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Blog Support for Growing Mathematicians

Archive for August, 2015

Back to School – for some.

August28

This note just in from edublogs (who host this blog): “According to Teachers Count, the average teacher impacts 3000 students within a lifetime. How many will you impact this year? What kind of impact will your students have on others and the world? I hope to ease your first day back with the following tips and […]

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Put math power into ppts, etc.

August27

Another great H3 idea! Why not add Math backgrounds to your handouts, projects and PowerPoints, etc? Click on the image for a host of math templates and backgrounds:

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A common mistake in Algebra

August23

The following graphic from Wikihow shows a common mistake made by Jnr Math students: For more steps on understanding basic Algebra, click here.

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Flat out in 3 or 4 Dimensions…

August23

How many dimensions are there in our universe? From 2009 (http://phys.org/news/2009-02-fourth-dimension.html): “Creating a unified theory of quantum gravitation is often considered to be the “Holy Grail” of modern science. Daniel Grumiller (left) from the Institute of Theoretical Physics, Vienna University of Technology, Austria, can now at least unravel some of the mysteries of quantum gravitation. […]

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How many 5-sided tile patterns can we make?

August19

Until recently, there were just 14 known convex pentagons (nonregular, five-sided shapes with outward-pointing angles) that could “tile the plane” (be arranged with flush sides on a flat surface, with no gaps or overlaps). But last month, some thirty years since the 14th was discovered, a 15th was identified. The convex pentagon in question and […]

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Our Universe is Math?

August15

Physicist and Cosmologist Max Tegmark discusses the concept that everything, from sheep to our universe, is mathematical. You can check out Tegmark’s personal page, complete with his 8 universes, mouse cam and poetry, (as well as some helpful notes for students interested in Science) here.

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Math in its Prime…

August11

A few years ago an old school textbook that H3 used explained that 1 was not a prime number “because of the Liquorice Factory”! The attached pdf is a great worksheet for students (and other readers of this blog) to examine the kind of machines that we need in order to produce liquorice in lengths […]

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Rogue research with Mathematics

August2

Rogue waves (also known as freak waves, monster waves, killer waves, extreme waves, and abnormal waves) are relatively large and spontaneous surface waves that occur far out in open water, and are a threat even to large ships and ocean liners. (source: Wikipedia). Some of these waves can reach up to 10 storeys high. A […]

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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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