Check out the Storify summary I made from today's tweets! (#natm15)

https://storify.com/ShelbyAaberg/natm-annual-conference-2015

Thanks everyone for coming!

Check out the Storify summary I made from today's tweets! (#natm15)

https://storify.com/ShelbyAaberg/natm-annual-conference-2015

Thanks everyone for coming!

A few years ago, one of our local elementary schools had a 50th anniversary celebration. The principal of the school contacted me regarding an anniversary photo the school wished to take with students and staff. The principal asked our Math Theory & Problem Solving class to come up with the "most aesthetically" pleasing dimensions for the photo. Our class was tasked with using mathematical methods to systematically design the dimensions of both digits.

Here's a quote from the newspaper article about the photo before it was taken:

Browning, who has taught at the school since 1976, starting as a music instructor and then principal in 1998, said Friday would begin with the weekly assembly in the gym.

“Each class will perform a song from each decade, starting with the 1960s,” she said. Browning added the day-long celebration for students would also include special drawings for prizes, carnival games and the group photograph – if it’s not raining. The students and staff will form a “5-0” and have their picture taken by Downey’s Photography from the Scottsbluff Fire Department’s aerial ladder truck.

The principal emailed some information about how many students and staff would be involved in the photo, the approximate height of the aerial ladder, and that the photo would be taken in a field adjacent to the elementary school.

Our class used mathematics to figure out the size of the viewing field of the camera (based on conservative estimates regarding the camera lens viewing angle). The students did some research and found information on the Golden Ratio, a number that appears over and over again in artwork.

The students wrote instructions for the staff members to utilize when organizing the photograph. We discussed the challenge of keeping that many students organized and engaged for a sufficient period of time in which the photographer could take the photo.

Below is a screenshot of the photo taken to celebrate the 50th anniversary of Westmoor Elementary.

(photo by Downey Photography)

After the photo was taken, I asked my students, "If we compute the ratio of the width of each number to the height of each number, how close is the actual value to our recommendation of the golden ratio (approximately 1.618)?"

Below are screenshots from the Geogebra worksheet examining how close the dimensions are to the target value of 1.618.

*Screenshot with the initial question. Students can use measurement tools to judge whether or not the 5 and 0 in the photo meet the desired dimensions.*

*Clicking on the checkbox in the Geogebra sheet (Show / Hide Measurements and Ratios) reveals the details in evaluating how close the ratio of height to width for each digit is to the Golden Ratio.*

Here are the details to the Geogebra sheet. If you would like to download the Geogebra sheet and mess with the values to see what happens, you can find the Geogebra sheet here.

I was working on preparing problems for precalculus class on inverse functions. I started to type the following run-of-the-mill problem type:

If f(x) = blah and g(x) = bleh, show f(x) and g(x) are inverse functions.

And the work usually goes something like this:

f(g(x)) = f(bleh) = algebra kung fu happens here = x

g(f(x)) = g(blah) = some more algebra kung fu = x

Then conclude f(x) and g(x) are inverses.

Without thinking about it, I typed **f(x) = -x - 6**. Then I wrote the statement on my pad of paper, started working... exchanged the y and x, solved for y.... and got the exact same function.

y = -x - 6. Hmmm.

A part of me wondered if I had made a careless error. Double checked. Nope. No error. I wondered if the graph of the function was its own reflection across the y = x line.

Sure enough... Since y = -x - 6 is perpendicular to the line y=x, it will be its own reflection across the y=x line and consequently its own inverse. In fact, this made me think of an interesting question to pose to my students...

**"Can you define a class of linear functions that are all their own inverses?"**

In hindsight, perhaps I should be more mindful when constructing tasks for my students. But then again, this would be a great discussion to have with my students. Why does the function end up being its own inverse? Can we think of non-linear functions that are their own inverse? Can we define these classes of functions carefully?

This post contains resources for the talk "Using Statistics in Mathematics Classes" given by Jason Vitosh (Falls City High School, Falls City, NE) and myself at the Midwest Regional Noyce Conference on Thursday, October 2 from 2:15 pm - 3:00 pm.

Click on the link below to access the presentation file containing resources, images, and links.

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We held our first bowl team session in MTPS today: an friendly, informal competition dividing the class into two groups of roughly equal 'ability.' The bowl competition we attend at the University of Nebraska-Lincoln in November consists of games of 15 questions with 30 seconds to answer each question.

Here is a question we spent some time on in class today.

Here is a screenshot from my Promethean board of the work we did as a group with students:

And here is a screenshot from the Geogebra sheet students constructed in front of the class at my computer terminal to demonstrate what is going on in this problem. If you would prefer to download the Geogebra sheet for your own tinkering, you can find it here.

No one got this question right in the allotted 30 seconds, so we spent some time developing the various parts of the expression. We color coded the edges on the cube **(segments AB, AD, and AG) orange.** We color coded the diagonals on faces of the cube **(segments AC, AH, and AJ) green.** We color coded the segment inside the cube **(segment AI) black.**

The kids had a lot of fun with building the Geogebra sheet and then trying to reconcile between sqrt(2) and the crudely rounded segment length 1.41. Or the sqrt(3) and 1.732.

The pink stuff at the top of Promethean board screen shot is our efforts to generalize this question. I tell the kids we are trying to "hack all possible problems." We use the term invariant and that we are looking to write a question that covers all possible question types. **For example, what would happen to the question if s = 2? Or if s=3? Or if s=n? Is it possible to answer the question before the moderator finishes reading it? If so, at what point can we be confident we can buzz in and answer correctly?**

I was trying to write an item for an assessment where I would give a student a graph of a piecewise function and ask them questions about the domain, range, and to evaluate the output value for a specific input value - for example, find f(-3). The purpose of this post isn't really to pit Geogebra and Desmos against one another; rather, I want to make note of some of the things I was thinking about as I tried to make a piecewise function graph in each program. *(Disclaimer: I am not an expert at this. I have much more experience with Geogebra than with Desmos. I want to see what the differences are between the programs to figure out when to use each of these powerful tools to enhance my instruction in mathematics. I am sharing my thinking about this task.)*

**Here is the graph I made using Desmos:**

As I typed the function syntax into Desmos, I thought the editor was a little more user friendly than Geogebra. I typed <= and the editor automatically generated the less than or equal to signs for the restrictions on x. When I wasn't sure what to type, I browsed the examples of projects submitted by Desmos users found on the Desmos homepage. Ideally, I want to capture this graph and place it on an assessment. A photocopier may not pick up on the sections of the function on the graph given the lack of density (being able to make the segments and curves thicker). The way to make these curves denser was not immediately obvious to me. The circle centered at (1, 1/3) with radius 1/10 is my effort to place an open circle on the graph. To clean up the image, one thing I could try is modifying the restriction on x [for example, writing 1.2<=x<=4 instead of 1<=x<=4] so the user does not see the part of the function jutting into the circle shown at the left.

**Here is the same graph I made using Geogebra:**

After making the graph in Desmos, I assumed I could use similar syntax to make the graph in Geogebra. Using similar syntax, I had a problem with the restrictions in Geogebra. Each function has a default y-value of 0 for values of x outside the restriction. Pictures are, after all, worth a thousand words... here are the three functions shown individually. Take a look at the x-axis.

Here is the exact syntax I typed into the Geogebra input bar for each of the above pictures.

**(1 / 4 (x - 1)² + 1) (-3 ≤ x ≤ -1)**

** (x - 2) (-1 < x < 1)**

** 1 / 3 x (1 ≤ x ≤ 4)**

I incorrectly assumed the syntax would be similar to that of Desmos. I knew from experience I could clean this issue up by using Condition to Show Object in the Object Properties menu if I had to, but I couldn't remember exactly how. I went to Youtube and found a video on graphing piecewise functions in Geogebra:

Below is an image of the corrected Geogebra graph using the appropriate If[ ] commands to define the rules f(x), g(x), and h(x).

Here is the corrected syntax I typed into the Input Bar to define f(x), g(x), and h(x):

**If[-3 ≤ x ≤ -1,1 / 4 (x - 1)² + 1]**

** If[-1 < x < 1,x - 2]**

** If[1 ≤ x ≤ 4,1 / 3 x]**

This approach eliminated the x-axis issues from the improper syntax I used at first. These graphs show some of the thinking I do day-to-day as a mathematics teacher trying to construct examples to display in class and problems to use in assessments. If somebody reading this has any advice that could help me become more effective with using Desmos or Geogebra for this purpose, please email me at saaberg@sbps.net or find me on Twitter (@ShelbyAaberg). **Update! See below for additional support on Desmos use. Thanks to Eric Berger (@teachwithcode) and Desmos.com (@Desmos).

Here is the **additional resource **from @Desmos.

Here is a prime example why **Twitter is a great collaboration resource for math teacher**s. Last night I was killing time while waiting for a haircut. Reading through some tweets, I noticed a chat going on with the hashtag #ggbchat. With some luck, I caught the very end of the session and posted a question about something that's been bugging me about Geogebra.

I use Geogebra to analyze student summative assessment data in my classes. I like to sort the data to guide me when deciding which students I should group together for class activities. Sorting the data inside a Geogebra spreadsheet would eliminate an extra step for me (specifically, entering the data into Excel and sorting prior to copying & pasting data into Geogebra). I would think the software should allow a user to select a list, right-click, and then be given the option to sort the column of data. Here's a solution to the problem I faced, compliments of Geogebra guru John Golden (@mathhombre).

John also followed up with an idea to create a "Sort" button using a script.

Here is a screencapture of John's suggestion for making a Sort button.

Euclid: The Game, designed by Kasper Peulen, takes the basic compass and straightedge constructions featured in geometry class and makes a game of them. There are 20 levels to complete. A teacher can directly access a particular level by modifying the URL. http://euclidthegame.org/Level1.html (for example, change the "1" to a "7") I would have** loved** the opportunity to learn geometric constructions in this format when I was in high school.

The premise of 2048 is very simple. Use the arrow keys to slide tiles about the game board. When two tiles with the same number touch, they merge into a new tile. For example, when two tiles with the number 64 on them touch, they merge into a 128 tile. The objective is to make a "2048" tile, which would require two 1024 tiles, and each of those require two 512 tiles, and each of those requires two 256 tiles, and each of those requires two 128 tiles, and each of those requires two 64 tiles, and each of those requires two 32 tiles, and each of those requires two 16 tiles, and each of those requires two 8 tiles, and each of those requires two 4 tiles, and each of those requires two 2 tiles. Each move in the game yields a new number tile on a random space. A user may continue with the game even beyond the 2048 tile. I have personally witnessed one of my students with a 65,536 tile. This game has some uses in the math classroom. The obvious is knowing the positive integer powers of 2 and its parallels to data storage capacity in computer hard drives. We can also use this game to teach an introduction to game theory and optimal strategies. After playing this game for a while, a user tends to see patterns and trends, cycles of values and positions that appear frequently. Students can intuit optimal strategies through trial and error, but this could also allow students to use formal mathematics to move towards establishing optimal strategies systematically.

While the card game isn't free, the daily set puzzle is free. My students avoid trying to explain SET to a novice player. It is much easier to play and learn through trial and error than to learn all the rules before doing anything... (sounds a bit like mathematics, in my opinion). Each card has four attributes - shape, color, shading, and number of shapes. A set is a collection of three cards for which each individual attribute is all the same or all different. Here are two examples of possible sets.

There are some great combinatorial features associated with this game. A great strategy lends itself incredibly well to mathematical statement: For any two selected cards, there exists a unique third card in the deck which completes the set.

Alice isn't a game, but rather a software package which teaches computer programming as if it were a game. Students can use previously constructed environments and characters to create animated videos. Students can use the interface to make their own games. I have used this software in my class for five years. I have had students make a soccer game that plays a victory sequence for the first player to three goals, a tank rolling through a world that enables collision detection (the default objects can pass through walls; writing code to detect collisions requires some great geometric reasoning), and a first person zombie shooter game *complete* with a zoom-in rifle scope. All my work with students has been with Alice 2.0. I plan to use Alice 3.0 this upcoming school year!

Scratch is like Alice in that it's a programming interface. I have not used it personally with students, but it's another resource I do plan to explore with some of my students this upcoming school year.

Many are familiar with Sudoku. KenKen is a similar reasoning number puzzle game involving operations in addition to populating the digits.

I've mentioned Alcumus previously on my blog, but I can't say enough about the role Alcumus plays in addressing learners' needs. Teachers can now register for a teacher account to monitor students' progress through the self-paced, differentiated curriculum. Students can sign up for free, only an email account is needed. Students can take a pre-assessment to determine areas of strength and deficiency. Quests and experience points provide instant feedback, instant gratification, and a mechanism to keep students engaged and to avoid tedium.

One thing I hope my students learn in school is how a person can unlock their creative potential and pursue their passions into adulthood. To this end, our Math Theory & Problem Solving (MTPS) class took a field trip to do some data collection. I would like to give special thanks to *Daryl Payne* for allowing our MTPS class to enjoy data collection (racing cars). Daryl's creativity and passion for racing inspired the students to re-imagine what is possible in the world outside school. The video below shows the electric car race track where students raced.

We spent our lunch period having a pizza party prior to racing cars as a reward for the work students have been doing in class. My original motivation in this trip was collecting data and trying to determine how a person could use statistics to potentially detect cheating through exceptional lap times. However, there are also many other mathematical and statistical ideas we can explore with what we learned on this trip.

Here are some things that students wondered about and could lead to mathematical investigations:

- How much longer is the outside lane than the inside lane?
- How does the electronic timing system work?
- How much voltage/current is being supplied to each car?
- What would a person have to know about electronics and circuitry in order to build such a track?
- What is the difference between cars with magnets and cars without? (Cars with magnets can maintain higher speeds around the turns, for example)
- What amount of voltage causes a car to fly off the track?
- How should we determine the best racer? The fastest lap time? The best median lap time?
- Is there a difference between the performance of the blue guest car and the silver guest car? If so, how could we detect this difference numerically?
- How does the "KILL POWER" switch work?

Below, Mr. Payne gives the students some guidelines to follow while they practice racing on the race track.

This short video shows the beginning of a head-to-head race between students.

I am interested to see the types of mathematical investigations that spring up from our field trip. We will take our race data and use it to determine the best racers.