THIS is why cleaning is so difficult.
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THIS is why cleaning is so difficult. I bought these blank ruler-sized pieces of wood six years ago. I have an idea for a lesson where students use a compass to create a ruler, including irrational numbers, such as square root of two I should write the lesson up and make the sample ruler **or** throw these away. I will write myself a note about this and put them in the “soon trash” box. I need to be ruthless!
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THIS is why cleaning is so difficult. I bought these blank ruler-sized pieces of wood six years ago. I have an idea for a lesson where students use a compass to create a ruler, including irrational numbers, such as square root of two I should write the lesson up and make the sample ruler **or** throw these away. I will write myself a note about this and put them in the “soon trash” box. I need to be ruthless!
In fact I will take these to school and make it THEIR problem. I have a whole box of materials and notes for possible future lessons, and if I put them all in one place I'll be more likely to get them written up and ready to go so other teachers might use them.
I've told the other math teachers about how we should do this and they sort of nod along but I suspect they have no idea what I'm talking about.
But if I show them a ruler with root two on it it'll be clear enough I think.
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In fact I will take these to school and make it THEIR problem. I have a whole box of materials and notes for possible future lessons, and if I put them all in one place I'll be more likely to get them written up and ready to go so other teachers might use them.
I've told the other math teachers about how we should do this and they sort of nod along but I suspect they have no idea what I'm talking about.
But if I show them a ruler with root two on it it'll be clear enough I think.
The whole idea of the lesson, which I'm very passionate about is making irrational numbers like root two and root three seem... real. Both as "real numbers" but also as ... real numbers, physical distances that make as much sense as 4 cm or 1/3 of an inch.
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The whole idea of the lesson, which I'm very passionate about is making irrational numbers like root two and root three seem... real. Both as "real numbers" but also as ... real numbers, physical distances that make as much sense as 4 cm or 1/3 of an inch.
@futurebird
I wonder if it would be more effective to get blank 45 45 90 triangles and label the hypotenuse in terms of √2 ?Unfortunately that's probably harder.
That said - I think I've seen circle and a matched tape labeled in terms of π . A choice of radiant beauty.
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The whole idea of the lesson, which I'm very passionate about is making irrational numbers like root two and root three seem... real. Both as "real numbers" but also as ... real numbers, physical distances that make as much sense as 4 cm or 1/3 of an inch.
Gosh darn it!
I shouldn't have given those blank rulers to the shop teacher... I kind of want them for this week. I have three classes but they've already taken their test for this unit and winter break is coming. So, it's the perfect time to mess around with one of my "experimental" lesson ideas... like the idea of making rulers for irrational numbers.
To be fair I have two sections ... and this would have not been enough blanks so, I can't tell myself "I told you so" about cleaning.
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@futurebird
I wonder if it would be more effective to get blank 45 45 90 triangles and label the hypotenuse in terms of √2 ?Unfortunately that's probably harder.
That said - I think I've seen circle and a matched tape labeled in terms of π . A choice of radiant beauty.
You know I have these "special triangles" maybe we could make them with cardstock?
All of these can be constructed with a compass and then you know sin and cos for these angles... hmm
