## Welcome to H3 Maths

Blog Support for Growing Mathematicians

## Archive for August, 2014

### Counting less than 4 comes naturally!

August31

“Salamanders, given a choice between tubes containing two fruitflies or three, lunge at the tube of three1. This hints that the ability to differentiate between small numbers of objects may have evolved much earlier than scientists had thought. Primates can spot the greater of two quantities smaller than four, without any training. Babies choose the […]

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### Mathematics of Conflict

August31

In a recent issue of Nature was a paper by Juan Camilo Bohorquez, Sean Gourley, Alexander R. Dixon, Michael Spagat and Neil F. Johnson, which argued that all insurgencies–wars in which guerrilla-type units are fighting a standing military–share a single, predictable pattern in their violent attacks. In other words, according to their model, the decisions […]

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### Algebraic Expressions and Main Operators

August29

A key knowledge of how Algebraic Expressions and Operators work is fundamental to improving grades in Middle School Mathematics – and really helpful for older students too! This free H3 Powerpoint explains the main definitions used in Algebra and also links to some interesting short videos. In addition (pun intended), the Powerpoint also has a […]

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### Areas Game helps Math understanding

August23

A great little game for 2 or 3 players and easy to organise in the classroom! Each player chooses a colour pencil or pen/highlighter they will use in the game. Players take turns rolling the dice, using the numbers that they rolled to draw the perimeter of a rectangle or square & writing the area […]

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### Create your own fish tessellation

August21

Tessellations are wonderful ways to create amazing patterns. The one above is based on squares and can be done with careful attention to detail. This is a great activity when studying different shapes in Junior Mathematics and, if using card, gives a practical take-home product ready to hang on display. Instructions are here. Also see […]

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### You CAN learn Anything…

August20
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### Scientists Make Tractor Beam To Control Floating Objects!

August15

Physicists at Australian National University have taken a bold step toward “Star Trek” tech with their latest invention — a water-based tractor beam that could eventually be used to clean up oil spills and control floating objects. “We have figured out a way of creating waves that can force a floating object to move against […]

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### If your country was a street – great infographics (aka “infomathematics”)

August15

Check out this website for some more great infographics with a focus on math data related to population and demographics (people data) especially this one on Gen Z.

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### Platonic Shapes and Nets

August12

Platonic Solids are five regular polyhedra (“regular” because they are made up of faces that are all the same), and are called “Platonic” since they were known at the time of Plato (427-347 BC).  This link to these shapes also has printable nets for constructing them… a great, practical way to get hooked into some […]

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### data storage progress…

August11
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#### Post Support

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)?]