I refer to this diagram all the time for my online classes. I'm tired of digging through months and months of e-mails just to find it, so I am posting it here!
Acute angles are small and cute below 90.
So, my whole recent obsession with Scotch Tape sort of began a few weeks ago when the following problem popped into my mind…
Suppose your boss wants you to buy six 1/2 in x 450 in rolls of Scotch tape at the dollar store (remember the 6% Michigan sales tax). Your boss wants you to use the tape to enclose an area of 3,225.8 square cm, but has only given you a budget of $7.00 to do so, including the amount of gas to drive back and forth to the dollar store, which is exactly 1.5 miles away from work. Your car gets 0.0735 liters per kilometer city (you will not be taking the highway), gas is $4.09 per gallon, and your boss does not care about the gas that it takes to actually start your car. Do you have enough tape to enclose the area that your boss asked to have enclosed? If you do have enough tape, explain why. If you do not have enough tape, do you at least have enough money to buy another roll of tape? If you need to buy another roll of tape, but cannot afford to, how much short would you be? If this is the case, would it be worth it to pay the amount out of your own pocket, or would you rather call your boss and explain the situation?
I will definitely be using some of the applets here the next time that I teach geometry as part of a pre-algebra course. In fact, maybe I’ll have the students read through this and play with all of the applets as part of their homework (before) coming to class.
A few months ago I had students in my Basic College Math class create a game about fractions. One student created “Fraction Bingo”. I decided to search the web to see if there were printable bingo sheets available. Well, there were, along with some other activities that I found on the same website from Holt, Rinehart, and Winston. And below is a list of a few of my favorite ones, appropriate for college-level basic math classes (organized by topic):
The other day in my Pre-Algebra class at HFCC we were talking about geometry, but I wanted to link it to the dimensional analysis that we had just done in the previous chapter since I knew that some of the students were struggling with the concept and could probably use the review. So, when the opportunity arose, I came up with a problem off the top of my head. This isn’t something that I usually do because I have a hard time being creative under the pressure of standing in front of a room full of students. However, I think that this problem just became an instant classic in my book, and that I will probably use the problem as an example again in the future. Take a look for yourself.