yes! how do you add that?

I think you have to factor out the coefficient so that x squared has a coefficient of 1 or merge algebra tile packs until x squared has a coefficient that is a perfect square.

I’m stuck on why the RHS has to be a perfect square. If anyone can help that would be appreciated.

Better left a mystery.

That was the month and year my son was born, so I had to find out.

abcnews.go.com/Entertainmen...

I love Desmos! I was working with a student and needed her to write on coordinate plane, like it were a whiteboard. Any chance that could be included?

Fantastic! Now, how would you do this with the remainder theorem?

I told my students it was the view from the top of a cone with a slight lean to the left. My students actually said they are congruent because they are both radii. I love teaching my students who can make sense of a problem in ways I don't see.

You are a mathematics super-hero to me for this diagram. I am a middle school math educator teaching high school geometry to students with learning differences. Your answer gave me insight into this diagram from today. I could not figure out why segment LT is congruent to segment LR.

True! But anecdotally, I can say that students who say a number with place value seem to be better at understanding the meaning of the decimal.

As a follow-up, my students were complaining today why they had to say the number the long way! I told them so they connect decimals to fractions. We practiced writing 2.5 as a mixed number (then simplifying with fraction tiles). They stopped complaining!

How are they saying 2.5 aloud? 2 point 5 or 2 and 5 tenths? In middle school special ed, I am now having students say it with the place value name rather than reading digits. It is improving the connections between decimals and fractions.

That is brilliant reasoning and shows a deep understanding. How would you guide the student to improve her outstanding
work so that the left side equals the right side -- rather than just continue the problem?

Long time Bills fan here -- We are a very unusual breed! Your son willingly choose a fan's life of extreme highs and bitter disappointments. Welcome!

I love these. I will be using them to help my middle schoolers reason about fractions. Are there more?

I love this! When I use this method I will cite: inspired by Mary Bourassa who was inspired by James Tanton.

Students teach me new ways about thinking about math problems all the time.

At this point there shouldn't be any surprises -- they want you to succeed. Be prepared for future directions and what would you do differently?

I teach secondary math at a private school for students with learning differences.