tag:blogger.com,1999:blog-2256375873271579383.post7906364458932826230..comments2024-03-27T23:55:01.532-07:00Comments on Divisible by 3 [Andrew Stadel]: [Makeover] Low Arching Bridge: The MakeoverAnonymoushttp://www.blogger.com/profile/06699410662148629132noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-2256375873271579383.post-56439100008927829262013-09-03T08:03:45.019-07:002013-09-03T08:03:45.019-07:00Not exactly the right context but reminds me of th...Not exactly the right context but reminds me of this: https://www.youtube.com/watch?v=JsAlzV4qSD8Robert Kaplinskyhttps://www.blogger.com/profile/12730219834465583755noreply@blogger.comtag:blogger.com,1999:blog-2256375873271579383.post-18691744125903096022013-08-10T15:48:01.485-07:002013-08-10T15:48:01.485-07:00re: "Is the mixing and matching of measuremen...re: "Is the mixing and matching of measurements (feet measured to the nearest quarter VS feet and inches to the nearest inch VS inches) intentional? If so, what's your goal?"<br />I'll admit, the measurements I gave seem a little inconsistent. I thought about editing them, but considered the sources:<br />--The bridge heights are buried somewhere in the accident report. Again, I'll admit I rounded favorably because I was keeping my 8th grade algebra students in mind when making this task over. If I was doing this task at the high school level, I would give them the exact heights (which are extremely close). <br />--The vehicle heights were found on manufacture websites and some gave all inches and a combination of feet and inches. As you can see, I converted everything to inches (it saved space on the graphic too).<br />--As for Desmos, everything is in relationship to feet. Yes, this [inconsistency] could be pretty intimidating for students. Seems to me, it might prove prudent to establish a relative unit of measurement when all of the information is initially delivered to the students. <br />Thanks for the pushback, it helps. Anonymoushttps://www.blogger.com/profile/06699410662148629132noreply@blogger.comtag:blogger.com,1999:blog-2256375873271579383.post-5960576784166512232013-08-05T20:22:02.693-07:002013-08-05T20:22:02.693-07:00Andrew, thanks for sharing your work. I plan to ma...Andrew, thanks for sharing your work. I plan to makeover some tasks this school year and I appreciate seeing an in depth approach from someone not named Dan (though I'm enjoying his as well).<br /><br />You said you didn't nail it, but I think you made a significant improvement. In particular, there is purpose behind the things you ask of students (and the order in which you ask them). One of my weaknesses in (re)designing tasks is providing/generating actual motivation/intellectual need for students (aside from their like of good grades or their general compliance with my requests as a teacher).<br /><br />I do have one question: Is the mixing and matching of measurements (feet measured to the nearest quarter VS feet and inches to the nearest inch VS inches) intentional? If so, what's your goal?<br /><br />Thanks again for sharing!Anonymoushttps://www.blogger.com/profile/10663479238726333591noreply@blogger.comtag:blogger.com,1999:blog-2256375873271579383.post-11639324434678404322013-08-05T08:40:12.081-07:002013-08-05T08:40:12.081-07:00I think giving the students a chance to predict wh...I think giving the students a chance to predict which vehicles will fit under the bridge is a nice way to build number sense. I didn't realize that a semi was any taller than a tour bus. <br /><br />My take on this problem is here: http://iisanumber.blogspot.com/2013/07/makeover-quadratic-bridge.htmlKathrynhttps://www.blogger.com/profile/04301412875277554720noreply@blogger.com