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What’s your question? (2)

June 7, 2006 am30 11:19 am

Searches that find this blog often imply questions. Last week I answered a few of them. This week I will answer a few more.

Old questions

First off, some of last week's questions remained popular. More searches reached here trying to solve 3 3 8 8 in the game of 24 than reached here for anything else. Here is my most humiliating link where I post the wrong answer, but a commenter patches things up.

There also remain many implied queries for the UFT, or the UFT contract in general. Go to the source. Pay scale questions? Ditto.

For those of you with problems with 3020a hearings, international teacher status, or other serious matters, please please, don't get your information off a blog. Go to your Chapter Leader, and if stuck, then call your borough office for information.

The third leading search was Deal or No Deal. (including one about the models). Here's what I said before. I stand by it.

Some Success

Some of the searches clearly bore fruit. I have something worth reading about: calculating grades, "the empowerment zone," a host of factoring, counting, and Pythagorean questions… If you searched for jd2718, you probably were satisfied that you arrived at the right place (though no guarantees you like the content).

New Questions

Alternate Observations. Good one. Look at Section 8a2j of the contract (link above). I don't know exactly how component A works, but I do know that in my previous school I team-taught a lesson on tangent and stairway pitch with the AP Business, and a bunch of senior teachers fulfilled their observation obligations by observing us and writing it up. By the way, the carpenter rules of thumb and the trigonometry match up perfectly.

Language to Grieve Letter in File. Excellent question. Five months too late. We gave up our right to grieve letters in file with the last contract. I had, still have, a great list of 19 ways to attack a letter to file. Maybe I will retype it and post it. But what use is it now?

Math Puzzles with Answers. Uh oh! I have posted quite a few puzzles. Some may not have been answered. I will go through and supply answers in the comments section to any puzzle at least one week old. And I will try to keep this up.

e

why 2.71828182845904523536. I like this one! This is the first few digits of the number <i>e</i>, Euler's number. It is the base of the natural logarithms. It defines the only non-trivial function which is its own derivative: f(x) = e^x.

But why do I use it? Back in high school the geeky kids memorized digits of pi, way more than I could. I decided to be the only one to memorize digits of a different transcendental number.
And the real fun stuff:

Venn Diagrams and Percent Puzzles

exercises on Venn Diagram for 7th grader. I play a game I call "Find the Rule." I put up two overlapping circles. I label them A and B, and make a 'rule' for each circle, but I do not tell the kids. In order each kid guesses a number, and I put it into one, both, or neither of the circles, as appropriate. If, at a child's turn, they think they know the rule, instead of guessing a number they announce that they know the rule, and I test them with a question. If they answer the question, they can announce the rules.

For example, A = {odd} , B = {prime}
kids guess: 10 (neither), 11 (both), 20 (neither), 25 (A, not B), 4 (neither), and so on. When a kid announces they know the rule they might be asked for a 2 digit number that belongs to B and not A (in this case there is none).

maths percentage puzzles. There are lots of these, but they are usually younger than for the population I work with. I often add a percent (or ratio!) ending to other problems, because the twist bothers even my kids. Percents and ratios make people uncomfortable. Here is a problem based in part on that twist.

Tomorrow I will post another percent puzzle that has been making the rounds the last year or so.

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