tag:blogger.com,1999:blog-7245208048685880741.post4026938942470597992..comments2022-07-22T08:52:39.692-04:00Comments on Rational Expressions: Visual Exponential PatternsMichael Pershanhttp://www.blogger.com/profile/17046644130957574890noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-7245208048685880741.post-36635883359727870282013-05-12T00:46:53.396-04:002013-05-12T00:46:53.396-04:00I liked them all, Michael. I think it's so imp...I liked them all, Michael. I think it's so important to take a problem and poke it in different places or approach it from different angles. Your "given the equation, draw the pattern" is a nice one to follow up with the first one. While the matching, as you stated, allowed easier entry. You're still asking them to manipulate the variable x as an exponent in those equations, so it's a win-nguyen!<br /><br />Thank you, Michael.Fawn Nguyenhttps://www.blogger.com/profile/03605571262680195155noreply@blogger.comtag:blogger.com,1999:blog-7245208048685880741.post-50451968991122915082013-05-11T21:33:06.098-04:002013-05-11T21:33:06.098-04:00I am a little leery of the matching the equations ...<i>I am a little leery of the matching the equations with the patterns activity.</i><br /><br />I actually encouraged my weakest students to do this, and I don't feel bad about that. The connection between test points and equations is real and important, and it's also a low access point for some of these kids.<br /><br />But, basically: you're right. I think the second draft of this activity could have more "blank" patterns and equations to draw more attention to the good stuff that you're talking about.Michael Pershanhttps://www.blogger.com/profile/17046644130957574890noreply@blogger.comtag:blogger.com,1999:blog-7245208048685880741.post-86229354529760269072013-05-10T22:40:08.108-04:002013-05-10T22:40:08.108-04:00Oops, messed up the linksâ€¦ this, and this and thi...Oops, messed up the linksâ€¦ <a href="https://docs.google.com/file/d/0B0LlvF7Dr9chVXZ4U3o1NWd2RFU/edit?usp=sharing" rel="nofollow">this</a>, and <a href="https://docs.google.com/file/d/0B0LlvF7Dr9chYllqcnFLMS1NYnM/edit?usp=sharing" rel="nofollow">this </a> and <a href="https://docs.google.com/file/d/0B0LlvF7Dr9chYjNHT2JKa2VCems/edit?usp=sharing" rel="nofollow">this</a>.l hodgenoreply@blogger.comtag:blogger.com,1999:blog-7245208048685880741.post-45544457073462540432013-05-10T22:28:44.889-04:002013-05-10T22:28:44.889-04:00Thank you for posting your work. I had already ma...Thank you for posting your work. I had already made a note to steal your duck thing for next year. Always on the lookout for more visual representations.<br /> <br />We did a bunch of visual things with systems this year like <a href="http://drive.google.com/?authuser=0#folders/0B0LlvF7Dr9chWFNwSU11RmJ0WGs" rel="nofollow">this</a>, and <a href="http://drive.google.com/?authuser=0#folders/0B0LlvF7Dr9chWFNwSU11RmJ0WGs" rel="nofollow">this </a> and <a href="http://drive.google.com/?authuser=0#folders/0B0LlvF7Dr9chWFNwSU11RmJ0WGs" rel="nofollow">this</a>. Worked very well. <br /><br />I am a little leery of the matching the equations with the patterns activity. Did you find students doing things like plugging 4 into a function and then checking which pattern has that number of items in the fourth step? Or just focusing on the number of items in each step rather than how the objects themselves change? Basically ignoring the physical development of the pattern and the hints at an equation that come with that physical development? <br />l hodgenoreply@blogger.com