Piers Morgan, mathematician extraordinaire:

I don’t know how to begin describing how his attempt at insulting the intelligence of one of the Love Island evictees went horribly wrong.

Piers Morgan, mathematician extraordinaire:

I don’t know how to begin describing how his attempt at insulting the intelligence of one of the Love Island evictees went horribly wrong.

*Posted by John Quintanilla on February 22, 2019*

https://meangreenmath.com/2019/02/22/the-pythagorean-theorem-to-five-decimal-places/

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 Sarah McCall. Her topic, from Precalculus: vectors in two dimensions.

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

For such an applicable topic, I believe that it is beneficial to have students see how this might apply to their lives and to real world problems. I selected the following word problems because they are challenging, but I think it is necessary for students to be a little frustrated initially so that they are able to learn well and remember what they’ve learned.

1. A DC-10 jumbo jet maintains an airspeed of 550 mph in a southwesterly direction. The velocity of the jet stream is a constant 80 mph from the west. Find the actual speed and direction of the aircraft.

2. The pilot of an aircraft wishes to head directly east, but is faced with a wind speed of 40 mph from the northwest. If the pilot maintains an airspeed of 250 mph, what compass heading should be maintained? What is the actual speed of the aircraft?

3. A river has a constant current of 3 kph. At what angle to a boat dock should a motorboat, capable of maintaining a constant speed of 20 kph, be headed in order to reach a point directly opposite the dock? If the river is ½ a kilometer wide, how long will it take to cross?

Because these problems are difficult, students would be instructed to work together to complete them. This would alleviate some frustrations and “stuck” feelings by allowing them to ask for help. Ultimately, talking through what they are doing and successfully completing challenging problems will take students to a deeper level of involvement with their own learning.

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

I believe vectors are fairly easy to teach because there are so many real life applications of vectors. However, it can be difficult to get students initially engaged. For this activity, I would have students work in groups to complete a project inspired by Khan Academy’s videos on vector word problems. Students would split off into groups and watch each of the three videos on Khan Academy that have to do with applications of vectors in two dimensions. Using these videos as an example, students will be instructed to come up with a short presentation or video that teaches other students about vectors in two dimensions using real world applications and examples.

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

Immediately when I see vectors, I think of one specific movie quote from my late childhood that I’ll always remember. The villain named Vector from Despicable Me who “commits crimes with both direction AND magnitude” is a fellow math nerd and is therefore one of my favorite Disney villains of all time. So of course, I had to find the clip (linked below) because I think it is absolutely perfect for engaging students in a lesson about vectors as soon as they walk in the door, and it is memorable and educational. I would refer back to this video several times throughout the lesson and in future lessons because it is a catchy way to remember the two components to vectors. This would also be great to kick off a unit on scalars and vectors, because it would get kids laughing and therefore engaged, plus they will always remember the difference between a scalar and a vector (direction AND magnitude!).

References:

- https://www.khanacademy.org/math/precalculus/vectors-precalc/applications-of-vectors/v/vector-component-in-direction
- https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahUKEwj42PaGqojXAhXKSiYKHTvLD8oQFgguMAE&url=http%3A%2F%2Fwww.jessamine.k12.ky.us%2Fuserfiles%2F1038%2FClasses%2F17195%2FVector%2520Word%2520Problems%2520Practice%2520Worksheet%25202.docx&usg=AOvVaw1IHTinEQtGK4Ww1_JkBhHf
- https://www.youtube.com/watch?v=bOIe0DIMbI8

*Posted by John Quintanilla on September 28, 2018*

https://meangreenmath.com/2018/09/28/engaging-students-vectors-in-two-dimensions-2/

Happy Pythagoras Day! Today is 8/15/17 (or 15/8/17 in other parts of the world), and .

We might as well celebrate today, because the next Pythagoras Day won’t happen for over 3 years. (Bonus points if you can figure out when it will be.)

*Posted by John Quintanilla on August 15, 2017*

https://meangreenmath.com/2017/08/15/happy-pythagoras-day-4/

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 Daniel Adkins. His topic, from Precalculus: deriving the double angle formulas for sine, cosine, and tangent.

*How does this topic extend what your students should have already learned?*

A major factor that simplifies deriving the double angle formulas is recalling the trigonometric identities that help students “skip steps.” This is true especially for the Sum formulas, so a brief review of these formulas in any fashion would help students possibly derive the equations on their own in some cases. Listed below are the formulas that can lead directly to the double angle formulas.

__A list of the formulas that students can benefit from recalling:__

- Sum Formulas:
- sin(a+b) = sin(a)cos(b) + cos(a)sin(b)
- cos(a+b) = cos(a)cos(b) – sin(a)sin(b)
- tan(a+b) = [tan(a) +tan(b)] / [1-tan(a)tan(b)]

- Pythagorean Identity:
- Sin
^{2}(a) + Cos^{2}(a) = 1

- Sin

This leads to the next topic, an activity for students to attempt the equation on their own.

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

I’m a firm believer that the more often a student can learn something of their own accord, the better off they are. Providing the skeletal structure of the proofs for the double angle formulas of sine, cosine, and tangent might be enough to help students reach the formulas themselves. The major benefit of this is that, even though these are simple proofs, they have a lot of variance on how they may be presented to students and how “hands on” the activity can be.

I have an example worksheet demonstrating this with the first two double angle formulas attached below. This is in extremely hands on format that can be given to students with the formulas needed in the top right corner and the general position where these should be inserted. If needed the instructor could take this a step further and have the different Pythagorean Identities already listed out (I.e. Cos^{2}(a) = 1 – Sin^{2}(a), Sin^{2}(a) = 1 – Cos^{2}(a)) to emphasize that different formats could be needed. This is an extreme that wouldn’t take students any time to reach the conclusions desired. Of course a lot of this information could be dropped to increase the effort needed to reach the conclusion.

A major benefit with this also is that even though they’re simple, students will still feel extremely rewarded from succeeding on this paper on their own, and thus would be more intrinsically motivated towards learning trig identities.

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

When it comes to technology in the classroom, I tend to lean more on the careful side. I know me as a person/instructor, and I know I can get carried away and make a mess of things because there was so much excitement over a new toy to play with. I also know that the technology can often detract from the actual math itself, but when it comes to trigonometry, and basically any form of geometric mathematics, it’s absolutely necessary to have a visual aid, and this is where technology excels.

The Wolfram Company has provided hundreds of widgets for this exact purpose, and below, you’ll find one attached that demonstrates that sin(2a) appears to be equal to its identity 2cos(a)sin(a). This is clearly not a rigorous proof, but it will help students visualize how these formulas interact with each other and how they may be similar. The fact that it isn’t rigorous may even convince students to try to debunk it. If you can make a student just irritated enough that they spend a few minutes trying to find a way to show you that you’re wrong, then you’ve done your job in that you’ve convinced them to try mathematics for a purpose.

After all, at the end of the day, it doesn’t matter how you begin your classroom, or how you engage your students, what matters is that they are engaged, and are willing to learn.

**W**olfram does have a free cdf reader for its demonstrations on this website: http://demonstrations.wolfram.com/AVisualProofOfTheDoubleAngleFormulaForSine/

References

*Posted by John Quintanilla on July 7, 2017*

https://meangreenmath.com/2017/07/07/engaging-students-deriving-the-double-angle-formulas-for-sine-cosine-and-tangent/

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 Sarah Asmar. Her topic, from Algebra II: deriving the distance formula.

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

Many high school students complain about why they have to take a math class or that math is not fun. Deriving and even learning the distance formula is not interesting for very many students. One way that I would engage my students would be to take the entire class outside to teach this lesson. We will walk down to the football and I will have a three students go to one corner of the football field while the rest of the class stands at the opposite corner diagonally. I will then hand a stopwatch to three other students. Each of them will have one stopwatch. The three students on the opposite corner will be running to the corner where the rest of the class is standing. The students holding a stopwatch, will each be timing one of the students running. I will ask one student to run horizontally and then vertically on the outrebounds of the football field, one student will run vertically and then horizontally, and the last student will run diagonally through the football field. Once all three students have made it to the corner where the rest of the class is, I will then ask everyone “Who do you think made it to the class the fastest?” I will allow them to say what they think and why, and then I will ask the students with the stopwatches to share the times of each of the students that ran. At the end, this will get the students to conclude that the student that ran diagonally got to the entire class the fastest. This is a short activity, but it changes the atmosphere for the students by taking class outside for a little, and it is fun.

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

There were three main mathematicians/philosophers that contributed to the discovery of this topic. Pythagoras, Euclid and Descartes all played a roll in deriving the distance formula. Pythagoras is a very famous mathematician. At first, he saw geometry as a bunch of rules that were derived by empirical measurements, but later he came up with a way to connect geometric elements with numbers. Pythagoras is known for one of the most famous theorems in the mathematical world, the Pythagorean Theorem. The theorem touches on texts from Babylon, Egypt, and China, but Pythagoras was the one who gave it its form. The distance formula comes from the Pythagorean Theorem. Euclid is known as “The Father of Geometry.” He has five general axioms and five geometrical postulates. However, in his third postulate, he states that you can create a circle with any given distance and radius. This is represented by the formula x^{2}+y^{2}=r^{2}. The distance formula comes from this equation as well. Last but not least, Descartes was the one who created the coordinate system. When finding the distance between two points on a coordinate plane, we would need to use the distance formula. All three of these men helped form the distance formula.

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

Students find everything more interesting when they are able to use technology to learn. There is a website that allows students to explore math topics using what is called a Gizmo. A Gizmo can be used to solve for the distance between two points. The students are allowed to pick what their two points are and then use the distance formula to find the distance between the points they chose. When students have control over something, they tend to do what they are supposed to do without any complaints. The Gizmo allows students to explore on their own without the teacher having to tell them what to do step by step. I can even ask the students to plot three points that form a right triangle and have them find the distance of the points that form the hypotenuse. This can allow the students to make the connection between the distance formula and Pythagorean Theorem. There are many applications out there, but I remember using Gizmos when I was in high school and I loved it. It is a great tool to explore a mathematical topic.

References:

http://www.storyofmathematics.com/greek_pythagoras.html

http://www.storyofmathematics.com/hellenistic_euclid.html

http://www.storyofmathematics.com/17th_descartes.html

*Posted by John Quintanilla on June 12, 2017*

https://meangreenmath.com/2017/06/12/engaging-students-deriving-the-distance-formula-4/

*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.

This student submission comes from my former student Jillian Greene. Her topic, from Geometry: deriving the Pythagorean theorem.

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

Geometers Sketchpad is a fantastic resource to be able to more intuitively explore aspects of geometry without the approximation that often comes from using a graphing calculator or a pencil and paper. There is an exploratory activity that can either allow students to discover the Pythagorean Theorem in a different way, or just to reinforce the relationships between the sides. Have students create of a line segment AB with a length of one unit, whatever the measurement might be. Then create a right isosceles triangle using AB as the two equal sides. Now the students will build off of this triangle, making more right triangle (not necessarily isosceles) using the hypotenuse as one of the legs of the next triangle, and the other leg having the same length as AB. Do this 6 times and find the length of final triangle’s hypotenuse. Now explain what the pattern is, and how the relationships work. The final product should look like this:

The final side should be sqrt(7), and the hypotenuses should go sqrt(2), sqrt(3), sqrt(4)…all the way up to x. Hopefully students will be fascinated by the relationship!

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

The Pythagorean Theorem was first theorized by Pythagoras, right? Wrong! There’s a very rich history that comes with this theorem that finds a relation in the sides on right triangles. Actually, there were clay tablets indicating an understanding of this theorem found in Babylonian settlements from more than 1000 years before Pythagoras. The Yale tablet, depicted below, has numbers written out in the Babylonian system that give the number “1.414212963” which is very close to √2 = 1.414213562, indicating an understanding of the 1-1-√2 relationship.

Similarly, there are relics from the Chinese and the Egyptian people having either the relationship between the legs figured out, or the existence of 3-4-5 triangles, or a “Pythagorean triple.” The Egyptians made sure their corners on their buildings were 90 degrees by using a rope with 12 evenly spaced notches to make a 3-4-5 triangle. So where does Pythagoras come in? Pythagoras was the first one to formulate a proof in regards to this theorem. So where are his proofs? Well, Pythagoras felt strongly against allowing anyone to record his teachings in any way, so there is no physical proof left behind. However, from what we know about Pythagoras, it is safe to assume that he approached it geometrically.

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

Hello Detective, thank you for coming in to help today. Scar Tellub, 24 year old male, brown hair, green eyes, was found shot early this morning. He was shot for an unknown purpose, but is luckily recovering now. However, we are determined to find this shooter. We know from eye witness testimonies that the gunshot came from overhead, from the top of a nearby building. We know from where the bodies were found, Mr. Tellub was standing perfectly in the center of three buildings, specifically he was 9 feet away from each building. From the entry and exit of the bullet, we can tell the gun was shot from 15 feet away. We have three possible suspects that could be the culprit, but we need your mathematical prowess to help us nail the bad person.

These are the possible shooters:

- Madison Bloodi: 19 years old, blonde hair/blue eyes, babysitter. Spotted atop the first building, Trump Tower (20 feet tall), at the time of the shooting.
- Hunter Kilt: 34 years old, brown hair/brown eyes, landscaper. Spotted atop the second building, the Eiffel Tower (6 feet tall), at the time of the shooting.
- Winston Payne: 26 years old, black hair/green eyes, lawyer. Spotted atop the third building, the Leaning Tower of Pisa (12 feet tall), at the time of the shooting.

Again, thank you for your time, Detective. We know full well that you won’t let us down. Please draw us a photo and show us your work for all three suspects so we can provide them to the judge. Happy mathing!

References:

http://jwilson.coe.uga.edu/emt668/emat6680.f99/challen/pythagorean/lesson4/lesson4.html

http://www.ualr.edu/lasmoller/pythag.html

(I did a similar activity to the murder one with students before, but I cannot find it online again, so I wrote a new one kind of similar to what I remember)

*Posted by John Quintanilla on June 3, 2017*

https://meangreenmath.com/2017/06/03/engaging-students-deriving-the-pythagorean-theorem-7/

*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.

This student submission comes from my former student Amber Northcott. Her topic, from Geometry: deriving the proportions of a 45-45-90 right triangle.

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

There are ways to make the 45-45-90 right triangle not only interesting, but make it fun. A project or activity that I made up involves architecture using the special right triangle 45-45-90. In the project the students become architects. Their job is to create their own architecture, whether it is a bridge or house, etc. by using 45-45-90 right triangles. They must use a three to ten 45-45-90 right triangles. Once the students figured out how many they will use, they are going to draw their architecture. Then the students will label the sides and angles of what they drew. At the end of the activity or project they will solve the 45-45-90 triangles they used. An option for a long project is to actually build the architecture using measurable materials. The project will allow them to be creative and connect real life to the 45-45-90 right triangle. The students will also present their projects.

Another way to do the activity or project is make it a group activity and give the students some word problems dealing with architecture and have them choose one of those word problems. The students will then take the word problem and create the architecture in the word problem. They can draw it or create it, but it has to be measured and labeled along with finding the missing piece. Then they can present their findings, which includes how they came up with their measurements of sides and angles.

All the ways to do the activity or project will still need the student to be able to answer any questions that their peers or myself may ask. Also, at the end their will be a reflection on the project and their interpretation of how to solve the 45-45-90 right triangle.

*How has this topic appeared in high culture (art, classical music, theatre, etc.)?*

Triangles can be seen everywhere. For example, they can be seen on bridges and buildings. The website geometrinarchitecture.weebly.com has a section talking about the special right triangles, which includes the 45-45-90 right triangle. On the bottom of the page the website shares pictures of windows, roofs, and even a front door is seen within a triangle. The webpage also gives examples of how the special triangles can be used in architecture.

*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.*

The dynamicgeometry.com website talks about the Geometers Sketchpad. After checking it out, I find that the program can be useful. The students can create their own 45-45-90 right triangles and explore the idea of 45-45-90 right triangles on their own after instructions on how to use the program. This engages them because the student will be able to think, how can I create a 45-45-90 right triangle? What is a 45-45-90 right triangle? The students will have these questions and more, but those questions will soon be answered throughout the lesson itself.

References

http://geometrinarchitecture.weebly.com/special-triangles.html

http://www.dynamicgeometry.com/index.html

*Posted by John Quintanilla on May 25, 2017*

https://meangreenmath.com/2017/05/25/engaging-students-deriving-the-proportions-of-a-45-45-90-right-triangle/

I enjoyed this article from Fox Sports. Apparently, a French Precalculus textbook created a homework problem asking if football (soccer) superstar Paul Pogba is doing the perfect dab by creating two right triangles.

*Posted by John Quintanilla on May 23, 2017*

https://meangreenmath.com/2017/05/23/dabbing-and-the-pythagorean-theorem/

I’d like to wish everyone a Happy Pythagoras Day! Today is 12/20/16 (or 20/12/16 in other parts of the world), and .

Bonus points if you can figure out (without Googling) when the next three Pythagoras Days will be.

*Posted by John Quintanilla on December 20, 2016*

https://meangreenmath.com/2016/12/20/happy-pythagoras-day-2/

Yesterday’s post of mathematically wrapping presents was tongue in cheek. This one is elegant and a nice application of principles from geometry.

Source: http://lifehacker.com/the-mathematical-way-to-wrap-presents-of-various-shapes-1748323319

*Posted by John Quintanilla on December 2, 2016*

https://meangreenmath.com/2016/12/02/mathematical-present-wrapping-part-2/