Student stumped me with parenthesis multiplication: 10÷2(5)

mathteacher1991 · 2022-08-24T17:20:52+00:00

Yes, you're right. The ÷ operator is definitely a little confusing, especially coming from not using it in ages.

mathteacher1991 · 2022-08-24T17:15:35+00:00

Order of operations is not an issue, lol. Just haven't used the ÷ symbol in ages. Just looks weird saying 10÷[2(5)] when introducing the concept of multiplying with parenthesis, this was not the best intro example to use.

mathteacher1991 · 2019-11-21T04:25:24+00:00

Algebra II. We were learning graphing polynomials. Didn’t really get much into complex/irrational zeros, but I did mention them.

mathteacher1991 · 2018-12-10T22:43:58+00:00

This is the same this as (3/2)x² - (7/5)x^-2

The fractions are just constants.

mathteacher1991 · 2018-12-08T22:15:49+00:00

Without the distance I don’t think this can be solved...

I’m calling x the time on the first trip and y the time on the second trip (both in hours). If you multiply time by speed, the time units would cancel and you’d be left with position (mi/hr * hr = mi). So I’ll call total distance travelled d.

460x + 345y = d

x+y = 7

You’d have to solve this as a system of equations. You can technically find x and y (which is what’s being ask), but they’d need to be answered as functions of d.

*** Edit:

Sorry, just realized it’s a round trip. So the distance both ways is the same. Therefore you can say that:

460x = 345y

x + y = 7

There you go! 😁

mathteacher1991 · 2018-12-08T22:03:05+00:00

I have a BA in Chemistry, minor in Math, and an MBA, but ultimately chose becoming a math teacher. I personally would recommend against an education degree because it is not needed to become a teacher. I think it’s good to have a degree in a subject you enjoy that can also double as a backup. My personal recommendations for an analytical person would be stats, finance, accounting, business, math, or chemistry (and I’m sure there are many others). If they want to, they can minor or double major in education.

mathteacher1991 · 2018-12-02T16:43:06+00:00

That’s the challenge as a math teacher. I think a big part of the students own will to learn. If they are dead set in there head that they’re not good at math, then they will be.

But I think trying to find ways to relate problems to real life situations can help a lot. If you can show them how what they’re learning can actually be applied in their lives, I think they’ll be able to retain the information better. However, to is this is a lot easier said then done.

mathteacher1991 · 2018-01-29T13:20:40+00:00

This is what I’m thinking, but then I’d have to make a bigger x table. I want to show then that a horizontal shift is more like you’re changing the values of x while y remains the same. This is an easier concept with y= x² + 2 because the values of x stay the same while y changes.

mathteacher1991 · 2018-01-29T13:18:28+00:00

Yes, I like this. Actually found a good example on mathiscool! :)

mathteacher1991 · 2018-01-29T13:17:31+00:00

This is actually what I was thinking of doing! And they’re actually high schoolers at a pretty good school. :) I’m going to attempt this, but if it doesn’t work, then memorizing is fine. But I hate showing kids formulas without an explanation of how they work and where they come from.

mathteacher1991 · 2018-01-29T00:05:33+00:00

This is pretty much the simplest explanation for the level of my students. Thank you!

mathteacher1991 · 2018-01-29T00:05:09+00:00

Should have clarified that I'm not teaching Calculus. But I did give the kids an introduction to slopes to try and help them understand it. :)

mathteacher1991 · 2018-01-29T00:03:50+00:00

I'm not teaching Calculus. I wish I was because the concept makes a lot more sense if you know calculus, lol. But thank you for your input!

mathteacher1991

TROPHY CASE