I’m taking a break from my usual posts on mathematics and mathematics education to note a symbolic milestone: meangreenmath.com has had more than 250,000 total page views since its inception in June 2013. Many thanks to the followers of this blog, and I hope that you’ll continue to find this blog to be a useful resource to you.

**Twenty most viewed individual posts:**

- All I want to be is a high school teacher. Why do I have to take Real Analysis?
- Analog clocks
- Anatomy of a teenager’s brain
- Beautiful dance moves
- Finger trick for multiplying by 9
- Full lesson plan: magic squares
- Full lesson plan: Platonic solids
- Fun with dimensional analysis
- High-pointing a football?
- Importance of the base case in a proof by induction
- Infraction
- Math behind Super Mario
- My “history” of solving cubic, quartic and quintic equations
- Sometimes, violence is the answer
- Student misconceptions about PEMDAS
- Teaching the Chain Rule inductively
- Thoughts on silly viral math puzzles
- Valentine’s Day card
- Was there a Pi Day on 3/14/1592?
- Welch’s formula

**Twenty most viewed series:**

- 2048 and algebra
- Another poorly written word problem
- Area of a triangle and volume of common shapes
- Arithmetic and geometric series
- Calculators and complex numbers
- Common Core, subtraction, and the open number line
- Computing e to any power
- Different definitions of e
- Exponential growth and decay
- Fun lecture on geometric series
- Inverse Functions
- Langley’s Adventitious Angles
- My Mathematical Magic Show
- Predicate Logic and Popular Culture
- Reminding students about Taylor series
- Slightly incorrect ugly mathematical Christmas T-shirts
- Square roots and logarithms without a calculator
- Wason selection task
- What I learned from reading “Gamma: Exploring Euler’s Constant” by Julian Havil
- Why does and ?

**Twenty most viewed posts (guest presenters):**

- Engaging students: Classifying polygons
- Engaging students: Congruence
- Engaging students: Distinguishing between axioms, postulates, theorems, and corollaries
- Engaging students: Distinguishing between inductive and deductive reasoning
- Engaging students: Equation of a circle
- Engaging students: Factoring quadratic polynomials
- Engaging students: Finding the domain and range of a function
- Engaging students: Finding x- and y-intercepts
- Engaging students: Inverse Functions
- Engaging students: Laws of Exponents
- Engaging students: Pascal’s triangle
- Engaging students: Solving linear systems of equations by either substitution or graphing
- Engaging students: Solving linear systems of equations with matrices
- Engaging students: Solving one-step and two-step inequalities
- Engaging students: Solving quadratic equations
- Engaging students: Square roots
- Engaging students: Translation, rotation, and reflection of figures
- Engaging students: Using a truth table
- Engaging students: Using right-triangle trigonometry
- Engaging students: Verifying trigonometric identities

If I’m still here at that time, I’ll make a summary post like this again when this blog has over 500,000 page views.