Cathy Yenca offers her student “two sheets of paper, some tape, a ruler, a calculator, and a little bit of breathing room” and the two of them make math happen:
Clearly, the student was delighted that his calculations matched what happened in the video. I said to him, â€œE., so you learned a little something about volume today, eh?â€ His response, without hesitation: â€œAlways go with the fat one.â€
Rachel Kernodle posts a clever illustration of inverse functions.
Sam Shah shares his struggle to make related rates interesting and finds some solutions:
Then I asked our esteemed volunteer to use one breath to blow up the first balloon. Taped it up. Again, for two breaths. Taped. Et cetera until we got a total of six balloons taped. Then I asked what things are measurable in the balloons. Bam. List.
Bruce Ferrington asks, “How Tall Is Our Class?” a question which is surprisingly involved:
So, how were we going to measure the height of a class? Well, the kids came up with three suggestions.