Equilateral Triangle

[list=1] [*]Hi, we did the project as a group and it consisted of George Sanchez and[br] Nelson B. The goal of our presentation was to create a sketch that[br] explores real world applications of linear equations so that students[br] would be able to relate to the problem in the real world instead of just[br] in the classroom.[/*] [*] More specifically, we wanted to look at what happens when two slopes intersect when they have different[br] y-intercepts and different slopes. [/*] [*]The way this sketchpad works is that the red line represents Monica’s work[br] productivity in the 8-hour time frame and the blue line represents Jerry’s[br] productivity. The slider used is to represent the situation if Monica came[br] into work early symbolizing the number of parts she completed before Jerry[br] comes in. The green point represents Eduardo’s completed work in the eight[br] hours. The check boxes reveal each person’s linear equation and the point[br] of intersection where Jerry and Monica make the same amount of parts.[/*] [*]The main way that this investigation is different from paper and pencil is[br] that it enables me to investigate the amount of work Jerry and Monica get[br] done in a given amount of time and play ‘what if’ when we Monica shows up[br] to work one hour earlier than Jerry and to investigate Eduardo’s rate of[br] work and have students compare each person. [/*] [*]Based on SMP #5 (Use tools appropriately), the Geogebra tools that we used[br] include plotting and tracing a point that has time as the independent[br] variable and amount of work done as the dependent variable. [/*] [*]Two other Standards for Mathematical Practice that I used when creating this[br] sketch are MP4; Model with mathematics and for students to apply formulas[br] and equations where appropriate because when they figure out the formula[br] for the slope they can easily find the answer to any amount of work done[br] with any hour. We also used MP1; Make sense of problems and persevere in[br] solving them. As teachers, this provides wait-time for processing and[br] finding solutions for each student because students need to do problem[br] solving by themselves first and have them think about it thoroughly. [/*] [*]The thing we like best about our project was to be able to use Geogebra and[br] all its tools instead of handing out worksheets or drawing it on the[br] board. Also it is easier for students to be able to figure out how much[br] work each person got done just by moving the point.[/*][/list]