mdawesmdawes.bsky.social
I teach maths and play music. Runner since Feb 2016. Y aprendo español.
Creator of Quibans for Core Maths. https://quibans.blogspot.com/
Based near Cambridge, UK
321 posts
879 followers
818 following
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Hi @atmmathematics.bsky.social
What's the state of play regarding ATM and the formation of AMiE?
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Nice to see the word "puzzles" is plural here.
Looking forward to more of them!
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Your question seems to me to be a 3D(-ish) version of this.
On a globe, draw the circumference of the earth that is equidistant from Boston and Miami. Then repeat for the other pairs of cities.
Make a Voronoi-type diag, then transfer this to a map.
I reckon your version is plausible.
Any use?
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Lovely question!
On a flat surface with dots on it, we can find the regions that are closest to each of the dots. This is a Voronoi diagram (in IB, but not A-level maths). To do this we draw the straight lines equidistant between a point and its neighbours and make the regions by using these lines.
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I try to use these as short activities. I want the students to try to understand what the graphs mean, how they work, what they are showing, and to critique any errors and maybe suggest improvements.
There are notes for the teacher to use if you wish.
My classes have trialled these!
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If you can't turn it upside down and get it to display ShELLOIL then what's the point?
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Is twice as good as the CG50?
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This is a very lovely question. I like the generalisation.
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Great to know this is now available.
(Last week I had a look, but I couldn't get no satisfraction.)
@profsmudge.bsky.social
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I hadn't realised until now that I prefer factors!
In the brilliant #yohaku puzzles by @mikejacobs.bsky.social I always prefer the multiplication ones!
Eg:
bsky.app/profile/mike...
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Nice to see #TryMathsLive ! Thanks for this.
I do enjoy seeing different methods.
You started with numbers adding to 41 and checked the products.
I began with factor pairs for 288. Because 41 is odd, one of the factors must be odd, and knowing that 9 is a factor of 144, I narrowed down to 9x32.
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Scootching (good word!) both down by 4 gives 99-40, which is rather useful too.
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You're right, it seems it's not in the database, even in some shifted form.
The next couple of terms are 14741, 74801. (Thanks to online Chinese Remainder Theorem calculators.)
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i put the first few (?) terms in OEIS and there are no results!
i may've made an error: oeis.org/search?q=1%2...
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Nice. So many lovely follow-ups...
When does that happen next? General term? What if we want to have 1 mod 11 too?
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I really like this one:
donsteward.blogspot.com/2016/04/eati...
(And the fact that @profsmudge.bsky.social is implicated here too is no bad thing!)
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Does "a Sliding Doors moment" fit the brief?
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Thanks for the feedback - I have changed it. Hope that's easier now.
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Very chuffed with myself for getting it first time, and in less than 60 seconds.
Then realised I have been saying (internally) the name of the website wrongly...
www.minutecryptic.com
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Ah, the good ol' 'Ship of the Fens'.
Love the octagon: absolutely stunning.
I also like the labyrinth just inside the west door: its length is the same as the height of the nave.
And the cannon outside the west end (never sure if it was pointing at Oliver Cromwell's house by fluke or by design!)
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The caret symbol (up arrow) is used here to mean "to the power of" (a throwback to when typewriters couldn't do it properly).
Written properly, it's: 4a³ – 3a² > 5!
The exclamation mark is 'factorial', which means 5x4x3x2x1
So, you want the smallest whole number (integer) where
4a³ – 3a² > 120
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>25 years ago we had class sets of SMP booklets. The authors of the Volume booklet _really_ wanted pupils to say the units correctly, so they wrote 'cubic cm' instead of cm³ throughout.
Pupils obviously changed the first letter of 'cubic' to a p.
Every single one of them.
In every booklet.
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I assume this is the 'equation method':
Start with 4x:7x
After the shuffle of 8 tents we get:
(4x+8)/(7x-8) = 6/5 - and then solve
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That's brilliant news! Congratulations.
I look forward to meeting you there at some point, when I visit my students.
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Just the one?
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Well that's a blast from the past.
Roughly the dimensions of a breeze block!
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Now I wonder whether it's the same book!
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When I was taught this in the 1980s we were the told the formula was "2n minus 4 right angles".
I thought/assumed that it had vanished.
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Yes - we place students at those three schools, which is how I know them. I also teach at a school, but that's close to Cambridge (so is a bit out of your preferred region!).
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Hi Dale
I've currently got students who are being really well-supported at Hitchin Girls, at Presdales (also a girls school, in Ware) and at Freman College (mixed, 13-18 school).
[I'm sure there are other great schools around there too, but these are the ones I know.]
Good luck with the job hunt.
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Cough. Except for doing maths. It's pretty bad at doing maths. (At the moment.)
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This is the thing!
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100% agree. It might be useful for turning scribbled thoughts into sentences - but that speaks to the obsession with documenting, not to effective lesson planning.
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Agreed. (Though I can't access the original iPaper article.)
This is the same reason I don't like the idea of using AI to plan lessons. We don't plan lessons in order to create a lesson plan. We plan lessons to think about how to make the upcoming hour appropriate for the pupils in the class.
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I've always called these "bicimals". Is that not common?