Month: November 2017 (Page 1 of 2)

Week 14 Assignments

Written work, due Tuesday, 12/5, in class:
Sec 11.2 p187: 1,2,7 – In addition, complete Example 11.8 at the top of p182.
Sec 12.1 p200: 1,3,7,10
Sec 12.2 p204: 1,7,8
WeBWorK – none
OpenLab – none

Project Deadlines:
Final Draft of paper due in class on Tuesday, 12/5.
Group Presentations on Thursday, 12/7.

Semester Project – Group Presentations: Description and Grading Criteria

The last significant group assignment for your semester project is a group presentation (there will be one more individual assignment, a reflection on the process).  I’ll put the details here, followed by an outline of the grading criteria (the presentation is worth 20 points total).

Semester Project – Group Presentation

This is your chance to share your group’s work with the rest of the class.  Each group will give a 5-8 minute presentation, including the following items:

  • State your conjecture (this should be written down, either on a slide or on the board).  Give an explanation, and an example to demonstrate your conjecture.
  • If you were able to prove your conjecture, give a proof.  If not, describe briefly some of the ideas you had and strategies you tried while trying to prove it.
  • Give the class at least one puzzle to work on on their own – a challenge!
  • Give the audience a chance to ask questions (either during the presentation, or after).

Keep in mind the following:

  • You must include some kind of slides (you may also put work on the board):  PowerPoint, Google Slides,, LaTeX Beamer, or other.
  • You may decide as a group how to divide up the work, but each group member must present something to class.
  • Be aware that you will be asked at a later time to describe your own specific contributions as well as those of each group member.
  • Presentations will be given at the beginning of class on Tuesday, 12/5 and Thursday, 12/7.  Your group must sign up for a presentation time before leaving class on 11/14.


Grading Criteria (20 points total)

_____ points (4 possible).  Basics.  Stay within time limits (5-8 minutes). All group members participate.

_____ points (6 possible).  Conjecture.  Conjecture is written down.  Explanation and example are provided.

_____ points (7 possible).  Proof of conjecture or proof process description.

_____ points (3 possible).  Challenge the class.  At least one puzzle is given for the class to work on on their own.


____ points TOTAL (20 possible)


Week 12 Assignments

Written work, due Tuesday, November 28th, in class:
Section 11.0 p178: 3,4
WeBWorK – Assignment 6, due Tuesday, November 28th, at end of day.
OpenLab – none

Project – Initial Draft of paper due in class this Thursday, 11/16 (feedback will be sent by email to group members).
Final Draft of paper due in class on Tuesday, 12/5.
Group Presentations on Tuesday, 12/5 and Thursday, 12/7.

Video- Miralia Moreau


9.999.. Reasons that .999…=1

In this video, Vi Hart demonstrates how .999… is equal to 1 which seem to be really weird but she actually proves it to be true because .999… Is still having the same pattern and by multiplying both sides by 10 and simply the result it will be equal to 1.


Doodling in Math: Spirals, Fibonacci, and Being a Plant

This video discussed how people can find Fibonacci numbers in plant petals pattern and others different kind of things which is really interesting.

How many kinds of infinity

This video is describing the different kinds of infinity that exist. How they are different from each other, and how they can be used.

Part 2

The second video is the one I will be more focused because it is something I did in class but I did not know it was useful for natural things like Vi Hart reveals in the video. I was amazed by the way she explains everything. Although Fibonacci sequence number is something I did in class as I was watching the video it opens my eyes to more discoveries about the different ways that Fibonacci numbers can be used. The question I would ask is that can the fibonacci number be used to find the design of the universe if nobody did have any clue about how the universe looked like?.

Part 3

First of all, I was amazed, and I realize that it would be better if teachers can use not only math problems to make students understand but they need to use natural things that can students have seen almost in everyday life to make learning more effective. I hope when I was in high school my teachers were using methods from natural things to help me understand and also give me a visual demonstration in subjects I was learning. And as a future teacher, I will do all my best to help my students learning more effective and help them going deeper in order to develop the skills of learning.

Video- Josvenia Polanco

1. This video is about proving that there is an infinite amount of real numbers she states one simple reason which is that every decimal we think we can write, you can write many more and add more numbers to the decimal before.

2. Speed and acceleration. She compared driving in the rain to calculus and she says how you can use math to drive when it is raining without freaking out.

3. This is about about multiplying in a different way by using lines. By breaking up bigger numbers into smaller numbers to make multiplication easier.

4. Doodling in class can lead you to drawing stars and by drawing stars you can start a game of making different stars and can help you make a rule for drawing stars.

1. I was going to choose the multiplication one but I choose the doodling one, which is the fourth video. First off all this girl is such a NERD but I love it. She is so smart and although she speaks really quick she brings things that we take for granted daily and shows us how it applies to math. This video is a great video because we all doodle. I am always doodling squares and dots and trying to see what it makes. but honestly I never thought of it applying to math. I love drawing 3D squares because of Calc 3 but specifically making stars and making it to a game and making an equation for it. Imagine if we made games out of all our doodles, I wonder what would be our rules and how would our game look like. I think from now on when I doodle I am going to see if I can make a rule for my doodles or if they relate to math although I dont ever think it does.

2. Math is disliked by many kids but imagine if we could make it this fun? The kids would love it. Because they would feel in charge. They would have control of what they are learning although your really teaching them math. Sadly many times students learn for a curriculum or for regents and this is sad because they aren’t enjoying math, on the contrary students need to think they have control of their education and that they can enjoy what they are learning that math can actually be fun. I think as a teacher, one day I hope to be like this to be able to make math fun and bring games and activities in to the classroom that has never been brought like the one of the doodle. I also want to be able to explain things in many ways. I am really bad at learning things in one way, so imagine a student who truly struggles in mathematics. If I can teach them different ways of doing math like the multiplication example and if we as teacher can bring real life examples like rain and driving or even doodling into the classroom this can make a difference from a student hating to liking math.


Videos – Sonam Gyamtso

Part 1,

I found the Video created by Vi Hart is fascinating, beacause it make me feel that factoring is way more interesting than what I knew before. She found the pattern of factoring by drawing the stars. Which is very unlike with the way how other teachers introduce pattren of factoring to their students. I loved the out come of the last few drawings

This video that created by Vi Hart is about how to explore the mysteries of flexagation., by use strips of paper. I found it if very fascinating,  you strip and tape it nicely into a twisty – flody loop.  and you can flip the Hexaflexagons again and again.

This Video is called Pi Day is Round, I found this is very interesting beacuse I remember that on the day 3/14/15,My hight school math teacher told our class the today is Pi day, but no one queation that if we round the Pi it wil 3.1416, not 3.1415.

Part 2.(Video One)

I am very glad that I got the chance to watch this videos created by Vi Hart, after I watched these videos I was shocked by Lady who create the videos. They show you many very intersting things that related to math, but you will naver see this things in taxt book or learn them in class. In addition, This Videos also shows that math is related to verything in our daliy life. It also convinced me that Math is not just a course, it is a independent world that has it own system and language. However,I think that I did not understant about her Videos was: what was the reason she speak so quickly in her very videos?  I had to watch the video three or four time to get understant the concept of the video.

Part 3.

Many student give up math, because they think math class is one of most  boring class, and it is also very difficult to manage it. I have been ask many people about what is you favorite class and wich class they hate the most. The resolute I got was very interesting, because  many people see math as their favorite calss or the class they hete the most. So I come up a conclution that people who understant the math will love math but people who don’t unserstant the math will think it is a very boring class. So as a math teacher, it is important that you can show your student the side of math that is interesting. But it is not a essey thing do to, beacuse, math is not like other courses, you can tell a intersting story about it or do a fancy expaeriment.  I believe that Vi Hart showed us a very good way to teach your student math, just like the Video one.


Videos- Yasmine Soofi

Part 1

Video 1: Math Improve: Fruit by the Foot

This video explains making to connected loops using candy strips or paper strips.


Video 2: Thanksgiving Turduckenen-duckenen

This video shows a turkey stuffed with two s stuffed with four hens stuffed with eight quail eggs. It is a mess cooking them, but it’s interesting how she was trying to say the words linearly or layer by layer and make it as music.


Video 3: The Calculus of Bad Driving

This video is talking about how the car stops depend on the slope of the line.


Part 2

I like video 1 which is about fruit by foot. It is interesting specially the part about making connected loops. I was excited about making it so I tried it using paper but instead of highlighting the edges using the same color I tried two different colors to convince myself. I learned that when we twist the stripe, one edge would be stuck to the other edge. That’s why we get the big loop which is the combination of the two edges. The small loop is just the middle part of the stripe. My question is what if we twist the stripe and cut it to four parts instead of three? I am going to try it later and see what happens.


Part 3

This video makes me wants to use material, as much as I can, to explain math to my future students because it makes math fun and much easier. I think the video is teaching and has sort of math. I also think it has some connection to the reading assignment Lockhart’s Lament. I just wish every teacher teach math in a way that makes it interesting so students wouldn’t complain about math.



Videos- Kelly Toth

Part 1:

Video 1- How many kinds of infinity are there?

ViHart discusses the many types of infinity, such as Countable Infinity and Alpha Null. She also describes the “flavors” of each infinity and how they can relate to real world examples.

Video 2: A Song About a Circle Constant

In this video she creates a catchy, or possibly annoying, tune about “Tau”.  While the song describes the numerical value of tau, 6.2831…, she also, rather ingeniously, took the individual numbers of Tau’s value and equated them to notes on a musical scale.

Video 3- Pi is (Still) Wrong

ViHart continues in yet another video to rage against Pi. She believes that using Pi is inferior to using Tau. She has confidence that mathematics should be simple and elegant as possible. Pi, versus Tau, is less efficient and less graceful.

Parts 2 & 3:

Video- Optimal Potatoes

This video is a hilarious and practical look at the mathematics, geometry, of Thanksgiving Dinner. Vihart brilliantly breaks down the mathematical relationship of mashed potatoes moats and the amount of gravy said mashed potatoes can hold. This clever application of mathematics to a seemingly random subject, Thanksgiving Dinner, is precisely the type of innovative teaching strategy that needs to be used to be able to draw a student into the beauty of math.

Vihart has packed this video with little tidbits of math. For instance, I did not know that any two-dimensional shape, when inflated, will turn into a circle.  Vihart’s strategy of explaining subjects such as this in nontraditional ways is the essence of teaching. By using both music and the internet she could create a learning technique that is both relevant and engaging. This sort of adaptability is one of the cores of a good teaching philosophy.

I do question if such techniques would be practical in a classroom environment. While the videos are wonderful I would like to know if, and how, she translates this style of teaching to an actual classroom setting. Obviously, she could not cook dinner in classroom, so how does she create comparable examples?


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