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Re: On Regents Exam
Posted:
May 4, 2011 11:46 AM
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It was a long time ago and I don;t remember the year. It was a June exam.
You are correct when you refer to holding all the deimal places as nuts. So
do I. So do my students. That is precisely why I have my students do it. It
forces them (pr at least it will occur to them) to revisit the question to
see what we need to round it to. I find that helps to avoid those careless
and very costly rounding errors. .
On Wed, May 4, 2011 at 11:07 AM, Daniel Knaisch <
dknaisch@elmiracityschools.com> wrote:
> Never had the pleasure of teaching Course 3, Started teaching during the
> reign of Math B. Although I know the importance of using all decimals
> displayed, when communicating that to students you can actually see my voice
> going through one ear and out the other (its an amazing sight). As I am
> lecturing on the importance, the reality still is these kids are thinking
> "if he thinks I am writing down all these numbers, this guy is nuts."
> Storing the number for a variable cures this problem, but again getting some
> of these kids to know the calculator keys is a tough job in itself. There is
> probably no way to get all kids to do what you ask them to anyway, and if
> you are getting every student to use the full display, then you should be
> deemed as teacher of the year. Regardless, Until I see a quesion where
> 4-decimals is not enough (in the Alg2/Trig), I have thrown in the towel on
> trying to get these kids to use the full display. I do mention it, and those
> of them that actually pick up on the importance can/will do it.
>
> would love to see the question where 4-decimals was not enough.
>
> Daniel Knaisch
> Math Teacher
> Elmira Free Academy
> 933 Hoffman St.
> Elmira, NY 14905
> (607)735-3100 ext 4233
>
> ------------------------------
> *From:* owner-nyshsmath@mathforum.org [owner-nyshsmath@mathforum.org] On
> Behalf Of T Dempsey [dempseyt53@gmail.com]
> *Sent:* Wednesday, May 04, 2011 10:18 AM
> *To:* nyshsmath@mathforum.org
> *Subject:* Re: On Regents Exam
>
> Many years ago (Course 3!) I had students round to the 4th place and
> told them that should cover it. I was wrong. Many lost 1 point. Since then,
> we hold the full display of the calculator.
>
> On Wed, May 4, 2011 at 8:32 AM, Daniel Knaisch <
> dknaisch@elmiracityschools.com> wrote:
>
>> From my experience, students are lazy and when they see the calculator
>> spit out a decimal that is 8 or 9 places long, you start hearing the moaning
>> and complaining that they have to use them all (even from the best
>> students). This is a battle that you just won't win, so I have always told
>> them to round to 4 decimal places no matter what. Going back to the "old
>> days" when we used trig tables (some of you young bucks won't remember), but
>> all of the decimals were rounded to 4 places. I have never come across a
>> problem where rounding was skewed becasue of using only 4-decimals
>>
>> Daniel Knaisch
>> Math Teacher
>> Elmira Free Academy
>> 933 Hoffman St.
>> Elmira, NY 14905
>> (607)735-3100 ext 4233
>> ________________________________________
>> From: owner-nyshsmath@mathforum.org [owner-nyshsmath@mathforum.org] On
>> Behalf Of mathpig [mirie@northvillecsd.k12.ny.us]
>> Sent: Tuesday, May 03, 2011 6:45 PM
>> To: nyshsmath@mathforum.org
>> Subject: On Regents Exam
>>
>> There is a question using both the law of Sines and Cosines, and first
>> you solve for a side and use it to find an angle. Say the side is an
>> irrational number (ex. 10.254873209). Can a student round it to say the
>> nearest hundredth and use it to solve an angle OR should a student use the
>> 10.254873209 to solve the angle?
>>
>> I have always taught students to use the number and not to round it until
>> the end (the answer) but just wondered if that is allowed.
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>
>
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