What’s going on here? Tell a story of how this kid wrote this stuff?
Thanks to Jonathan Newman for the submission!
Gregory Taylor sends this along, and asks a really great question about the work:
“Look past the problem of the original triangle having no 90 degrees… they know enough to run a (problematic) check on height to investigate ambiguity of sine. Why would they even do that if they thought it was a right triangle?”
Any answers?
What does this student know? How would you take the kid to the next level?
Thanks to the Ultimate Tina Cardone for her excellent submissions. Her reign of terror over this blog will end soon!
What do these responses reveal about what the students know about trig? Or just comment about what you find interesting here.
Thanks to the Incredible Tina Cardone for the submissions.
There’s a ton to comment on here. I doubt you’ll need much in the way of a prompt, but here goes: what mistakes are missing? You grade this test on Sunday; what does Monday’s class look like?
Thanks to Tina Cardone, who is not-so-slowly taking over this blog, for the submission.
What’s the fastest way to help this student?
Do you have a good way to help students understand the rigor needed in these sort of proofs?
Thanks to Jonathan Newman for the submission.
This is a fun mistake, via Jonathan Newman. Find it, and then explain how you’d help the kid who made it.