Date: Jan 21, 2013 12:16 PM
Author: Tom Kenyon
Subject: Re: review and question

Good point.  How about non-real roots then?



On Jan 20, 2013, at 10:45 PM, "Eleanor Pupko" <epupko2@hotmail.com> wrote:

> Probably to distinguish from strictly real roots which are also a subset of the complex numbers.
>
> Eleanor Pupko
>
> Sent from my iPhone
>
> On Jan 20, 2013, at 5:31 PM, TKENYON@crcs.wnyric.org wrote:
>

>> The question first:
>> In Algebra 2, during review, I ran into a few older Regents exam questions about the discriminant. Why, if the discriminant is negative, do you get "two imaginary roots"? You don't. You get two complex roots; imaginary numbers are a subset of the complex numbers. 3+2i is NOT an imaginary number. Why the shift from correct vocabulary in one unit (A2.N.8 Determine the conjugate of a complex number) to incorrect vocabulary in another unit? Example: Jan 2011, #2.
>>
>> And, I know that the quantity of stuff in the core has been pointed out before, but this weekend, I really thought "wow." I did three separate 4 hour review sessions for students in Algebra, Geometry, and Algebra 2. Relatively good students (as if that needed to be said - 4 hours of review on a Sat or Sunday?) But, Geometry: started at G.G.1, covered every one of them through G.G.74 - 100% of course in 4 hours, almost on the dot, including one full Regents, and every proof since 2005. Algebra - had to take a couple breaks with the one year younger students. Still, from A.N.1 through whatever it goes to, we hit about 90% of them, plus a full Regents exam. Algebra 2... This was the 3rd weekend that I did 4 hours of review with them. TWELVE hours of review, and we're close, but not quite through 100% of the core indicators.
>>
>>
>>
>> -Tom Kenyon
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