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From: Stephen Cicioni (stephen_cicioni@mail.mtwp.k12.pa.us)
Date: Wed Mar 13 2002 - 12:33:58 EST
Next message: Lewis, Gordon: "[Channel-talkalgebra] corrections"
Reply to: Re: [Channel-talkalgebra] Session 8 Problem B10
Please do, I would look forward to it. I am in my 30th year of teaching, and having a great time.
My email address is:
stephen_cicioni@mail.mtwp.k12.pa.us
steve
Larry, Rita, Joe, Garrett wrote:
>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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