Search Results

You are looking at 1 - 10 of 20 items for :

  • "CCSS.Math.Content.HSF-IF.C.7b" x
  • Refine by Access: All content x
Clear All
Restricted access

Mark W. Ellis and Janet L. Bryson

Sitting in the back of Ms. Corey's sixthgrade mathematics class, I enjoyed seeing students enthusiastically demonstrate their understanding of absolute value. On the giant number line on the classroom floor, they counted the steps that they needed to take to get back to zero. The old definition of absolute value of a number as its distance from zero—learned by students and teachers of the previous generation—has long ago been replaced with this algebraic statement: |x| = x if x ≤ 0 or − x if x < 0. The absolute value learning objective in high school mathematics requires students to solve far more complex absolute value equations and inequalities. However, I cannot remember students attacking the task with enthusiasm or having any understanding beyond “make the inside positive.”

Restricted access

Daniel R. Ilaria

Students generally first encounter piecewise–defined functions in the form of a step function (perhaps the postage stamp function) in an algebra class. Piecewise–defined functions do not play a central role in mathematics before calculus although they can serve as challenging examples in the precalculus curriculum. Before the advent of the TI–Nspire, entering piecewise–defined functions on the calculator was time consuming and not particularly user friendly. That has changed.

Restricted access

Hearts are the theme of a collection of problems and solutions.

Restricted access

James Metz

Students analyze a photograph to solve mathematical questions related to the images captured in the photograph. This month, photographs of ceiling trusses provide a setting for a geometry discussion.

Restricted access

Angela Wade

What is the meaning of absolute value? And why do we teach students how to solve absolute value equations? Absolute value is a concept introduced in first-year algebra and then reinforced in later courses. Various authors have suggested instructional methods for teaching absolute value to high school students (Wei 2005; Stallings-Roberts 1991; Friedlander and Hadas 1988), but here we focus on an investigation that will help students make meaning of the absolute value equation in the context of a practical situation. We connect absolute value to the concepts of rate, time, distance, and slope.

Restricted access

Sarah D. Ledford, Mary L. Garner, and Angela L. Teachey

Interesting solutions and ideas emerge when preservice and in-service teachers are asked a traditional algebra question in new ways.

Restricted access

Rick Stuart and Matt Chedister

While filling three-dimensional letters, students analyzed the relationship between the height of water level and elapsed time.

Restricted access

Patricia Wallace-Gomez

Three graphing activities lead students to discover the shapes and properties of the graphs for linear, quadratic, and absolute value functions and inequalities.

Restricted access

Jeremy S. Zelkowski

Do you always have to check your answers when solving a radical equation?

Restricted access

Christopher V. Cappiello

A high school student reflects on ways to use function composition to explain some interesting transformations.