# The Grey Labyrinth is a collection of puzzles, riddles, mind games, paradoxes and other intellectually challenging diversions. Related topics: puzzle games, logic puzzles, lateral thinking puzzles, philosophy, mind benders, brain teasers, word problems, conundrums, 3d puzzles, spatial reasoning, intelligence tests, mathematical diversions, paradoxes, physics problems, reasoning, math, science.

Author Message
mith
Pitbull of Truth

 Posted: Wed Jul 16, 2003 12:28 am    Post subject: 1 I'm not sure how many people know this already, but I'm teaching this year at my mother's school. I've already started my lesson plans and such, but I decided I wanted to start a thread here for a few reasons: 1. I'm wondering how the classes you took went. I've got my own experiences of course, but it's been a long time since I actually took these classes (it's been... 12 years since I took Geometry). I've also taught some of them (at EEEM's school), but that wasn't the whole year. Anyway, I know that they're done differently by pretty much every teacher, book, etc., so I'd like to know what you remember. 2. Suggestions for things I should do = good. Particularly interesting diversions from lectures and grading systems. 3. I might post notes and such, both so that you can catch mistakes, and so you can learn math if you want. I'm teaching Geometry, Algebra 2, Pre-cal, and Calculus, btw.
Bicho the Inhaler
Daedalian Member

 Posted: Wed Jul 16, 2003 2:00 am    Post subject: 2 I took Algebra II and Calculus in high school. Both classes were great. Algebra II - - My Algebra II teacher would, for each homework assignment on the day it was due, have each student answer one problem or subproblem. Usually, he would just call on people in turn by going down the rows, but for proofs (e. g., trig identities) we would each get a spot on the whiteboard and we would write out our proofs. - Homework wasn't graded for correctness, but for completion. There were frequent (graded) quizzes. Calculus - - We didn't go over all the problems every class, but every problem that any student had a question about was worked out on the board by another student. - My teacher was hot. I think the thing that made both of these classes successful was the way labor was divided during class. Subject-wise, the teacher did only a few things: (1) introduce any new material, going through examples; (2) explain already introduced material (like homework), but only as a back-up. If a homework problem needed to be worked out, it was done by students. Of course, if necessary, the teacher was always able to explain any homework problem. Your mileage my vary
Kd
Mei Li De Hua

 Posted: Wed Jul 16, 2003 9:20 am    Post subject: 3 Well, the UK education system doesn't stretch much further than 'Math' in terms of available mathematics related subjects, but I can still offer some advice if you think it'll help... My Math teacher wasn't all that great, because he would stand at the board, draw various diagrams, and talk non stop for our entire hour's lesson. Now, diagrams are fine, they help, but droning on for an hour and expecting the whole class to take it all in was just stupid. I'm not expecting you to do that at all, I'm just warning you that it's good to breathe every once in a while. If you want to create distractions, give your class a GL puzzle! Something along the lines of a code breaker, but with algebra or something. It'll test what your class knows and keep them occupied whilst you make long distance calls from the school telephone. ^_^ I'm never taking Math ever again in my entire life, but I like algebra problems. The way my school's curriculum worked means that I now work better in letters than I do in numbers, so fire away. Oh, and can you please explain for me why this is a math joke, because I don't get it: 'Let epsilon be less than zero...'
Dragon Phoenix
Judge Doom

 Posted: Wed Jul 16, 2003 9:26 am    Post subject: 4 quote:'Let epsilon be less than zero...' LMAO! No, I don't get it either....
Chuck
Daedalian Member

 Posted: Wed Jul 16, 2003 3:33 pm    Post subject: 5 Game theory is amusing. You can let them play prisoner's dilemma and ninja combat.
casinopete
Emergency Backup Antrax

 Posted: Wed Jul 16, 2003 3:51 pm    Post subject: 6 1. Be "that bastard teacher" everyone has had who requires students to show their work. Especially for calculus or courses that are for advanced students. They need to learn it sometime if they ever intend to go into any scientific field (I would've killed myself over the homework required in my engineering classes if I hadn't been prepped for such exacting requirements in high school). 2. Make plans right now for what to do with that 1, or those 2, or maybe those 5 somewhat slower students who are slowing the class down. If it seems coldhearted to make the plans now, imagine how much worse it will be deciding after you already know the students. 3. Post the first hundred or so digits of pi in large print around the room - it gives the rebelliously bright student something to do while you lecture (he needs something to do since you prohibited playing with a Rubik's Cube for being too distracting).
Bicho the Inhaler
Daedalian Member

 Posted: Wed Jul 16, 2003 4:01 pm    Post subject: 7 Kd, unless I'm missing something, it's a really lame joke. In the branch of mathematics ambiguously and confusingly known as 'analysis,' most proofs begin with the statement "Let epsilon be greater than zero," and those that don't begin with it usually have it somewhere in there. (Roughly, it's because concepts in analysis are often stated in terms of thresholds: "within every threshold, no matter how small, X is true." For historical reasons, 'e,' the lowercase Greek 'epsilon,' is almost always the variable that represents the threshold.) So imagine a mathematician's surprise when he/she sees the statement "Let epsilon be less than zero"...you see? It makes no sense! WAAAAAHAHAHAAA! Unless I'm missing a big part of the picture, there's nothing more to it.
Bicho the Inhaler
Daedalian Member

 Posted: Wed Jul 16, 2003 4:04 pm    Post subject: 8 Originally posted by casinopete:3. Post the first hundred or so digits of pi in large print around the room - it gives the rebelliously bright student something to do while you lecture (he needs something to do since you prohibited playing with a Rubik's Cube for being too distracting).I think "rebelliously bright" students have better things to do than stare at the decimal expansion of pi with a slack-jawed drool. ( )
casinopete
Emergency Backup Antrax

 Posted: Wed Jul 16, 2003 4:15 pm    Post subject: 9 Perhaps this theoretical student knew the material, and his teacher was repeating for the benefit of the slower students - which left him decidedly bored. Plus, he was required to remain quietly in his seat for the duration of the class period, but without reading or playing with puzzles or a calculator. What better things could he have been doing?
casinopete
Emergency Backup Antrax

 Posted: Wed Jul 16, 2003 4:30 pm    Post subject: 10 Bah. Nevermind. I see the point. The suggestion should be more along the lines of "provide interesting ways for the quicker students to spend their time so they won't waste their time staring, slack-jawed and drooling, at the decimal expansion of pi."
Kd
Mei Li De Hua

 Posted: Wed Jul 16, 2003 6:14 pm    Post subject: 11 Mmmmm.... pi.... Thanks for explaining that, Bicho. I had no idea how funny (or not) it was meant to be, so I'm glad that's cleared up. [This message has been edited by Kd (edited 07-16-2003 02:15 PM).]
Vinny
Promiscuous enough

mith
Pitbull of Truth

 Posted: Thu Jul 17, 2003 3:41 pm    Post subject: 13 Perhaps I should mention that these will be very small classes. My calculus class is probably going to be 2 students.
Ghost Post
Icarian Member

 Posted: Thu Jul 17, 2003 5:56 pm    Post subject: 14 make them fight for your entertainment. (you can make a little extra cash selling tickets)
Lucky Wizard
Daedalian Member

 Posted: Thu Jul 17, 2003 7:17 pm    Post subject: 15 When I took calculus, at the beginning of each day, my teacher would put a warm-up problem on the board for the students to solve. Usually, this would be a review of the previous day's lesson, but from time to time, we'd get a problem that would be a lead-in to connect the previous day's lesson to that day's upcoming lesson. On diversions: http://www.math.hmc.edu/funfacts/ might be a good source of diversions. Also, Martin Gardner's Mathematical Games articles can be found in books these days; a list of the books is at the beginning of http://www.ms.uky.edu/~lee/ma502/gardner5/gardner5.html . You might be able to find some good diversions there.
Bicho the Inhaler
Daedalian Member

 Posted: Fri Jul 18, 2003 12:02 am    Post subject: 16 casinopete, I was totally joking. For the record, I think putting up the digits of pi is a great idea.
Lucky Wizard
Daedalian Member

 Posted: Fri Jul 18, 2003 4:24 am    Post subject: 17 I'm not sure whether this interests you, but I just remembered this: my calculus teacher, at one point during the year, had each of us do a report and presentation on a famous mathematician or an interesting mathematical topic (such as the Fibonacci series). If this interests you, you could have a class do something like that. If you want examples, I'll send you the files I made for my report and presentation. BTW, for the presentation, he let us choose between using Powerpoint and making a posterboard.
Beartalon
'Party line' kind of guy

 Posted: Fri Jul 18, 2003 4:28 am    Post subject: 18 What I liked most about math were the problems to solve, but the boring word problems! "Jane has 17 eggs, Bob has 12. How many eggs does Sally need to win a fight?" or something asinine like that. There was no application to real life. I've had a few math teachers who did variations on the word problems that we enjoyed, even if they were sometimes morbid. Word problems about the economics of buying a car, population problems, and financial issues (algebra and calculus), architectural problems (trigonometry and geometry), etc. One final exam in calculus included a dead body. From the information given about temperature loss we had to determine the approximate time of death. Another problem was what optimal angle to cut a tall man's legs so he'd fit inside a smaller coffin.
MatthewV
Daedalian Member :_

 Posted: Mon Jul 21, 2003 8:41 am    Post subject: 19 Use markers that smell good and give you live headed feeling. Your class will be popular, but maybe not with the crowd you like.
 Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year by All usersBeartalonBicho the InhalercasinopeteChuckDragon PhoenixGhost PostKdLucky WizardMatthewVmithVinny Oldest FirstNewest First
 All times are GMT Page 1 of 1

 Jump to: Select a forum Puzzles and Games----------------Grey Labyrinth PuzzlesVisitor Submitted PuzzlesVisitor GamesMafia Games Miscellaneous----------------Off-TopicVisitor Submitted NewsScience, Art, and CulturePoll Tournaments Administration----------------Grey Labyrinth NewsFeature Requests / Site Problems
You cannot post new topics in this forum
You can reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum