- #Reflection graph problems pdf#
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Technology can be used to illuminate some of the numerical and graphical features, although it is not required. The routine is launched by presenting two or more math situations, then have students examine and note how they are the same and how they are different. They may require different solution strategies, be similar except for one feature, or have mathematically meaningful nuances to notice. To recap, “Same and Different” asks students to compare and analyze features of two mathematical situations.
I have been using this thinking strategy recently with my Calculus students, and I wanted to share another set of prompts. In a previous post, I shared over 25 images to be used with the “Same and Different” inquiry routine in secondary math classes. SOLUTIONS!! The Answers to the April 1993 Calendar of Problems are HERE.
#Reflection graph problems pdf#
If the image isn’t readable, the pdf of the April 1993 calendar is HERE. I’ll post the solutions pages at the end of the month, and pick a new month from my attic to share for April. Tell us about your worked-out methods either here in the comments, or on whatever platform you use 2. Share with your students if desired, or solve them yourself. If you want to get an email notification when I post the next month’s problems, enter your email address here:Īs we launch into April, I hope you are excited for another month of problem solving! Check out the April 1993 Calendar of Problems from my cache of old Mathematics Teacher 1 issues still hanging around my attic. If you are looking for helpful educators, shared resources, and thoughtful discussions, find us wherever you are online.
#Reflection graph problems free#
There are bountiful resources available to members at, along with some free resources.ĢThe hashtag MTBoS is an acronym for “Math Teacher Blog-o-Sphere” and is an online community of math educators using a variety of platforms (Twitter, Facebook, Mastodon, etc.).
#Reflection graph problems professional#
Contact me & I’ll send some to you (US addresses only).ġThe Mathematics Teacher journal is a legacy journal from NCTM - the National Council of Teachers of Mathematics - the professional organization supporting math educators in the US and Canada. If you’d like to take some old issues of Mathematics Teacher out of my attic storage, I’m always looking for new homes for them. SOLUTIONS!! The Answers to the May 1994 Calendar of Problems are HERE. If the image isn’t readable, the pdf of the May 1994 calendar is HERE. I will be taking a summer hiatus from Calendar Problems for June, July, and August, since the old Mathematics Teacher issues in my attic were only published September through May. I’ll post the solutions pages at the end of the month.
Of the 35,086 students who participated, 17,169 or 49% were in 10th grade, 9,928 or 28% were in 9th grade, and the remainder were below than 9th grade.Spring is underway here in Connecticut, and we’ve got another month of problem solving! Check out the May 1994 Calendar of Problems from my cache of old Mathematics Teacher 1 issues still hanging around my attic. The responses to multiple choice answers for the problem had the following distribution: Choice
This task was adapted from problem #3 on the 2012 American Mathematics Competition (AMC) 10B Test. Moreover, reflections of lines, line segments, and angles are all found by reflecting individual points. A good picture requires a careful choice of the appropriate region in the plane and the corresponding labels.
If students try to plot this point and the line of reflection on the usual $x$-$y$ coordinate grid, then either the graph will be too big or else the point will lie so close to the line of reflection that it is not clear whether or not it lies on this line. This is because the coordinates of the point $(1000,2012)$ are very large. Although this problem only applies a reflection to a single point, it has high cognitive demand if the students are prompted to supply a picture. The standard 8.G.1 asks students to apply rigid motions to lines, line segments, and angles. The purpose of this task is for students to apply a reflection to a single point.
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