
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Interesting! The 1 suggests that this is credit-bearing -- do you have to make an argument that the course goes beyond high school standards? (That is a big recent California kerfuffle.)
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Maybe you should bug Dan to make the axis labels work! You can label the x-axis C and the y-axis P, but if you then try to plot C = 2P it gets things backwards.