Day 54/67 of GED in Five Months, Linear Equations, and transportation

So, why do you think that linear equations may be related to transportation?

 End of week 14/18
Day 54, Week 14
Grammar: Compound Prepositions
Math: Solving linear equations
Please see the Lesson plan for Day 54’s Exit Tickets

Action Items:  

1.) Search for two different sources to learn about your local transit board,

2.) Please tell us where your information comes from, and how you know that the sources you found are reliable,

3.) Write a book, story, blog post or tweet that uses your findings, and then, please tell us about it! If you write a book, once it is published please consider donating a copy to your local public library.

4.)  Feel free to answer the exit ticket questions in the comments, or pose any other questions you may have about the lesson, if you wish.

Dear Readers, ideas on learning, especially multiple #LanguageLearning, on-going education and empathy-building, to #EndPoverty, #EndHomelessness,  #EndMoneyBail & achieve freedom for All HumanKind

Support our key #PublicDomainInfrastructure  &  for heavens sake: please #StopSmoking for CCOVID-19 (or even for good!)!:
1. #PublicLibraries,
2. #ProBono legal aid and Education,
3. #UniversalHealthCare, and
4. good #publictransport
Read, Write -one can add Stayed on Freedom’s Call via this GoodReads button:

Yassas,   γεια σας!    Salût !  Nos vemos!  Görüşürüz!     ! שָׁלוֹם


January, 2021 CE = January 12021 HE

(Day 53Day 55)

Creative Commons License
Shira Destinie Jones by ShiraDest is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

17 thoughts on “Day 54/67 of GED in Five Months, Linear Equations, and transportation

    1. Hmm, what, you mean the examples in the Lesson plan, or my questions in the Action Items?
      This means I need to rewrite this post so that it is more encouraging, since if you, a Librarian, can’t engage with it, certainly a person (especially an older adult) studying for the HS equivalency exam will have trouble with it.
      Can you be more specific, please, on where you first experience this post to be complex, or intimidating (and suggestions for how to make it more engaging would also be most welcome), please, Quips?

      Liked by 2 people

      1. It’s been multiple decades since I dealt with what I guessing might be a quadratic equation
        I no longer understand it. If I did, I could make more of an effort to try to understand how it equates to public transportation. At this time, I probably top out at Algebra 1.

        Liked by 1 person

        1. This is just a linear equation, Algebra I, but clearly I picked a bad graphic, as it does kind of look like a curve at first glance, now that I look at the graph afresh. Ok, so that tells me that I need to pick a clearer graphic for this one. Thank you for letting me know!

          Liked by 2 people

    1. No, not at all: you are not obtuse, and it is I who must apologize for making you feel that way! It makes me a very poor teacher! I’ve been told that I often lack the ability to see how a math topic can look to those who are not math-lovers (though I am merely a math-admirer), and that is a failing on my part that I need to learn to do better on, for my students and for friends.
      Algebra is not quite basic math, it is like the bridge that gets you to the higher math, and everyone has a different way of learning it. I just need to find a way that doesn’t invalidate other ways of learning.
      Please accept my apologies!

      Liked by 3 people

      1. Math-Admirer – I like this term!
        I like to think of myself as high school math literate, but that is probably an overvaluation of my skill in trig and calc (which, although I was decent at them at the time, I barely remember either now).
        That said, I feel like I’m not getting your metaphor re: linear equations and public transit. Unless it’s the basic play on words of getting from point A to point B? I guess because in actual life, public transit between two points may not be a simple straight line.

        Liked by 1 person

        1. Cool, thank you! 🙂 I doubt I recall all of my calc, either, but the principles are the important part. And yes, it really is just the basic point A to point B, although you are absolutely right, mass transit certainly is more than just a straight line, usually, but it starts there, and that’s what I want students to get: that it’s really not that difficult. It may get a bit more complex, but complex doesn’t have to be horrifically difficult, either.

          Liked by 1 person

  1. Shira, you have nothing to apologize for. Maybe if I had taken a few minutes, I could have figured it out, My last math class was in 1988, well over thirty years ago. Now, I can count in base 2 and do reciprocal additions between 1 and 100. But ask me to create a poem on the spot, now we’re talking.

    Liked by 1 person

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