Відео

You're welcome 😊

I just wrote it in function notation. You can just do “w” since it didn’t ask for function notation

You're very welcome! 🙏🏼

It’s because there are 16 parts on the top and 25 parts on the bottom. So that’s a total of 41 parts in the fraction. I didn’t mean 16/25 =41 … I meant 16/25 is 41 total parts (added 16 and 25). You need to have the total parts of the fraction to divide up the top segment proportionally. If the fraction had been 7/10 - that would be 17 parts, if it had been 1/5 - that would have been 6 parts. I hope that helps.

@@BrittaDwyer THANK YOU! I understand it now, you're a lifesaver!

@cowplusdog5655 happy to hear that!

Which problem are you talking about?

Glad it helped!

Happy to hear that!

I’m so glad you are finding it helpful, that’s wonderful to hear! 🙌🏼

🙏🏼🙏🏼🙏🏼

At your service 🫡

You are very welcome! 🙏🏼

You’re welcome ☺️

🤩

True story!

So “No, it isn’t the only possibility. Many other numbers would work”

Glad you are finding my videos helpful 🙏🏼

literally like I actually understand what I’m doing now

@darekroberson732 so happy to hear that!

Sorry!

I’m glad you’re finding the videos helpful 🙏🏼

Glad to hear that

I’m glad you’re finding it helpful! 🙏🏼

Yep, I sure did 😊

You're welcome

🫶🏼🫶🏼🫶🏼

Yes! 🤦🏻‍♀️

Thanks 🫶🏼

Glad you find the videos helpful 🙏🏼

You're welcome 😊

I’m sorry you feel that way. IM does have additional practice problem sets that they provide with the curriculum. With the abundance of online resources and AI tools, students have easy access to answers, making homework a poor indicator of their actual skills or understanding. It often measures resourcefulness rather than knowledge or ability. I highly recommend Building Thinking Classrooms as a resource to read that discusses the topic of Homework.

Thanks

That’s so sweet of you. Thanks for taking the time to comment 🙏🏼🫶🏼

🙏🏼🥰

You’re welcome 🙏🏼

It could. “Too long paddling” subjective.

Glad it helped!

You’re welcome!

🙏🏼

No problem 😊

🤷🏻‍♀️ Thanks, I guess? Just a reminder, I’m not the creator of this curriculum, so you can certainly reach out to IM(TM) with your concerns and you can certainly choose not to watch my videos and not share them with your students.

​@BrittaDwyer many of us are being mandated to use the curriculum this year for the first time (nyc initiative) they did A1 last year this year were also doing Geo and some schools are doing A2 but they'll all be doing them next year. I appreciate that you've made these, I'm glad I have another source to make sense of the lessons as I've not always found the teacher guide helpful enough at times. I know it's not your course and I've sent links to my students who've been absent so they can keep up several times. But I'm also not a fan of the curriculum, the and many choices they make, the sequencing of lessons the wild assumptions they have about what students can do on their own under time constraints suggested and many other things that are not your choices. So thank you for doing this but I'd just let you know to expect some comments occasionally from people new to teaching the course who don't really like it but I'm sure there will be others who might not say so who at least appreciate it, especially the students who are taking it. I notice several lessons get skipped in your playlist, is there a reason they're not here? Like because they need to many additional print outs, or the tasks are very in class dependent such as the info gap routines, are they just lessons that got cut for convolutedness or something, did they exist or were they removed? I'm teaching Unit 2 lesson 11 soon and was concerned about that being the only real mention of HL and was hoping to see how you approached it.

I choose to use prime notation (and will continue to do so) to distinguish that the angles aren’t identical angles, the primes are the images of the original angle and they are congruent to original angle through rigid transformations. Students are able to articulate WHY the an and a’ or a” are congruent by explaining they completed a rigid transformation. Which to me, is a valuable distinction, especially moving forward as they learn about dilations. Students will need to know that prime notation doesn’t always product congruent images and be able to distinguish between when images are congruent and when they are not. (Angles vs. sides in dilations) IM teacher resources and answer keys also use the prime notation, and often on a much broader scale than I do. You are welcome to make changes in your classroom as you see fit, but I think it is important to use primes.

Glad I could help!

You're welcome

Happy to help! Hopefully you’ll still find my Geometry and Algebra 2 videos helpful in the coming years too!