Kyle L wrote:This thread reminds me of:
"If a train leaves Cleavland traveling 98 MPH and another leaves Philadelphia traveling 100 MPH..."
It's still beyond me why I need to do such computations when SCHEDULES EXIST FOR A REASON.
I tried to answer this question in many ways - picture, semantics, hopes of graphic catastrophe. Never, though, with actual computation. Fittingly, I never got it "right" either.
I amazingly failed my high school geometry final and the grading did not include a red x, a figure being circled, a correction, etc. I correctly answered every question I answered. Unfortunately, I only answered 62% of the test. I like to focus on the positive - everything I answered was correct.
And to think my students are under the impression I don't understand the frustrations of the average student.
I also never "got" the "You have eight shirts, six pants, and 14 socks, how many different outfits can you make?" question. First, as long as I have one outfit and don't have to do laundry, what else matters? Second, this question in no way considers whether or not the outfit is appropriate to walk out of the house in. Just because I can mathematically have an outfit doesn't mean I should wear said outfit in public.
And don't even get me started on memorizing the periodic table. Why in the h-e-double-hockey-sticks would I want to memorize something that is so readily available including RIGHT THERE ON THE CLASSROOM WALL. Instead of covering it up while giving the quiz, why not just leave it uncovered and skip the quiz?
sorry, flashbacks. back to regular programming...
Thinks the frosty mug is the low point in American history.