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.
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.
How would you help these students?
Thanks to Tina Cardone for the submissions. Head over to the Productive Struggle blog for further analysis and discussion of these questions.
What’s the fastest way of helping this student?
Thanks to Jonathan Newman for the submission. You should click on his name to go to his blog.
