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Displaying (2) Comments | Comment on this piece | Report objectionable art
I agree with Kimlan Trinh with regards to how a zero power is dneiefd because we want seems to provoke a sense of argument (do I want?) rather than inspire a buy-in for a continuum of logic from one less factor. My students would follow the continuum more readily. After they buy in and absorb, then sometime later the sum of powers is a good, Oh, and see how . Another question I would have is are we allowing the students enough time to see the properties for themselves before we start having them memorize them? Personally I never teach the properties, rather provide enough practice writing out (a^2b^4)(a^3b^4) aabbbbaaabbbb in gradual complexity over time (also having the students apply the communitive property to rearrange). Next (a^2b^4)(a^3b^4)^2 as (a^2b^4)(a^3b^4) (a^2b^4)(a^3b^4) = aabbbbaaabbbb. Then when the negative exponents are introduced, I emphasize using reciprocals over subtracting until they can fluently break down nested expressions. It is much more tedius for the students, but mine (almost) never ask Do I add or do I multiply? because they see which is appropriate. In common assessments, my students do stand out for that particular skill. I use this practice for Algebra I and our Algebra 3 which is actually a remedial class following Algebra 2.
By: | Apr 27, 2013 | Report Comment
What I wouldnt give to have a dbetae with you about this. You just say so many things that come from nowhere that Im fairly sure Id have a fair shot. Your weblog is terrific visually, I mean people wont be bored. But others who can see past the videos and the layout wont be so impressed with your generic understanding of this topic.
By: | Apr 12, 2012 | Report Comment
Dots
Sabrina_11
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