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Channel Talk

From: Larry, Rita, Joe, Garrett (wintercr@xyz.net)
Date: Wed Mar 13 2002 - 11:49:47 EST

  • Next message: Stephen Cicioni: "Re: [Channel-talkalgebra] Session 8 Problem B10"

    Steven,
        Thanks for responding. Yes, I can see that saying "a very large negative number" would be confusing for your students, and that it is more correct to say they have large absolute values. I'm a retired teacher, but looking forward to taking a temporary-hire position in 7th grade math next month and perhaps next fall. This will be a new experience for me, but I am discovering I really love math, though I tried not to when I was a student. I have been working as a secondary math tutor in our little town of Homer Alaska for about 4 years. May I write you later this spring if I need input from someone with more experience in this area?
    -Rita Pfenninger
      ----- Original Message -----
      From: Stephen Cicioni
      To: channel-talkalgebra
      Sent: Wednesday, March 13, 2002 4:02 AM
      Subject: RE: [Channel-talkalgebra] Session 8 Problem B10

             Reply to: RE: [Channel-talkalgebra] Session 8 Problem B10

      Rita, I am a middle school math teacher from Lancaster PA. I feel as you do, the graph should also include a curve in the third quadrant. The T table includes negative values for x which yield negative values for y. Giving negative, negative ordered pairs, which, when plotted, are in the third quadrant.
      In the paragraph adjacent to the graph on page 218, it talks about "...if x is a little less than 0, y is a very large negative number." In teaching integers to my students, I try to avoid the mentioning of very large negative numbers. We define one integer as being larger than another by saying the number farther to the right on the numberline is larger. The use of "very large negative numbers" is confusing to my students. We describe those numbers by saying they are negative numbers with large absolute values. For example, negative one is larger than negative twenty, but the absolute value of negative twenty is larger than the absolute value of negative one. We define absolute value as a number's distance from zero on a numberline.
      Steve

      Larry, Rita, Joe, Garrett wrote:
    >In Session 8, Problem B10 we are asked to make a graph of the function
    >suggested by problem B8, xy=3. We are prompted to choose 5 positive and 5 negative
    >numbers for our T table x values. The negative numbers would yield negative y
    >values because a neg. times a neg. equals a positive. (The functions says xy=3 not
    >-3 or any other number.) I am wondering why the graph shown in the solution
    >section only shows the function in quadrant I when there is a reflection of that line
    >in quadrant III, if we are to graph the negative numbers on our T charts as
    >well. Am I misinterpretting something?Thank-you,Rita Pfenninger
    >
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    > Subject: [Channel-talkalgebra] Session 8 Problem B10
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