While I’m easily amused by math humor, I rarely actually laugh out loud after reading a comic strip. That said, I laughed heartily after reading this one.

Source: https://xkcd.com/2283/

While I’m easily amused by math humor, I rarely actually laugh out loud after reading a comic strip. That said, I laughed heartily after reading this one.

Source: https://xkcd.com/2283/

*Posted by John Quintanilla on July 31, 2020*

https://meangreenmath.com/2020/07/31/how-to-picture-an-exponent/

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Johnny Aviles. His topic, from Pre-Algebra: making and interpreting bar charts, frequency charts, pie charts, and histograms.

A2. How could you as a teacher create an activity or project that involves your topic?

I would create a project where my students would make and interpreting bar charts, frequency charts, pie charts, and histograms. First, I would begin by using the class as data by asking them questions and use a specific chart for each question. For example, I would ask “who here is Team iPhone? Team Android? or who doesn’t care?” Essentially, I will be separating the class in select groups based on their preference of phone. I will then create a pie chart of the class based on their choice. I then would do more examples of the other charts and explain the purpose of each one and when to use it. After some more examples and practice for them to familiarize themselves with the charts, I will assign the project. I would then divide the class into 4 groups and evenly assign a chart to each student to find a real-world example to apply and create their own specified chart that they’ll present. (I divide the class to ensure that every chart gets represented.) The purpose of the project is for all the students to not only be exposed to all the charts but to also apply them and understand the use for each one.

B1. How can this topic be used in your students’ future courses in mathematics or science?

In terms of mathematics, bar charts, frequency charts, pie charts, and histograms are very essential forms of data. These charts are widely used in nearly every future math or science course of students. As appose of a large spreadsheet of data that is hard to interpret, this topic provides a more organized and visual way to provide that collected data and to find useful information. A great example of using this topic is statistics. a spread sheet in given and then transformed in the form of a histogram that would give information of its distribution. With this chart, one can find things such as mean and standard deviation. Statistics also test hypothesis that require data to decide whether or not a certain drug would be effective based on data from frequency charts or histograms. These charts are also widely used in science. They can record the population of a given species, growth of bacteria in a given time, surveys, etc. There are endless possibilities in which these graphs can be applied in students’ future subjects.

C3. How has this topic appeared in the news?

With the vast categories the news covers, there are many examples where bar charts, frequency charts, pie charts, and histograms have been used. The news is for the common people and the common person has socially acquired a short attention span. The news can’t just give a sheet of numbers and expect people to know what it means and let alone look at it. These charts are provided for everyone to be given vast amounts of data gathered in aesthetically pleasing chart that can be quickly interpreted. The weather uses data from previous years to predict what we could be facing in terms of temperature and rain on any given month or season. Sports are all stats that have been recorded and can predict the outcomes of future games and players stats. When a top new story unravels, news channels are quick to look up stats that relate to story and compare data for the viewer. These charts appear in the news frequently and are vital to be comprehended to future students.

*Posted by John Quintanilla on July 27, 2020*

https://meangreenmath.com/2020/07/27/engaging-students-making-and-interpreting-bar-charts-frequency-charts-pie-charts-and-histograms/

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Tiger Hersh. His topic, from Pre-Algebra: finding points on the coordinate plane.

A2 : How could you as a teacher create an activity or project that involves your topic?

To find a point on a 2-D coordinate plane we would need to have an x-axis and y-axis. Many things in the real world could act as a coordinate plane and that could also be used to create an activity or project. One of those things could be where the students could use a Nerf gun and fire it at a wall with a coordinate plane. This activity would not only be engaging for students but also help them understand how to plot the points on a coordinate plane, but also show students how to find the point on the coordinate plane.

Students will group up and take turns firing darts at a wall that would have a coordinate plane on it. Each group will have different color darts to indicate where each group has plotted their point. Each student in each group will fire two darts at the coordinate plane; After each student has finished plotting their points they will approximate the point and record it down on their worksheet.

Curr1 : How can this topic be used in your students’ future courses in mathematics or science?

Plotting points on a 2-D coordinate plane is used in almost every future course in mathematics. You can observe the usage of 2-D coordinate planes in Geometry, Algebra 1, Algebra 2, Pre-Cal, and so on.

In Geometry you can plot the points of a triangle on the coordinate plane to then find the distance between them with the distance formula or you could find the midpoint between each point using the midpoint formula. These are only some examples that plot points on the 2-D coordinate plane.

In Algebra 1/2 you can see that you can find the slope between two points using the slope equation. You can also use this concept to plot points for equations that involve the slope-intercept form, polynomials, the unit circle, shapes, etc. The points that are plotted could also show what is happening over a period of time and also give us an idea what the equation is trying to tell us.

In Pre-cal you plot points on a coordinate plane in the equation to form the unit circle and also plot points when you have to rotate or transform a shape or equation.

Cul1 : How has this topic appeared in pop culture (movies, TV, current music, video games, etc.)?

The game Starcraft 2 is a real-time strategy (RTS) game where you have to build an economy to fuel an army and beat the opponent by destroying their infrastructure, economy, or army. Interestingly when you build your building you notice that you are building on a 2-D coordinate plane.

The game itself is in its own 2-D coordinate plane where you have to plan where to move at certain points and also place your buildings at certain points to either block off a ramp or create a concave for your units so that they are able to deal more damage towards the opponent. There are also times in the game where you have to keep in mind about key parts in the map where your opponent is, where your next bases are, where proxies are, and where to set up counter attacks on your opponent.

*Posted by John Quintanilla on July 20, 2020*

https://meangreenmath.com/2020/07/20/engaging-students-finding-points-on-the-coordinate-plane-4/

Sadly, the snakes fail the vertical line test.

Source: https://www.facebook.com/photo.php?fbid=2275159199164147&set=gm.500736803735509&type=3&theater

*Posted by John Quintanilla on May 18, 2020*

https://meangreenmath.com/2020/05/18/snakes-on-a-plane/

News You Can Use, courtesy of Popular Mechanics: The mathematical ways to most efficiently mow your yard, by shape of yard.

https://www.popularmechanics.com/science/math/a28722621/mow-your-lawn-using-math/

*Posted by John Quintanilla on May 15, 2020*

https://meangreenmath.com/2020/05/15/how-to-mow-your-lawn-using-math/

*Posted by John Quintanilla on May 11, 2020*

https://meangreenmath.com/2020/05/11/the-mathematical-equivalent-of-sticking-a-fork-into-an-electrical-socket/

This is one of the more creative graphs that I’ve ever seen. From the article:

Seung Lee tracked the first year of his baby’s sleep schedule with the BabyConnect app, which lets you export data to CSV. Choosing to work with six minute intervals, Lee then converted the CSVs into JSON (using Google Apps Script and Python) which created a reliable pattern for knitting. The frenetic lines at the top of the blanket indicate the baby’s unpredictable sleep schedule right after birth. We can see how the child grew into a more reliable schedule as the lines reach more columnar patterns.

*Posted by John Quintanilla on April 6, 2020*

https://meangreenmath.com/2020/04/06/a-father-transformed-data-of-his-sons-first-year-of-sleep-into-a-knitted-blanket/

From the Onion, and posted in honor of the imminent Opening Day of the 2020 Major League Baseball season.

*Posted by John Quintanilla on March 23, 2020*

https://meangreenmath.com/2020/03/23/jordan-lyles-becomes-first-brewer-to-wear-irrational-number/

I’m doing something that I should have done a long time ago: collecting a series of posts into one single post. The following links comprised my series poorly written word problem, taken directly from textbooks and other materials from textbook publishers.

Part 1: Addition and estimation.

Part 2: Estimation and rounding.

Part 3: Probability.

Part 4: Subtraction and estimation.

Part 5: Algebra and inequality.

Part 6: Domain and range of a function.

Part 7: Algebra and inequality.

Part 8: Algebra and inequality.

Part 9: Geometric series.

Part 10: Currently infeasible track and field problem.

Part 11: Another currently infeasible track and field problem.

*Posted by John Quintanilla on October 21, 2019*

https://meangreenmath.com/2019/10/21/another-poorly-written-word-problem-index-3/

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission comes from my former student Victor Acevedo. His topic, from Algebra: completing the square.

How does this topic extend what your students should have learned in previous courses?

Completing the square is an Algebra II topic that builds on students’ prior knowledge of areas and shapes. With a given quadratic equation, students can make a visual representation of what it looks like by using Alge-blocks or Algebra tiles. The x-squared term becomes the starting point for the model. The x term gets split in half and placed on 2 adjacent sides of the x-squared term. The next step in the process requires the student fill in what is missing of the square. Students use their knowledge of squares and packing to complete the square and make the quadratic equation easily factorable.

How can technology be used to effectively engage students with this topic?

Eddie Woo is an Australian High School Math teacher that also uploads videos to YouTube. He uploads his class lectures that he thinks will help others appreciate and understand math concepts better. He made this video where he makes a visual representation and informal proof for why the “Completing the Square” method works. By using the student’s knowledge of equations and shapes he can construct the square that appears when completing the square for a quadratic equation. The moment that he puts the blocks together you can hear the amazement by his students. Many of his videos have this some feeling to them in which he explores the beauty of math and makes logical connections between what students already know and what they need to know.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

Completing the square was a method that was discovered in order to solve quadratic equations. This method was discovered by Muhammad ibn Musa al-Khwarizmi, a Persian mathematician, astronomer, and geographer. Al-Khwarizmi, also known as the father of Algebra, wrote “The Compendious Book on Calculation by Completion and Balancing” in which he presented systematic solutions to solving linear and quadratic equations. At the time Al-Khwarizmi’s goal was to simplify any quadratic equation to be expressed with squares, roots, and numbers (ax^{2}, bx, and c constants respectively) to one of six standard forms. The method of completing the square is a simple one to follow, but it had not been put into words formally until Al-Khwarizmi laid out the steps. In his book he progressed through solving simple linear equations and then simple quadratic equations that only required roots. This method only came up once he got to quadratic equations of the form ax^{2}+bx+c=0 that could not be solved simply with roots. The discovery of this method leads to a simpler way of visually representing quadratic equations and applying it to parabolic functions.

References

Hughes, Barnabas. “Completing the Square – Quadratics Using Addition.” MAA Press | Periodical | Convergence, Mathematical Association of America, Aug. 2011, www.maa.org/press/periodicals/convergence/completing-the-square-quadratics-using-addition.

Mastin, Luke. “Al-Khwarizmi – Islamic Mathematics – The Story of Mathematics.” Egyptian Mathematics – The Story of Mathematics, 2010, www.storyofmathematics.com/islamic_alkhwarizmi.html.

*Posted by John Quintanilla on June 14, 2019*

https://meangreenmath.com/2019/06/14/engaging-students-completing-the-square-6/