Every student should get 2 points from this type of question

Jan 2015 Regents #3:

This can be seen as a factoring question but there are many ways to do this question!!

1. Checking the FOIL of all 4 answers to see which is equivalent to the original.
   and because First is 2x *x = 2x^2 Outer is -1*2x = -2x Inner is 3 *x which is 3x and 3 *-1 which is -3.  Combining the x terms of -2x and 3x creates a middle term of x so that the trinomial is 2x^2 +x – 3.

2. Using the logic values on the TI-83/4

In the photo above you can see that The answer is #4 because the truth value is “1” or TRUE.

3. Using Y1 and Y2
Students can also put the original equation into Y1 = 2x^2 + x – 3 and then try the other 4 equations into Y2.  They can check the graph to see if the two Y= are identical and/or they can check the Table to see if the xy points match.

The test is 3 hours so students should spend time checking their answers with multiple methods!

This 2 point question answered correctly can help students pass the Regents and understand the Math.

Do your students know this?  This is an easy 2 points

Word definition of a function: Every x must have just one unique y

Graphical definition of a function:
Does it pass the vertical line test?  If not, it is not a function.
Drawing a vertical line at x = 2, your vertical line will pass through both dots and therefore this is NOT a function.

Easy 2 points!!

1. content exposure: you have to see it to know it — use real Regents questions
2. mixed practice: students benefit from a variety of topics
3. independent work: can be entry/exit slip or checkpoint
4. Kahoot or other online survey tools like PearDeck, Nearpod and PollEV
5. Khan Academy or other practice software for skillsPlease click this link to see the Power Point from Get the Math and Get the Points
   presented at the New York City Math Project conference on May 21 at Lehman College

“You need to see it to know it.”
Regents Review: Get the Math and Get the Points

Students benefit from mixed Regents problems practice to improve their knowledge, confidence and performance on the new, more challenging Common Core Algebra I (and Geo) exams.  We will discuss building compare/contrast skills, increasing TI-83/4 knowhow and increasing persistence.   Come to this session to share teaching/learning strategies to enhance learning and help students graduate high school.

As of May 2016, there are 6 Algebra I Regents exams
http://www.nysedregents.org/algebraone/ and/or
http://www.jmap.org/JMAP_REGENTS_EXAMS.htm

The 3rd graph (the one on the right) is not a function as a vertical line passes through twice.
The idea of a function vs not a function is mostly important for calculus although the curriculum did not used to focus on this.  One of the reasons that Math has adopted this topic is that a calculator will not help with this type of problem.
So look at Marcel’s graph: if you draw a vertical line at x = 2, it will hit the graph twice and therefore this is not a function.  Do you hear Staples saying “That was easy”?

So Marcel is not correct as this is not a function as it fails the vertical line test!
Hooray you just got 2 more points!!!