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Archive for October, 2019

Phew – a 1000 posts!

October31

A milestone of sorts – H3 has completed a thousand posts. Just over 10 years and some 33,000 views later, it does seem significant that this number has been reached. Thank you all for following H3, however briefly, and our hope is that you have found many useful connections between Mathematics in the classroom and […]

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Superposition and the Quantum Race

October31
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The Wisdom of Earl

October26

H3 was enjoying meeting up with Earl in Montana. Montana is Big Sky country and Earl has a big heart for helping students with their math – which is the subject we naturally focused on after a while (there was hay to feed to the horses and some garden crops to pick first). I mentioned […]

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Branch out with some Fractals

October24

Breathe. As your lungs expand, air fills 500 million tiny alveoli, each a fraction of a millimeter across. As you exhale, these millions of tiny breaths merge effortlessly through larger and larger airways into one ultimate breath. These airways are fractal. Fractals are a mathematical tool for describing objects with detail at every scale. Mathematicians and […]

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Be a Number Wizz with Scott Flansburg

October24

Where did we get our number system from? Watch Scott Flansburg amaze with his addition skills and be equally transformed as he explains that our number system is based on angles. Yes, Trigonometry is the foundation of Number, or is Number the foundation of Trigonometry? Are you getting confused? Find out more in this video, […]

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Sagrada Familia holds Mathematical Mysteries

October24

Number Puzzles in the Magic Square on the spectacular Sagrada Familia: H3 was recently in Barcelona and captivated by the soaring delights on this magnificent cathedral-in-progress (it is hoped to finish the building by 2026). Outside, among the modern sculptures of biblical characters is a magic square. It has hidden meanings. For example, the numbers […]

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Gadzooks – pushing camera sensors to their limit!

October23

News just in from dpreview.com: Sensor manufacturer OmniVisionhas created what has now been confirmedas the smallest commercially-available image sensor in the world by Guinness World Record. The OmniVision OV6948is an ultra-compact 1/36-inch backside-illuminated sensor that measures just 0.575mm x 0.575mm. The sensor, designed specifically for medical applications, features a resolution of 200 x 200 pixels, […]

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Instant solutions at mathway.com

October17

Mathway boasts that it “provides students with the tools they need to understand and solve their math problems. With millions of users and billions of problems solved, Mathway is the #1 problem solving resource available for students, parents, and teachers.” What does H3 think? Yes, this is a useful problem-solving tool and the graphical functions […]

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Student reacts to ‘offensive’ Math question

October13

A 10-year-old schoolgirl has wowed the world with her wisdom after refusing to answer a maths question for the most honourable reason. Rhythm Pacheco was doing her homework when she came across a question that asked her to work out “how much heavier” one female student was from another, news.com.au reports. She pointed out the […]

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Dance of the Pythagorean Triangles …

October3

You saw it here first, and H3 saw it on its world tour (not quite earning what Ed Sheeran did on his recent tour) but still pretty cool. Now, getting back to Ed, here are the stats: According to The Sun, the pop star paid himself a whopping NZ$33.6 million – the equivalent of $92,000 […]

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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)?]

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