Which method out of cell 1 and cell 3 do you think is most helpful when teaching gradient? Are both important? How can cell 3 be used to enhance understanding of perpendicular lines?
When would you introduce x-intercept form? Before studying the factored form of a quadratic? as an inquiry or investigation during a unit on y-intercept form? How is it helpful in leading into transformation of functions later in school?
Should gradient be reconceptualized as a vertical stretch?
Would you teach the general intercept form or is it simply interesting to know? This catalyses a more general question: How do external tests influence what we teach?
Dan Pearcy 