By Ballico E.
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Extra resources for A brill - noether theory for k-gonal nodal curves
I then stopped by the group that included Jessica, Jamal, Toby, and Michele. 3. I asked them if they could explain how they were thinking about the problem. Jessica began by saying that they had decided that the side of the school building was 50 yards long (the bold line) and therefore one side of the pen— the one opposite the building—would have to be 50 yards too. I then asked what the dotted lines on the other two sides represented. Toby went on to explain that it would depend on how much fencing was available.
I encouraged them to continue to explore the problem and consider other lengths of fence. I visited a few more groups, noting that most were making progress. Unlike yesterday, students were definitely exploring—some were building pens with tiles, some were drawing configurations on graph paper, and others were just sketching pens freehand. 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.
24–25). Students explore the effects of changing 20 the unit with respect to linear measurement, surface area, and volume. , Fey, J. , Fitzgerald, W. , Friel, S. , & Phillips, E. D. (1998d). Looking for Pythagoreas: The Pythagorean theorem. Menlo Park, CA: Dale Seymour. 1 (p. 17), in which students determine the areas of regular and irregular figures drawn on grids. The Mathematics in Context Development Team. (1998c). Mathematics in context: Reallotment (Student guide). ), Mathematics in context.
A brill - noether theory for k-gonal nodal curves by Ballico E.