Note is created in pieces using variables. Hi I am currently working on editing an existing activity and would like to make a change. In this activity, students explore patterns in addition and subtraction. Interpret quotients of rational numbers by describing real-world contexts. If p and q are integers, then ( p / q) ( p )/ q p / ( q ).
Equation Solution Counter įor this version, my goal is to create the variables that will control the symbol for the equation/inequality.Īlso, to clean up the other variables so they are more consistent. Representing Multiplication of Integers Using Groups on a Number Line. 6 Part 2: Greater Integer Function (Graph Using Desmos and TI84+) Precalculus. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. The red points were to test the values and can be deleted. Using Jay’s randomizer inside the graph, although my original (with the fix about sliders) and Eric’s methods work also! But if the slider is tied to a value in a list, then no can do…complaint (it tells me I defined it too many times). About half way through there's a reflection question which encourages math discourse. The activity is interactive and allows students to work at their own pace. I guess when you create a slider for a number variable, that’s fine CL overwrites it. This Desmos activity walks students through the addition of integers by starting with balancing values. Oops, had to add the submit count back into the random generator.Īfter looking at Eric & Jay’s suggestions & links, I think my error was that in an earlier rendition, I included a slider for a value that now no longer likes having the slider. Advertising Cookies collect data about your online activity and identify your interests so that we can provide advertising that we believe is relevant to. Jay: Your new coding that you recommended (along with the graph stuff) doesn’t redo the randomizer when I press the button.
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