#iteachmath Does anyone use a voice operated calculator? When marking I sometimes would like to check a calculation without picking up my calculator. I tried chatGPT but within the first 10 minutes it gave a wrong answer.
Gas pump showing Regular (87 Octane) at 1.369, Supreme (91 Octane) at 1.629 and Supreme Plus (94 Octane) at 1.679
Gas pump showing Regular (87 Octane) at 1.459, Mid Range (89 Octane) at 1.639 and Premium (91 Octane) at 1.699
Gas pump showing Regular (87 Octane) at 1.539, Mid Range (89 Octane) at 1.699 and Premium (91 Octane) at 1.789
What do you notice? What do you wonder? #iTeachMath
Public libraries are just amazing! My daughter is doing a D&D campaign as part of the summer reading program and while I am waiting, someone got a document scanned, then an elderly person got help with their fit-bit, a bunch of books were signed out, and it is all just so damn pleasant.
I really like your line that "Some technologies are both very impressive *and* not useful."
Mathematical reasoning
I had fun with this, and love the clear and conceptual answer given. I took a bit more of a symbolic approach...
Idea for fraction practice, grab a set of sockets for a socket wrench and get students to order them largest to smallest. This may or may not have been inspired by dropping a toolbox on the floor. #iteachmath
Followup, it is not actually doubling each time. The first time I was able to stretch the clip from 5 seconds to 8.35 seconds. If this ratio continues how many times?
Real life math: I am adding a title to an audio file to make a video for youtube. The video editing software lets me stretch the length of the title clip to double its current length (more or less). The clip is initially 5 seconds long, how many times do I need to do this to make it an hour long?
Lovely question!
Watching Wheel of Fortune and people always buy vowels at the first opportunity, but surely that is more likely to help your opponents? I would think you should wait until you think you will be able to solve.
#iTeachMath Used the WHO baby growth charts when teaching percentiles and quartiles. Solid stuff.
I have (maybe still kinda do, I dunno) felt the same! I wonder if this is a function of the calculators we had at the time. I wonder if this idea is maybe less common among kids today who have calculators that default to fractional answers.
I use www.graphfree.com/grapher.html
It's my go to end of class filler. One version I tried a while ago was the second lowest number game. Where your goal is to have the second lowest non cancelled number. It ends up creating a bit of a paradox in that no one should write 1, but if no one would write 1, no one should write 2 and ...
One that takes a bit of prep is margin of error trivia, find 10 hard trivia questions with numeric answers. Students then answer the questions with a range of values they feel is a 90% confidence interval to contain the answer. So it is a question of how well you know what you know.
One students were playing today, wavelength. A student chooses a rating from 1 to 10 in their head. Other kids give them categories like "cars" and the student gives an example of a car at their rating. Then after a few categories students try and guess the rating.
For whole class, the greatest game, all students get blank paper write a phrase, then pass the paper, next person draws a picture of the phrase, that person folds over the original prase so only the picture is visible and passes it, next writes what the picture is and this continues for a few rounds
For pairs, undercut, students count down and hold out 1 to 5 fingers, they score the points they hold out UNLESS one of the numbers is one less than the other, in that case the person with the lower number scores the sum of the points and the other player gets nothing. Need to win by 11 pts.
For 15 min or so with full class lowest number game, students write whole numbers on scraps of paper with the goal of writing the lowest number no one else has wrote, so one is the lowest possible number but if two people write 1 it is eliminated.
Games, either as a class or in small groups.
Shouldn't it be a very hard problem and only those who answer correctly are restricted?
Like when you forget to feed your parrot?
Music for airports gets decent play in my classes (though mostly the background music is Cage's 4'33")
On Thursday (today/ they did research and used an online calculator to find how much lye they need to add to the fats to make soap, which ties in nicely with the ratio idea from Wednesday. Then did the carbide cannon to really drill the idea of ratios (and have a bang).
Tomorrow we make soap.
On Tuesday we did Iodine Clock on how concentration affects reaction rate and what ions are.
On Wednesday we did an antacid titration, which really gets the idea of the ratio of reactants.
Okay, I think I muddled my way into an awesome sequence of chemistry experiments for science for citizens 11 (a general science course)
On Monday we did PhET simulations on building atoms and building molecules then did burning gummy bear as demo.
I was pleasantly surprised that searching for the dangers of dihydrogen monoxide still brings up the appropriate horrors.
Oh weird it works for me, I think it may be an SSL thing. Try putting in just HTTP rather than HTTPS?
For the second year I got students in Workplace Math 11 to do a Robot Prior's awesome motion graph matching exercise. I was nervous both times because it is legit tough, and tough doesn't always go well, but both times have been an absolute hit.
#iTeachMath
science.robertprior.ca/physics-11/k...
I wonder what the images were.
It sounds like a modern take on the classic where one person can see an image and needs to explain it to a peer to draw. I am not sure I see major advantages of using AI over that, more collaborative perhaps.
I kinda like this format of sharing a lesson.
