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Archive for July, 2012

Working with negative numbers – Part II

July31

– (-16) = +16 “How do you go from ‘ – (–16)’ to ‘ + 16‘ in your first step?” This is actually a fairly important concept and here’s a mental picture that I ran across in an algebra newsgroup: Imagine that you’re cooking some kind of stew, but not on a stove. You control […]

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Evolution of the 100m Dash

July30

Click here to watch the evolution of winning times for the 100m:

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10 π r =

July28
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Math Olympics – Ready, Set, Go!

July27
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Great WebTool for Measurement in Math

July26

Here is a great little website to use with classes when doing measurement (feet or metres) in Mathematics. It is a very cool tool for designing a room or apartment, etc. and includes measurements which leads to calculations on perimeters, area, materials required, etc. Click on the image below to give this a try-out:

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Tweets per Second

July25

This just in form the JP news wire… “…if numbers weren’t important, there wouldn’t be any reason to celebrate them or any need for an attempt to inflate them. The Tweet-per-second metric, for example, measures activity on a particular topic on the micro-blogging site, Twitter. Examples of events with record-breaking TPS rates include Beyonce’s pregnancy […]

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Becoming Connie Confidence with Negative Numbers

July24

Check out this handy website to build greater confidence in working with negative numbers in Mathematics. The target group is Year 7 – e.g.

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Top 10 Maths Sites to prevent Holiday Brain Fade

July24

Click on the Sylvan Learning logo to see their recommended Math sites to keep the brain active during long summer breaks (in the northern hemisphere) and during the boring weekends here in the southern hemisphere:

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Math Worksheets

July23

This website offers some really effective worksheets to help you revise. Suitable for up to Junior Secondary and questions come with answers (if needed):

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Maths is cool but you can’t hold the number 1!

July23

In 1995 when Professor Andrew Wiles, a spectacled, softly spoken Englishman, solved Fermat’s Last Theorem, the most notorious problem in mathematics. After making front-page headlines around the world and being interviewed on CNN, he appeared in a special issue of People magazine, which listed him among “The 25 Most Intriguing People of the Year’, alongside […]

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Post Support

Largest number between o and 1 million which does not contain the ‘n’ is 88

 

Rotation SAT Problem: Answer: 4 (see: https://www.youtube.com/watch?v=FUHkTs-Ipfg)

 

Which number has its letters in alphabetical order? Answer: F O R T Y

Hidden Rabbit? Clue: check the trees

How long for the stadium to fill? 45 minutes.

Where are you? the North Pole

Prize Object Puzzle: If Sue does not know where the prize is in the first question, it can’t be under the square. She must have been told it is under another shape. Apply this same logic to Colin. It is then obvious that the prize cannot be under a yellow object. That helps Sue eliminate her yellow shapes. Got the idea?

Algebra Puzzle: Answer = 1

Popular Math Problems Answers: 1, 1

Number of tabs? According to Lifehacker, the ideal number of tabs you should have open is nine. Yes, a single digit. To some, this is like playing a piano and only using a fraction of the notes!

Worst Graph? Where to start. What a visual mess and even some of the lines merge and are impossible to follow. A graph is a visual display of data, with the goal to identify trends or patterns. This is a spider’s web of information which fails to show a clear pattern at all. Solution? Well, different colors would help, or why not group in two or three graphs where trends are similar?

Number of different nets to make a cube is eleven – see this link

Homework Puzzle; The total value of the counters is 486, so halve this to get 243. Now, arrange the counters to equal this amount twice.

The graph on the left (Coronavirus) is for a time period of 30 days, while the one on the right (SARS) is for 8 months! Very poor graphical comparison and hardly relevant, unless it is attempting to downplay the seriousness of the coronavirus?

10 x 9 x 8 + (7 + 6) x 5 x 4 x (3 + 2) x 1 = 2020

NCEA Level 2 Algebra Problem. Using the information given, the shaded area = 9, that is:
y(y-8) = 9 –> y.y – 8y – 9 =0
–> (y-9)(y+1) = 0, therefore y = 9 (can’t have a distance of – 1 for the other solution for y)
Using the top and bottom of the rectangle,
x = (y-8)(y+2) = (9-8)(9+2) = 11
but, the left side = (x-4) = 11-4 = 7, but rhs = y+? = 9+?, which is greater than the value of the opp. side??
[I think that the left had side was a mistake and should have read (x+4)?]

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