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Archive for March, 2014

Young Students save $m by putting Math to ink!

March30

In a submission to emerging investigators, middle school students Suvir Mirchandani and Peter Pinko use the Mathematics of Percentages to calculate potential savings in ink costs by changing fonts across all documents. Summary Ink costs are a large, recurring expense for school districts worldwide. Moreover, ink production, usage, and disposal have a detrimental effect on […]

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The Mathematics of Roller Coaster Loops

March29

Now, I have a confession to make. Yes, it’s true dear H3 readers – a few years ago, while visiting Disneyland, my tech crew were keen to try out one of the roller coasters. I mentioned to them that it might not be a good idea as we had just had breakfast (so you may […]

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This Day in the History of Mathematics

March26

The University of St Andrews offers a range of valuable resources for students taking Mathematics, including “This Day in Mathematics“, famous quotes, posters, etc. Explore this virtual treasure-trove of mathematical gems. For example; March 26 – Paul Erdős (1913 – 1996) “Why are numbers beautiful? It’s like asking why is Beethoven’s Ninth Symphony beautiful. If […]

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Math strikes a chord with The Beatles

March25

This article follows some really interesting mathematical research by Jason Brown that should interest EVERY (rock or otherwise) musician in the classroom (or beyond). Yes, after a Hard Day’s Math the famous Beatles song has been unravelled to reveal the components that give the opening chord its unique sound! “TWANG! It’s been a …” There […]

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Has Mathematics helped find Malaysia Airlines Flight MH370?

March24

At the time of this post the search for debris (or anything) from Malaysian Flight MH370 is warming up, with new reports of objects floating in the southern Indian Ocean, far off the west coast of Australia. One difficulty with such searches is that, so long after the disappearance of the airliner, that objects in […]

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Artist of Geometric Proportions

March20

Rafael Araujo‘s illustrations are bewilderingly complex – so complex that you might assume the artist uses a computer to render the exacting angles and three-dimensional illusions. Araujo doesn’t use modern technology to create his intricately drawn Calculations series – unless, of course, you count a ruler and protractor. In Araujo’s work, butterflies take flight amidst […]

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Substituting into an expression with accuracy

March18

It does sound easy, but many students lack accuracy when substituting values into an algebraic expression. H3 finds that there is greater success by using brackets when putting the values in. This will ensure that the signs are worked out correctly, using the BEMA rules! Here is an example: You can download the free ppt […]

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Tough questions for tough math kids

March16

Think you’re good at maths? Results to the OECD’s ‘Programme for International Student Assessment’ (PISA) are out (December, 2013) and have been causing upset in Western democracies like the US and the UK, whose 15 year olds have scored badly by international standards. The questions in PISA tests are segmented by difficulty, with level 6 questions […]

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Predicting Ice Melt with Math

March11

How can Mathematics help us understand the melting of our polar ice. This video from live science looks at the use of Mathematics as a practical tool to do this. Core samples help scientists develop powerful formulae for calculating changes in our important ice caps. This video shows the importance of quantifying our understanding of […]

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The biggest % sign of all…

March9

Seen by H3 in Milan recently – what is perhaps the biggest percentage discount of all time (at least by size if not by amount)? Now, here is an interesting visual to take from this sign for our growing mathematicians. Look at the % part of this image. Can you make 100 from it? Yes, […]

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« Older Entries

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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