Physics: phenomena introduction for constant acceleration. Like before, we are focusing on the mathematical descriptions of the motion to better acquaint ourselves with it. I’ve got a lingering question though – shouldn’t phenomena introduction center on student generated questions? The fact that none of them would have asked the question we pursued today is damning, no? Class went ok – but I’m looking for more than ok with this particular piece of pedagogy.
Mathematics: adding positive and negative rationals. Reviewing old skills with a new twist. I do so little now – we go to practice as fast as I am able. I am better about helping them navigate negative mixed numbers – mostly because I don’t tell them what to do I think. Rather, I seem to get good results by forcing them to engage their prior knowledge.