Sending you love, friend. Thank you for sharing some of his story. A generous and curious man passed those traits onto his kiddo.
08.02.2026 14:03
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Sending you love, friend. Thank you for sharing some of his story. A generous and curious man passed those traits onto his kiddo.
K8 reposted something of yours and I was delighted to see your name pop up!
I used to always start on the last page that had no name for the same reason.
Mine loves the Ranger's Apprentice series. I'll look into Method for Magic!
saaaame
*If A is true and B is true, what else could be true!?
Great point. Aligned with "riding in the wagon."
I'm wondering if the language is mimicking horse riding lingo more than car lingo. Horse, motorcycle, and bike passengers can't be totally passive the way car passengers can (well, a small child could be given proper buckles). Super curious about the other languages take!
I also just got looped in. Listening to the sound track on repeat. Pondering how to get tiger/magpie merch. I love the language/culture breakdowns, like this one: youtu.be/qCmpU3ssip8
That sounds sub-optimal. Mostly I'm just using light rail to go to/from the airport when I'm in Seattle, so I'd not noticed that quirk.
You can get an ORCA card and it works on all of these. I'm not sure on how the end-to-end fare works these days, though.
I love his work! magical.
In the spring of 2008, I feared America was on the verge of war with Iran — and, believing that it’s good style to get to know people before you bomb them, I made “Rick Steves’ Iran,” a one-hour special that could (and would) only debut on PBS. Sadly, this special has become pertinent again today.
The majority of my taste in humor is thanks to Mel Brooks movies. Cannot wait.
I think a 4. Slightly worse that "mid".
Semi-related: In college I ran into one of my maths professor post final and he cheerily said that I did <Scottish accent>"Amazingly satisfactorily."</Scottish accent>
I'd no idea what that meant until I got my grades (it was positive).
I avoided putting the final total anywhere on the paper to make it easier for students to dig in and discuss with one another with out the letter-status so front and center. (I also didn't post the grades till the end of the day so kiddos didn't come to class having already looked)
wontons (pork and vegetable filled, fried)
"Allowing other people who are not you to decide what matters to you."
37 minute video. Worth it.
Oh yeah! Ground News is also fascinating since they'll show how different sources position the same story. Reading the headline differences is wild.
I've been following Jessica Yellin, who does News Not Noise, on substack and insta for national coverage. A friend of mine started getting the local paper and recommends it and I found a local indie news source on substack, but ymmv depending on locale.
That list and your last sentence are🔥
Students also formalize the notion of a transformation as a function from the plane to itself. When the transformation is a rigid motion (a translation, rotation, or reflection) it is useful to represent it using transparencies because two copies of the plane are represented, one by the piece of paper and one by the transparency. These correspond to the domain and range of the transformation, and emphasize that the transformation acts on the entire plane, taking each point to another point. The fact that rigid motions preserve distance and angle is clearly represented because the transparency is not torn or distorted.
Then for HS it has this:
Initially, students view rigid motions as operations on figures (“transformations in the plane”). Later, students come to understand that it is not the figure that is translated, rotated, or reflected, it is the plane that is moved, carrying the figure along with it. Students start thinking, not of moving one figure onto another, but of moving the plane so that the first figure lands on the second (“transformations of the plane”) without moving the coordinate grid. This change in perspective is makes it possible to describe the effect of a given rigid motion on any point in the plane.
The CCSS progressions has this:
I'd be interested for a take on this from topology or differential geometry. There is something odd with these nuances, but I don't know the right question to ask to get at the distinction. And I know some folks say the plane is just a reference and it's the object that moves.
new question: are those two sets of instructions actually different when both involve coordinates, which implies both are on a coordinate plane?
I feel the same. "transforming figures" feels more "low floor" to me while a transformation of the plane is like a function F that takes each point P to a point F(P). I've yet to find a straightforward way to think about the delta between these ideas, though
I read the 2nd instructions as getting the same result as the 1st instructions were they for, say, a grade 8 student. Sounds like you are thinking about transformations as movements of figures vs transformations as functions from the plane to itself?
I say they are the same since the center of rotation is based on the figure and not the plane. I did not calculation, but played with objects on my desk to think it through. east-->north-->pivot = pivot-->east-->north
What's the center of rotation?
A goose, it says "I think I will cause problems on purpose."
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