Teacher2Teacher |
Q&A #20621 |
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Hi Corey, I suggest you look at your unit's goals and objectives. What were you hoping your students would know/understand upon completion of your unit? What were you having your students practice on the homework? What were you emphasizing? Taxicab geometry -- at least what I remember of it -- is a non-Euclidean world. Two points do not define a unique line segment. Do the Oregon Standards include some non-Euclidean geometry? Depending upon how you set up your activity, you could be setting up an axiomatic system with its own set of undefined terms, postulates, theorems. Do the Oregon Standards have something addressing learning about the structure of an axiomatic system? Are you using the Taxicab geometry context to talk about counting paths from A to B? If so you might be doing something related to combinations, tree diagrams, Pascal's triangle. Probability standards??? I'm not sure how helpful I've been, but I thought I'd try. Good luck! -Jeanne, for the T2T service
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