Did you ever realize that the SLOPE EQUATION is the SAME as the POINT SLOPE FORMULA???? WHAT?!?! Check it out:
POINT SLOPE FORMULA is (yy1)=m(xx1)
SLOPE EQUATION IS m = (yy1)/(xx1)
Can you see where I'm going with this?
Take the first equation
Divide both sides by (xx1)
The result is the second equation!!!
So now you've shortened your "list of equations...
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What Apratim mentioned is spot on, but here are some links that may help:
http://math2.org/math/geometry/areasvols.htm
http://math.about.com/od/formulas/ss/surfaceareavol.htm
VIDEO: http://www.khanacademy.org/math/geometry/basicgeometry/v/cylindervolumeandsurfacearea
Hope...
So yes, the FOIL method works:
"3x(x) + 3x(4) + 2x + 2(4)
3x2+ 12x + 2x + 8
3x2 + 14x + 8" Stephanie P.
Though many students cannot use methods such as FOIL because if confuses them even more. SO, another way to go...
The distributive property is multiplication. If you can multiply, you can do this. The only different is you have to multiply TWICE. This is where people get stumped. So many times while teaching I see students pull one of these:
2(x  5) = 2x  5 UGH... WRONG. This...
I would first get rid of the fractions by multiplying everything by 11x (the denominator):
11x(6/11x + 4 = 2/11x + 16) giving us
6 + 44x = 2 + 176x see how much easier...
The way I think of this is realizing that its all multplication. So just stick all the corresponding parts (similar to like terms when adding, but this is multiplying) together and find their products.
3 times 2 a = 3•2a or (3)(2a) or 3(2a).... this could go on. For these problems,...
Solve (x+1)/(2x)>2
1. (2x)•(x+1)/(2x) >2 (2x) multiply both sides by the denominator...
remember you can always get rid of a denominator by multiply EVERYTHING by that denominator :)
2. (x+1)...
Motivation requires attention and interest. First, to keep their attention, I make sure my lesson plan includes short breaks and fun exercises every 1015 minutes. Second, keeping the student interested may be more important than attention as it can ensure
and extend attention. I suppose this works both ways, but if you can connect the material with their own interest the attention is there...
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There are many connections between Math and Music, and everyone LOVES music. I can't say the same thing about math, but using music to teach math has proven to be the only way for some of my students to get the points across. Anyone have any insight or know
about new technology that aids this process?
10/4/2011

Jon C.
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