We are winding down in AP Calculus AB. In our last (flipped) class, the students were practicing area between 2 curves, and I had them do some problems by hand and some problems by calculator.
Teacher Mistake Number 1: putting the 1st problem as one to be done by hand that involved .... wait for it .... gasp ..... fractions! I had an answer bank (as usual), but in this case, the answers were actually in order.
Can I tell you that some of my students, though I admire their dedication, were still stuck on that problem for 20 minutes or so, because the fraction adding/subtracting was NOT. WORKING. OUT. We are NOT talking about 31/29 + 441/17 here people.
We are talking about */4 + */2 - (INTEGER - */16) or something to that effect. Oy! I gently suggested that they may want to move on to some other problems so that they would have a chance to discuss set ups and such, which actually involved calculus, with other students, rather than being all OCD about it and not wanting to move on to the next problem before they finished the first problem.
Note to self: maybe I should have a tiered answer bank for such tortuous, why-does-my-teacher-hate-me type problems: one answer choice for the correct set up, one for the actual integral taking, and then a third for the hideous (51/16) answer!
Another idea: on my IR quizzes, instead of testing calculus-y things for the remainder of April, maybe I should have quick problems such as 1/4 + 1/3 .... or 2/5 * 3/8 .....