My Favorite One-Liners: Part 8

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

At many layers of the mathematics curriculum, students learn about that various functions can essentially commute with each other. In other words, the order in which the operations is performed doesn’t affect the final answer. Here’s a partial list off the top of my head:

Arithmetic/Algebra: $a \cdot (b + c) = a \cdot b + a \cdot c$ . This of course is commonly called the distributive property (and not the commutative property), but the essential idea is that the same answer is obtained whether the multiplications are performed first or if the addition is performed first.
Algebra: If $a,b > 0$ , then $\sqrt{ab} = \sqrt{a} \sqrt{b}$ .
Algebra: If $a,b > 0$ and $x$ is any real number, then $(ab)^x = a^x b^x$ .
Precalculus: $\displaystyle \sum_{i=1}^n (a_i+b_i) = \displaystyle \sum_{i=1}^n a_i + \sum_{i=1}^n b_i$ .
Precalculus: $\displaystyle \sum_{i=1}^n c a_i = c \displaystyle \sum_{i=1}^n a_i$ .
Calculus: If $f$ is continuous at an interior point $c$ , then $\displaystyle \lim_{x \to c} f(x) = f(c)$ .
Calculus: If $f$ and $g$ are differentiable, then $(f+g)' = f' + g'$ .
Calculus: If $f$ is differentiable and $c$ is a constant, then $(cf)' = cf'$ .
Calculus: If $f$ and $g$ are integrable, then $\int (f+g) = \int f + \int g$ .
Calculus: If $f$ is integrable and $c$ is a constant, then $\int cf = c \int f$ .
Calculus: If $f: \mathbb{R}^2 \to \mathbb{R}$ is integrable, $\iint f(x,y) dx dy = \iint f(x,y) dy dx$ .
Calculus: For most differentiable function $f: \mathbb{R}^2 \to \mathbb{R}$ that arise in practice, $\displaystyle \frac{\partial^2 f}{\partial x \partial y} = \displaystyle \frac{\partial^2 f}{\partial y \partial x}$ .
Probability: If $X$ and $Y$ are random variables, then $E(X+Y) = E(X) + E(Y)$ .
Probability: If $X$ is a random variable and $c$ is a constant, then $E(cX) = c E(X)$ .
Probability: If $X$ and $Y$ are independent random variables, then $E(XY) = E(X) E(Y)$ .
Probability: If $X$ and $Y$ are independent random variables, then $\hbox{Var}(X+Y) = \hbox{Var}(X) + \hbox{Var}(Y)$ .
Set theory: If $A$ , $B$ , and $C$ are sets, then $A \cup (B \cap C) = (A \cup B) \cap (A \cup C)$ .
Set theory: If $A$ , $B$ , and $C$ are sets, then $A \cap (B \cup C) = (A \cap B) \cup (A \cap C)$ .

However, there are plenty of instances when two functions do not commute. Most of these, of course, are common mistakes that students make when they first encounter these concepts. Here’s a partial list off the top of my head. (For all of these, the inequality sign means that the two sides do not have to be equal… though there may be special cases when equality happens to happen.)

Algebra: $(a+b)^x \ne a^x + b^x$ if $x \ne 1$ . Important special cases are $x = 2$ , $x = 1/2$ , and $x = -1$ .
Algebra/Precalculus: $\log_b(x+y) = \log_b x + \log_b y$ . I call this the third classic blunder.
Precalculus: $(f \circ g)(x) \ne (g \circ f)(x)$ .
Precalculus: $\sin(x+y) \ne \sin x + \sin y$ , $\cos(x+y) \ne \cos x + \cos y$ , etc.
Precalculus: $\displaystyle \sum_{i=1}^n (a_i b_i) \ne \displaystyle \left(\sum_{i=1}^n a_i \right) \left( \sum_{i=1}^n b_i \right)$ .
Calculus: $(fg)' \ne f' \cdot g'$ .
Calculus $\left( \displaystyle \frac{f}{g} \right)' \ne \displaystyle \frac{f'}{g'}$
Calculus: $\int fg \ne \left( \int f \right) \left( \int g \right)$ .
Probability: If $X$ and $Y$ are dependent random variables, then $E(XY) \ne E(X) E(Y)$ .
Probability: If $X$ and $Y$ are dependent random variables, then $\hbox{Var}(X+Y) \ne \hbox{Var}(X) + \hbox{Var}(Y)$ .

All this to say, it’s a big deal when two functions commute, because this doesn’t happen all the time.

I wish I could remember the speaker’s name, but I heard the following one-liner at a state mathematics conference many years ago, and I’ve used it to great effect in my classes ever since. Whenever I present a property where two functions commute, I’ll say, “In other words, the order of operations does not matter. This is a big deal, because, in real life, the order of operations usually is important. For example, this morning, you probably got dressed and then went outside. The order was important.”

My Favorite One-Liners: Part 7

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

One of my favorite one-liners is simply stated: “Mathematicians are lazy.” I’ll use this whenever I introduce my students a new piece of mathematical notation or lingo.

For example, in probability, a common notion is a sequence of independent and identically distributed random variables (say, rolling a die repeatedly). However, mathematicians will typically write “i.i.d.” instead of “independent and identically distributed.” Why? That’s when I break out the mantra: “Mathematicians are lazy.” It’s my quick way of saying, “Hey, this is new notation that you’re about to learn, but the whole point of new notation is to make writing mathematical ideas a little quicker.”

Mathematical notation like $\displaystyle \int_a^b f(x) \, dx$ can appear very intimidating when students first encounter them. Hopefully repeating this mantra a few dozen times each semester makes the introduction of new notation a little more palatable for my students.

My Favorite One-Liners: Part 6

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

Sometimes, I’ll expect students to learn and master operations that cancel. For example, in Precalculus, I want my students to know the sum-to-product trigonometric identities

$\sin u + \sin v = \displaystyle 2 \sin\left( \frac{u+v}{2} \right) \cos \left( \frac{u-v}{2} \right)$ ,

$\sin u - \sin v = \displaystyle 2 \cos\left( \frac{u+v}{2} \right) \sin\left( \frac{u-v}{2} \right)$ ,

$\cos u + \cos v = \displaystyle 2 \cos\left( \frac{u+v}{2} \right) \cos \left( \frac{u-v}{2} \right)$ ,

$\cos u - \cos v = \displaystyle -2 \sin \left( \frac{u+v}{2} \right) \sin\left( \frac{u-v}{2} \right)$ .

These can be helpful for solving trigonometric equations. For example, to solve $\cos 3x + \cos 7x = 0$ , we have

$\cos 3x + \cos 7x = 0$

$\displaystyle 2 \sin\left( \frac{3x+7x}{2} \right) \cos \left( \frac{3x-7x}{2} \right) = 0$

$2 \sin 5x \cos (-2x) = 0$

$2 \sin 5x \cos 2x = 0$

$\displaystyle x = \frac{n\pi}{5} \qquad \hbox{or} \qquad \displaystyle x = \left( \frac{n}{2} + \frac{1}{4} \right)\pi$ for integers $n$ .

However, I also want my students to know the product-to-sum trigonometric identities

$\cos x \cos y = \displaystyle \frac{1}{2} [\cos(x+y) + \cos(x-y) ]$ ,

$\sin x \sin y = \displaystyle \frac{1}{2} [\cos(x-y) - \cos(x+y) ]$ ,

$\sin x \cos y = \displaystyle \frac{1}{2} [\sin(x+y) + \sin(x-y) ]$ .

These are useful when computing certain definite integrals (especially related to Fourier series). For example, if $m \ne n$ are both integers, then

$\displaystyle \int_0^{2\pi} \cos mx \cos nx \, dx = \displaystyle \int_0^{2\pi} \frac{1}{2} \left[\cos([m+n]x) + \cos([m-n])x) \right] \, dx$

$= \left[ \displaystyle \frac{\sin([m+n]x)}{2(m+n)} + \frac{\sin([m-n]x)}{2(m-n)} \right]^{2\pi}_0$

$= \displaystyle \frac{\sin(2[m+n]\pi) - \sin 0}{2(m+n)} + \frac{\sin(2[m-n]\pi) - \sin 0}{2(m-n)}$ .

$=0$

This integral and other similar integrals are necessary to find the formula for the coefficients in a Fourier series.

In other words, sometimes I’ll want my students to convert a product into a sum. Other times, I’ll want my students to convert a sum into a product.

To help this sink in, I’ll tell my students, “To quote the great philosopher: Sometimes you gotta know when to hold ’em, know when to fold them.”

However, when I made this joke recently, a student innocently asked, “What great philosopher said that?” I turned the question back to my class, but not one of my class of millennials knew the answer. One person came close with his answer of “Willie” — wrong answer but correct genre and time frame. (Somebody else answered Socrates.)

So that my students actually learn something important in my class, here’s the cultural reference:

My Favorite One-Liners: Part 5

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

Every once in a while, students encounter a step that seems far from obvious. To give one example, to evaluate the series

$\displaystyle \sum_{n=1}^{100} \frac{1}{n^2+n}$ ,

the natural first step is to rewrite this as

$\displaystyle \sum_{n=1}^{100} \left(\frac{1}{n} - \frac{1}{n+1} \right)$

and then use the principle of telescoping series. However, students may wonder how they were ever supposed to think of the first step for themselves.

Students often give skeptical, quizzical, and/or frustrated looks about this non-intuitive next step… they’re thinking, “How would I ever have thought to do that on my own?” To allay these concerns, I explain that this step comes from the patented Bag of Tricks. Socrates gave the Bag of Tricks to Plato, Plato gave it to Aristotle, it passed down the generations, my teacher taught the Bag of Tricks to me, and I teach it to my students.

Sadly, there aren’t any videos of Greek philosophers teaching, so I’ll have to settle for this:

My Favorite One-Liners: Part 4

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

During in-class discussions, students often but inadvertently make the same mistakes over and over again… say, thinking that $\sqrt{a^2+b^2} = a + b$ or $\displaystyle \frac{d}{dx} (uv) = \displaystyle \frac{du}{dx} \cdot \frac{dv}{dx}$ . Naturally, such mistakes need to be corrected, but hopefully politely and in a memorable way.

After the third or fourth such repetition of the same mistake during a semester, I’ll try to lighten the mood by saying, “You think that you can do these things, but you just can’t, Nemo!”

Pop culture reference:

My Favorite One-Liners: Part 3

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

I always encourage students to answer occasional questions in class; naturally, this opens the possibility that a student may suggest an answer that is completely wrong or is only partially correct. Naturally, I don’t want to discourage students from participating in class by blunting saying “You’re wrong!” So I need to have a gentle way of pointing out that the proposed answer isn’t quite right.

Thanks to a recent movie, I finally have hit on a one-liner to do this with good humor and cheer: “To quote the trolls in Frozen, I’m afraid your answer is a bit of a fixer-upper. (Laughter) So it’s a bit of a fixer-upper, but this I’m certain of… you can fix this fixer-upper up with a little bit of love.”

If you have no idea about what I’m talking about, here’s the song from the movie (you can hate me for the rest of the day while you sing this song to yourself):

See also Math with Bad Drawing’s excellent post with thoughts on responding to students who give wrong answers.

My Favorite One Liners: Part 2

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

When doing a large computation, I’ll often leave plenty of blank space on the board to fill it later. For example, when proving by mathematical induction that

$1 + 3 + 5 + \dots + (2n-1) = n^2$ ,

the inductive step looks something like

$1 + 3 + 5 \dots + (2k-1) + (2[k+1]-1) =$

$~$

$= (k+1)^2$

So I explained that, to complete the proof by induction, all we had to do was convert the top line into the bottom line.

As my class swallowed hard as they thought about how to perform this task, I told them, “Yes, this looks really intimidating. Indeed, to quote the great philosopher, ‘You might think that I’m insane. But I’ve got a blank space, baby… so let’s write what remains.’ “

And, just in case you’ve been buried under a rock, here’s the source material for the one-liner (which, at the time of this writing, is the fifth-most watched video on YouTube):

My Favorite One-Liners: Part 1

In this series, I’m compiling some of the quips and one-liners that I’ll use with my students to hopefully make my lessons more memorable for them.

One of the most common student mistakes with logarithms is thinking that

$\log_b(x+y) = \log_b x + \log_b y$ .

Whenever students make this mistake, I call it the Third Classic Blunder. The first classic blunder, of course, is getting into a major land war in Asia. The second classic blunder is getting into a battle of wits with a Sicilian when death is on the line. And the third classic blunder is thinking that $\log_b(x+y)$ somehow simplfies as $\log_b x + \log_b y$ .

Sadly, as the years pass, fewer and fewer students immediately get the cultural reference. On the bright side, it’s also an opportunity to introduce a new generation to one of the great cinematic masterpieces of all time.

One of my colleagues calls this mistake the Universal Distributive Law, where the $\log_b$ distributes just as if $x+y$ was being multiplied by a constant. Other mistakes in this vein include $\sqrt{x+y} = \sqrt{x} + \sqrt{y}$ and $(x+y)^2 = x^2 + y^2$ .

Along the same lines, other classic blunders are thinking that

$\left(\log_b x\right)^n$ simplifies as $\log_b \left(x^n \right)$

and that

$\displaystyle \frac{\log_b x}{\log_b y}$ simplifies as $\log_b \left( \frac{x}{y} \right)$ .

I’m continually amazed at the number of good students who intellectually know that the above equations are false but panic and use them when solving a problem.

Predicate Logic and Popular Culture (Part 123): Willie Nelson

Let $M(t)$ be the proposition “You were on my mind at time $t$ .” Translate the logical statement

$\forall t < 0 (M(t))$ .

Naturally, this matches the classic song by Willie Nelson (though Elvis did record it before him).

Context: This semester, I taught discrete mathematics for the first time. Part of the discrete mathematics course includes an introduction to predicate and propositional logic for our math majors. As you can probably guess from their names, students tend to think these concepts are dry and uninteresting even though they’re very important for their development as math majors.

In an effort to making these topics more appealing, I spent a few days mining the depths of popular culture in a (likely futile) attempt to make these ideas more interesting to my students. In this series, I’d like to share what I found. Naturally, the sources that I found have varying levels of complexity, which is appropriate for students who are first learning prepositional and predicate logic.

When I actually presented these in class, I either presented the logical statement and had my class guess the statement in actual English, or I gave my students the famous quote and them translate it into predicate logic. However, for the purposes of this series, I’ll just present the statement in predicate logic first.

Predicate Logic and Popular Culture (Part 122): Queen

Let $p$ be the proposition “I cross a million rivers,” let $q$ be the proposition “I rode a million miles,” and let $r$ be the proposition “I still am where I started.” Translate the logical statement

$(p \land q) \Rightarrow r$ .