@davidkbutler.bsky.social @nomadpenguin.bsky.social
*I think I make this joke every year. Does it even make sense in Australia? (Note: I'm not asking if it's funny.) Sorry to burden the only two southern hemispherians I know.
@davidkbutler.bsky.social @nomadpenguin.bsky.social
*I think I make this joke every year. Does it even make sense in Australia? (Note: I'm not asking if it's funny.) Sorry to burden the only two southern hemispherians I know.
(an alternative to "folding paper in half again and again" and "penny doubled every day" problems which I've found Students to be too familiar with already.) #iteachmath
docs.google.com/document/d/1...
(an alternative to "folding paper in half again and again" and "penny doubled every day" problems which I've found Students to be too familiar with already.) #iteachmath
docs.google.com/document/d/1...
f(x)=2x is a line with slope 2.
f(x)=3x is a line with slope 3.
So:
g(x)=x•x is a “line” with slope that changes with x, so it will be a curve.
But: the pattern would say that the slope at x=3 is 3, at x=4 is 4, etc. But we know that the slope at x=a is 2a.
<cont>
f(x)=2x is a line with slope 2.
f(x)=3x is a line with slope 3.
So:
g(x)=x•x is a “line” with slope that changes with x, so it will be a curve.
But: the pattern would say that the slope at x=3 is 3, at x=4 is 4, etc. But we know that the slope at x=a is 2a.
<cont>
I imported a project one of my students did a few years ago in Algebra II. It’s created by using systems of inequalities. # desmos3d
www.desmos.com/3d/d4f0d71636
I imported a project one of my students did a few years ago in Algebra II. It’s created by using systems of inequalities. # desmos3d
www.desmos.com/3d/d4f0d71636
Done and done.
www.nytimes.com/2023/08/19/b...
Done and done.
www.nytimes.com/2023/08/19/b...