# Xmas Tree, Ymas Tree, Zmas Tree

I’m not gonna lie… I wish I had an ugly Christmas sweater with this theme.

# Snakes on a Plane

Sadly, the snakes fail the vertical line test.

# A Father Transformed Data of his Son’s First Year of Sleep into a Knitted Blanket

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.

# Engaging students: Finding x- and y-intercepts

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 Lissette Molina. Her topic, from Algebra: finding $x-$ and $y-$intercepts.

What interesting (i.e., uncontrived) word problems using this topic can your students do now?

Using this topic, students can now use word problems that involve two variables in our everyday lives. One problem that many scientists often use is population growth. In population growth, we can usually see a trend of a line and determine the slope. We initially begin with a certain population in a certain year, this is considered the y-intercept, since we start at the initial year that we consider to be at x=0. Using the slope of the line when we are speaking in terms of population decay, we may then set our y=0 to find when a population would be equal to zero. We can also consider other examples such as the depreciation of a car, or when a business’s grows out of debt and begins to profit. Word problems include, but are not limited to, problems that involve a trend and wanting to find where that trend will lead to at a certain point, x, when we are given an initially amount or reverse this operation.

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

This topic crosses multiple courses in mathematics. In general, knowing the x and y-intercepts of equations help students start outlining what the graph of the function might look like. This gives part of the visual representation needed to complete part of the graph. These intercepts usually also give a prediction of what the shape of the graph may look like. A fun assignment would be giving a student two points on the graph and along with the intercepts of that equation that the points belong to. Along with this, these intercepts give us the solutions of the equations. When there are not x or y-intercepts, we would now know that the solutions do not exist or at least are imaginary. Overall, x and y-intercepts help us get a better understanding of what the graphs of almost all equations must look like. This is essentially especially when we are graphing by hand.

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

Graphing calculators is one fun essential way of finding intercepts as well as learning functions on a calculator. When a student graphs a function on a graphing calculator, for example, the sine function, we can ask the student where they believe the graph would intercept with the x-axis. We would then ask them to find the intercepts using the calculator by pressing [2nd][trace][4] function and proceed to find the approximated x-intercepts. The student would then find that the intercepts occur at every npi/2. Essentially, using this function is an interesting way of estimating the intercepts along the graph in an interactive way. Other online graphing calculators may do this as well and give students a better understanding of where the intercepts occur.

# Engaging students: Solving systems of linear inequalities

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 again comes from my former student Austin Carter. His topic, from Algebra: solving linear systems of inequalities.

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

System of equations can be solved in several ways. Changing from linear systems to systems of inequalities only means there is a range of viable answers, but the processes for solving them remain the same; graphing, elimination, substitution, or matrices. Learning how to deal with inequalities will also give us access to more interesting real world problems, because we don’t always need an exact value; sometimes we need at least this much or no more than a certain amount. For example:

• In order to get a bonus this month, Leon must sell at least 120 newspaper subscriptions. He sold 85 subscriptions in the first three weeks of the month. How many subscriptions must Leon sell in the last week of the month?
• Virenas Scout troop is trying to raise at least \$650 this spring. How many boxes of cookies must they sell at \$4.50 per box in order to reach their goal?
• The width of a rectangle is 20 inches. What must the length be if the perimeter is at least 180 inches?

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

Systems of inequalities are most easily understood with visual aid. Different colors for each equation, dotted line vs. solid line, and shading are all major components of inequalities and being able to see how each shaded region overlaps is invaluable to understanding the answer. In my experience, the easiest tool to visualize all these components is the desmos online calculator. Desmos is very user friendly and will accept equations in any form. Also, it assigns different colors to each equation entered, allows students to zoom in and out to see detail on any scale, and allows students to “click and drag” and equation line to see the (x,y) components at that location. Desmos could be used to have students create their own graphs and explain the limiting factors of their picture.

Application/Technology

Sensors are how our electronics interact with the real world. Just think about a car, and how many things are being measured and monitored constantly. Every one of those sensors is responsible for measuring something specific and making sure that measurement stays within an acceptable range. What happens if your car gets too hot? What happens if you don’t buckle your seatbelt? As autonomous vehicles come online, what happens if that vehicle gets too close to another object? All of these things are measured by sensors, and those measurements are constantly being run through software to make sure those measurements stay within an acceptable range. But how does the software determine what an acceptable range is? The software uses system of inequalities to make sure every single measurement stays within an acceptable range, and if it doesn’t it alerts the driver. The world as we know it would come crumbling down without the sensors we rely on daily, but the information those sensors collect would be useless if we didn’t have systems of inequalities to make the data meaningful.

References:

Solve Real-World Problems Using Inequalities. (2015, July 7). Retrieved September 14, 2018, from https://students.ga.desire2learn.com/d2l/lor/viewer/viewFile.d2lfile/1798/12938/Algebra_ReasoningwithEquationsandInequalities7.html

# Engaging students: Graphs of linear equations

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 again comes from my former student Saundra Francis. Her topic, from Algebra: graphs of linear equations.

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

Learning how to graph linear equations is the basis for many topics that students will learn later in Algebra and future mathematics and science courses. Students will now be able to solve word problems using graphs to model the situation describe in the problem. Being able to graph linear equations will help students graph non-linear equations since they will be able to apply the steps they learn on how to graph to different types of equations, Students will also be able to graph inequalities to find solutions for an equation since graphing equations is the first step in graphing inequalities. Another application of graphing linear equations is when students need to make graphs when completing science labs, many times students need to graph their data collected and find an equation that represents the data.

C3. How has this topic appeared in the news?

Graphs of linear equations are displayed in the markets sections on The New York Times. Segments of different linear equations can be put together match the graphs that display the rise and fall of different markets and stocks. Time is displayed on the x-axis while the y-axis list the price of the stock. The slope of the line is the percent change in the price of the stock and can be positive or negative depending if the price rose or fell. The y-intercept would be the price that the stock or market was at before the percent change. This will engage students because it is an example of how graphs of linear equations is displayed in the real world and they get a chance to see how they can use this concept in the future. This could also be made into an activity where students discover the linear equations that are combined to make a certain market or stock graph.

D1. What interesting things can you say about the people who contributed to the discovery and/or development of this topic?

René Descartes was born in 1596 and was a French scientist, philosopher, and mathematician. He is thought to be the father of modern philosophy. Descartes started his education at age nine and by the time he was twenty-two he had earned a degree in law. Then Descartes tried to understand the natural world using mathematics and logic, which is when he discovered how to visually represent algebraic equations. Descartes was the first to use a coordinate system to display algebraic equations. In 1637 Descartes published La Géométrie, which was where he first showed how to graph equations. He linked geometry and algebra in order to represent equations visually. While thinking about the nature of knowledge and existence Descartes stated, “I think; therefore I am”, which is one of his most famous thoughts. Students will gain interest in graphing equations when they are told about Descartes since he was an interesting person and he discovered things not only in the field of mathematics but philosophy too.

# Engaging students: Graphing inequalities

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 again comes from my former student Lyndi Mays. Her topic, from Algebra: graphing inequalities.

A1. Once students get to the point where they’re graphing inequalities, they should have a pretty good understanding of how to graph regular functions. I’ve noticed that where students have issues graphing inequalities is knowing which side of the graph should be shaded. Students get confused thinking that the graph should be shaded depending on the direction of the line instead of checking specific points. One activity that I would like to try in the classroom is giving them a worksheet where they graph inequalities on a small graph and when all the little graphs are graphed and shaded it creates a mosaic picture. I feel like there needs to be some sort of pattern or picture so that the students are sure that they’re doing the questions correctly. Another reason I like this activity is because it reaches the intelligence of artistic students. It’s not often that a math lesson can reach artistic intelligences.

C1. One thing the students might find interesting about linear inequalities is that they appeared in the popular TV series, Numbers. In this particular episode, there is a blackout from attacks on an electrical substation. In order to figure out where the attack was located they mapped out where the blackouts were happening. Once they filled in all the different places that were blacking out, they realized it was one big section. Then they drew lines as if the map was on the coordinate plane. From there they are able to target the location where the attack happened.
Students also might be interested in knowing that this is also the way that policeman use to locate a cell phone. They mark the three closest cell towers that the cell phone pinged off of and are then able to draw a section and use linear functions to find the cell phone.

This video shows students how to solve for a variable and graph with inequalities. I liked the way it was set up because it was a word problem set up like a story and then solved. I know that students can become intimidated by having to learn new material and then having to apply it to a word problem. But this video kind of walks them through it which I believe could be helpful. Another thing was that the thing we were solving for was very realistic and might help students see why they would need to know how to graph linear equations in the future. The video also showed what x represented (cookies) and what y represented (lemonade). This lets the students know that x and y actually mean something instead of just being an arbitrary variable. I also liked that the video checked for specific points for the shading portion since many students forget that that’s a possibility and end up guessing where to shade.

References:
Sayfan, Sayfan. Graphing Linear Inequalities. https://us.sofatutor.com/mathematics/videos/graphing-linear-inequalities.

# Engaging students: Finding x- and y-intercepts

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 again comes from my former student Deetria Bowser. Her topic, from Algebra: finding $x-$ and $y-$intercepts. Unlike most student submissions, Maranda’s idea answers three different questions at once.

E1. How can technology (YouTube, Khan Academy [khanacademy.org], Vi Hart, Geometers Sketchpad, graphing calculators, etc.) be used to effectively engage students with this topic? Note: It’s not enough to say “such-and-such is a great website”; you need to explain in some detail why it’s a great website.

One example of an engaging form of technology that involves finding x- and y-intercepts of lines is mangahigh.com. Under the algebra section, there is a tab for finding x and y intercepts which once clicked provides an option to start a game (“Algebra.”). In this game, the student is expected to look at lines and quickly decipher what is known about the x and y intercepts of the line in question. Before the game begins, the student is able to choose the difficulty of the game as well as the number of questions. After the game is completed students are able to review their answers. Implementing this website into the classroom will help students gain quickness in identifying x and y intercepts. Additionally, this game is also a quick and fun way to evaluate students understanding of x and y intercepts, without forcing them to take a quiz.

D1. What interesting things can you say about the people who contributed to the discovery and/or the development of this topic? (You might want to consult Math Through The Ages.)

The topic of x and y intercepts falls under a much broader topic called analytical geometry.The article “Analytic geometry” defines analytical geometry as “[a] mathematical subject in which algebraic symbolism and methods are used to represent and solve problems in geometry” (D’Souza). One of the people who discovered this topic was René Descartes. René Descartes was actually a french modern philosopher who also made discoveries in the realms of science as well as mathematics. Descartes “dismissed apparent knowledge derived from authority,” meaning that he made his discoveries based on what he thought rather than taking ideas from scientists, philosophers and mathematicians (Watson). He discovered analytical mathematics (along with Fermat) in the 1630s (D’Souza). He also “he stressed the need to consider general algebraic curves—graphs of polynomial equations in x and y of all degrees” (D’Souza). Mentioning Descartes in class, and explaining his accomplishments in Mathematics as well as modern philosophy and science, will encourage students to realize that they can succeed in more than one subject . Also, Descartes can be used as an influence in the building of ideas in the classroom, since he did not just accept ideas already created.

C1. How has this topic appeared in pop culture (movies, TV, current music, video games, etc.)?

The topic of x and y intercepts appeared on a “pop culture blog” called the comeback.com. In an article posted in November 2016, a former UCLA and current Cleveland Indians baseball player named Trevor Bauer helped one of his fans with her math homework (Blazer). This article describes a girl asking Bauer for help determining the slope of a line and the y – intercepts via Twitter. Her specific question involves the equation 2y=x (Blazer). He then explains that “for every 1 unit on the x axis go 2 units on the y axis. y intercept is where it crosses the y axis. Make y 0 and figure x” (Blazer). Since Bauer is a professional baseball player, he already has a great influence over people. Showing students this article about Bauer will show students that even people who play baseball for a living still have the knowledge of Algebra.

References
“Algebra.” Mangahigh.com – Algebra,
http://www.mangahigh.com/en-us/math_games/algebra/straight_line_graphs/find_the_x_and_y_intercepts_of_lines. Accessed 15 Sept. 2017.

Blazer, Sam, et al. “Trevor Bauer helped a fan do their math homework on Twitter.” The
Comeback, 13 Nov. 2016,
2017.

D’Souza, Harry Joseph, and Robert Alan Bix. “Analytic geometry.” Encyclopædia Britannica,
Encyclopædia Britannica, inc., 6 June 2016,
http://www.britannica.com/topic/analytic-geometry. Accessed 15 Sept. 2017.

Watson, Richard A. “René Descartes.” Encyclopædia Britannica, Encyclopædia Britannica, inc.,
27 Jan. 2017, http://www.britannica.com/biography/Rene-Descartes. Accessed 15 Sept. 2017.

# Clowns and Graphing Rational Functions

I thought I had heard every silly mnemonic device for remembering mathematical formulas, but I recently heard a new one: the clowns BOBO, BOTU, and BETC for remembering how to graph rational functions.

• BOB0: bigger (exponent) on bottom, $x = 0$
• BOTU: bigger on top, undefined
• BETC: bottom equals top eponent, coefficients (i.e., the ratio of coefficients)

Which naturally leads to this pearl of wisdom: