tag:blogger.com,1999:blog-4983334520933101277.post8351624263681690394..comments2024-02-16T06:29:33.587-08:00Comments on Welcome to " The Math UnderGround " -- Seattle & Washington State: NMAP thought - Curriculum Matters !!!dan dempseyhttp://www.blogger.com/profile/15536720661510933983noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4983334520933101277.post-9304096017431383132008-10-29T22:59:00.000-07:002008-10-29T22:59:00.000-07:00Sadly how many students do I know that couldn't so...Sadly how many students do I know that couldn't solve 279/9 without a calculator.<BR/><BR/>This link provides two good examples using long division and synthetic division of polynomials.<BR/><BR/>http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_poly_division.xmlAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-4983334520933101277.post-50412245813335514612008-10-29T17:04:00.000-07:002008-10-29T17:04:00.000-07:00You might try using the following type of problem ...You might try using the following type of problem to demonstrate the importance of fluency with basic facts and their connection to higher levels of mathematics.<BR/><BR/>Divide 279 by 7, using the standard algorithm, on the left side of the paper.<BR/><BR/>On the right side of the paper, divide the polynomial 2x^2+7x+9 by x-3.<BR/><BR/>When comparing the two results, explain that the problem on the right is equivalent to the problem on the left for x = 10 (by substituting)<BR/><BR/>Is this parallel easily accessible when using a different strategy for the simpler division problem?concernedhttps://www.blogger.com/profile/14374789062880735051noreply@blogger.com