If I were to battle this student, I would say the second example is wrong because instead of using the number five to represent the number of pencils per student they used six which isn't part of the question. The contract is correct though because the number of students is put in as a domain and expects a number out which in this case is the number of pencils.
i would ask "why would you name the define function name 'calculate-pencils' instead of only calc-pencils because that is what is called in all the examples? and in the second example why did you put 6 instead of 5 like it says in the word problem? (Draven L)
I'd ask them how they know that the function needs a variable. I'd also ask them why the name of the function when its being defined is different then it is in the design recipe. - Ethan G.
If i were to battle this student i would ask where he got his numbers and why on example two he/she used six instead of five. Lasty i would ask why they labeled it P. Kyle-R
If I were to battle this student I would ask why the student is multiplying 40 by 6 in the second example, because he/she should be multiplying by 5 since each student gets 5 pencils each and the purpose of the function is to take the number of students and give the number of pencils Montayo C
why does example 2 have the number 6 I thought that all students got 5 pencils. I think that the contract is right but one of the examples is wrong. another question i would ask is what things change and what doesn't change, and i would ask what does the P mean. -Luis R
Why calculate-pencils? Why P? The contact is wrong because calc-pencils the name of the recipe shouldn't change. The number of pencils give at the start of the school year doesn't change and on the second example it changes. -Gustavo
I would battle them asking why they did (* 40 6) in the second example and where they got the 6 from. I would ask them this because it is not their variable or the number of pencils given. In the definition I would ask them why they used calculate-pencils because they never put it anywhere else in their design recipe. -Evy B
If I were to battle this student I would ask them why they multiplied 40 by 6 if each student gets 5 pencils at the beginning of every year. Also the contract is correct. -Jessica S.
~Armand B Why did you put calc-pencils in the examples? Why did you put 100 in one example and 40 in the other? Why did you put 5 in one example and 6 in the other? Why in definitions did you put calculate-pencils? Why is there a p in your definitions? Why is there a 5 in your definitions? Why did you put calculate-pencils instead of calc-pencils in your definitions? No,the contract is not correct,because there is a space in between calculate-pencils and the open parenthesis.Also in your definitions there is calculate-pencils instead it should be calc-pencils.Also, and finally in your examples the last number in both examples should be 5.
I would first ask why the student created the specific contract then move to examples and ask why he used the name and numbers selected. Then I would ask why he changed what he was comparing in the example, the 5 and 6. He would change that because his design recipe tells him. Then I would go to the definition and battle why he named it "calculate-pencils" while he named the function "calc-pencils". And he would then be correct. And his contract is correct. --Dylan M.
A. Why is the name calc-pencils and not billy? How come there's numbers and not words? In the definition part, what the the p stand for? In the definition part, where does the calculate-pencils come from?
B. Contract is correct because it has the name, domain, and range.
Oh yeah one more thing, I would ask how they are going to get the number of pencils since the purpose statement doesn't include the info that they get 5 pencils each Montayo C
If I were to battle this student, I would say the second example is wrong because instead of using the number five to represent the number of pencils per student they used six which isn't part of the question. The contract is correct though because the number of students is put in as a domain and expects a number out which in this case is the number of pencils.
ReplyDelete~Peter G.
And I also forgot that they used calculate-pencils in their definition instead of calc-pencils.
Delete~Peter G.
i would ask "why would you name the define function name 'calculate-pencils' instead of only calc-pencils because that is what is called in all the examples? and in the second example why did you put 6 instead of 5 like it says in the word problem? (Draven L)
ReplyDeleteI'd ask them how they know that the function needs a variable. I'd also ask them why the name of the function when its being defined is different then it is in the design recipe. - Ethan G.
ReplyDeleteIf i were to battle this student i would ask where he got his numbers and why on example two he/she used six instead of five. Lasty i would ask why they labeled it P. Kyle-R
ReplyDeleteWHO LIKE MINECRAFT!!!
Delete-Skydoesminecraft
everyone.....
DeleteIf I were to battle this student I would ask why the student is multiplying 40 by 6 in the second example, because he/she should be multiplying by 5 since each student gets 5 pencils each and the purpose of the function is to take the number of students and give the number of pencils
ReplyDeleteMontayo C
Pc master race
Delete-somebody
why does example 2 have the number 6 I thought that all students got 5 pencils. I think that the contract is right but one of the examples is wrong. another question i would ask is what things change and what doesn't change, and i would ask what does the P mean.
ReplyDelete-Luis R
Why calculate-pencils? Why P? The contact is wrong because calc-pencils the name of the recipe shouldn't change. The number of pencils give at the start of the school year doesn't change and on the second example it changes.
ReplyDelete-Gustavo
I would battle them asking why they did (* 40 6) in the second example and where they got the 6 from. I would ask them this because it is not their variable or the number of pencils given. In the definition I would ask them why they used calculate-pencils because they never put it anywhere else in their design recipe.
ReplyDelete-Evy B
If I were to battle this student I would ask them why they multiplied 40 by 6 if each student gets 5 pencils at the beginning of every year. Also the contract is correct. -Jessica S.
ReplyDelete~Armand B
ReplyDeleteWhy did you put calc-pencils in the examples?
Why did you put 100 in one example and 40 in the other?
Why did you put 5 in one example and 6 in the other?
Why in definitions did you put calculate-pencils?
Why is there a p in your definitions?
Why is there a 5 in your definitions?
Why did you put calculate-pencils instead of calc-pencils in your definitions?
No,the contract is not correct,because there is a space in between calculate-pencils and the open parenthesis.Also in your definitions there is calculate-pencils instead it should be calc-pencils.Also, and finally in your examples the last number in both examples should be 5.
I would first ask why the student created the specific contract then move to examples and ask why he used the name and numbers selected. Then I would ask why he changed what he was comparing in the example, the 5 and 6. He would change that because his design recipe tells him. Then I would go to the definition and battle why he named it "calculate-pencils" while he named the function "calc-pencils". And he would then be correct. And his contract is correct.
ReplyDelete--Dylan M.
A. Why is the name calc-pencils and not billy?
ReplyDeleteHow come there's numbers and not words?
In the definition part, what the the p stand for?
In the definition part, where does the calculate-pencils come from?
B. Contract is correct because it has the name, domain, and range.
-AimeeHirukawa14 (a.k.a. Erica M.)
Oh yeah one more thing, I would ask how they are going to get the number of pencils since the purpose statement doesn't include the info that they get 5 pencils each
ReplyDeleteMontayo C