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Topic: algebra regents 2011
Replies: 27   Last Post: Jun 20, 2011 3:05 PM

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bill wickes

Posts: 71
Registered: 6/30/09
RE: algebra regents 2011
Posted: Jun 18, 2011 2:46 PM
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att1.html (8.1 K)

So obvious the state looks to trick the kids.make it fair and you will not
need the crazy curve

From: []
On Behalf Of
Sent: Friday, June 17, 2011 5:19 PM
Subject: Re: algebra regents 2011

It doesn't matter which variable is graphed on the independent axis, and I
think most people DID put the cost as the independent variable. I think the
mistake you're making is that when you put cost on the x-axis, as cost
decreases, you're going from left to right, not right to left. Simply, as
one goes up, the other goes down. In a positive correlation, as one goes
up, the other goes up.

The only question I didn't really like was the average speed question.
First, that concept (not to average the averages) is challenging for some
students in physics, let alone algebra 1 students. But what particularly
bothered me is that the distance and speed are pretty unrealistic to any of
our students who do a lot of hiking. (And a lot of my students in the past
have been avid hikers; one former student (and former member of our
backpacking club - yes, we have hikers) recently completed an around the
U.S. hike.) It's like "A hiker" is in the same way that "A biker" is Lance
Armstrong, or "A guy driving a car" is Dale Earnhardt.

-Tom Kenyon
CRCS Mathematics/Physics wrote: -----

From: Vera Sinnreich
Sent by:
Date: 06/17/2011 03:06PM
Subject: Re: algebra regents 2011

I found question 22 poorly worded and ambiguous. The independent variable
could be the cost (I think they meant "the price") of carrots, in which case
choice 2 would be the correct response. Had the problem stated that "a study
showed that DECREASING the price of ..." this would be a fair assumption.
However, in "A DECREASE in the cost of ...", the decrease itself is the
subject and, thus, the variable being discussed. In this case, the correct
response would be choice 1.

I am fairly certain that the author of this question had the first scenario
in mind and, this scenario being the more conventional one, that most people
reading this question , students and teachers alike, will read it in that
way. But we cannot insist on precise mathematical language in our students'
communication unless we are willing to hold ourselves accountable to the
same standards. And the second interpretation is linguistically more
appropriate. Thus, in my humble opinion, both answers should be accepted as

In the light of the changes in the scoring policy, by which we cannot
revisit exams with scores close to 65, we owe it to our students to maximize
their opportunities right from the start. If you agree, please contact SED
at (518) 474-8220.
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Teach CanIt if this mail (ID 0nEV76zr4) is spam:
&c=s> &m=9e4101d9fee9&t=20110617&c=s
Not spam:
&c=n> &m=9e4101d9fee9&t=20110617&c=n
Forget vote:
&c=f> &m=9e4101d9fee9&t=20110617&c=f

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