By John F. Randolph

**Read or Download Calculus and Analytic Geometry, 2nd Edition PDF**

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**Extra resources for Calculus and Analytic Geometry, 2nd Edition**

**Example text**

But the important thing was that they were collecting data that were going to help them answer the question. The group that consisted of Jessica, Jamal, Toby, and Michele had chosen a different approach to the problem. 1). I asked them how they had selected this strategy. Toby explained that they started drawing the pens, but couldn’t keep track of them—they couldn’t tell if they had missed any. By making a table, he explained, they could make sure they had all of them. Recalling that yesterday they Exploring Area and Perimeter—The Case of Isabelle Olson 41.

Draw a diagram and write a few sentences to explain how you determined your answer. 2. How is this problem similar to the problems we discussed today in class? 28. I hoped that an observation regarding the 1:x relationship between linear units and the 1:x2 relationship between the corresponding square units would arise in tomorrow’s discussion of how the first problem was related to the homework problems we discussed today in class. Over the course of the next few lessons, I would want students to see that the area ratio was the square of the linear ratio, not only when converting between different units of measure but also when comparing linear and area measurements in similar figures.

On my way back to the front of the room, I passed by Tommy’s group and stopped quickly in my tracks. The group was very engaged again. ” She suggested that maybe they could make a circle. Beatriz reminded the group that it had to be a rectangular pen. Michael said maybe the pen could be 125 × 50. Tanya asked where those numbers came from. Michael explained that he was just trying out different numbers that would add up to 300. Beatriz said that if the side of the building was 100 yards you would be using only half of the side.