David Flynn
@dpfl.bsky.social
Math curriculum at Beast Academy/IPL
I picked one of these up at a car boot sale a few years back with honest intentions to learn how it worked but never got round to it.
February 7, 2025 at 6:06 PM
I picked one of these up at a car boot sale a few years back with honest intentions to learn how it worked but never got round to it.
As pointed out by @benjamindickman.bsky.social , each digit must appear in a different position in each time.
In which case, example 1 should be:
4:16 and 6:41. Which is 145 minutes.
In which case, example 1 should be:
4:16 and 6:41. Which is 145 minutes.
February 3, 2025 at 10:58 PM
As pointed out by @benjamindickman.bsky.social , each digit must appear in a different position in each time.
In which case, example 1 should be:
4:16 and 6:41. Which is 145 minutes.
In which case, example 1 should be:
4:16 and 6:41. Which is 145 minutes.
Though example 1 isn’t a particular good “e.g” in this case. Oh dear.
February 3, 2025 at 10:53 PM
Though example 1 isn’t a particular good “e.g” in this case. Oh dear.
That’s a great question and something I completely overlooked. Derangements only seems like a necessary rule to make this question interest, but the first example doesn’t use that.
February 3, 2025 at 10:52 PM
That’s a great question and something I completely overlooked. Derangements only seems like a necessary rule to make this question interest, but the first example doesn’t use that.
E.g.
If I use the digits 1, 4, 6. I can make make 4:16pm and 6:14pm. 118 minutes apart.
If I use the digits 2, 3, 5. I can make 2:53pm and 3:25pm. 32 minutes apart. (Which is better).
What combination/arrangement of digits will give me the shortest time?
#iteachmath #MTBoS #MathsToday
If I use the digits 1, 4, 6. I can make make 4:16pm and 6:14pm. 118 minutes apart.
If I use the digits 2, 3, 5. I can make 2:53pm and 3:25pm. 32 minutes apart. (Which is better).
What combination/arrangement of digits will give me the shortest time?
#iteachmath #MTBoS #MathsToday
February 3, 2025 at 10:40 PM
E.g.
If I use the digits 1, 4, 6. I can make make 4:16pm and 6:14pm. 118 minutes apart.
If I use the digits 2, 3, 5. I can make 2:53pm and 3:25pm. 32 minutes apart. (Which is better).
What combination/arrangement of digits will give me the shortest time?
#iteachmath #MTBoS #MathsToday
If I use the digits 1, 4, 6. I can make make 4:16pm and 6:14pm. 118 minutes apart.
If I use the digits 2, 3, 5. I can make 2:53pm and 3:25pm. 32 minutes apart. (Which is better).
What combination/arrangement of digits will give me the shortest time?
#iteachmath #MTBoS #MathsToday
Honestly I can’t either anymore. I probably made a mistake but I’m gonna believe I had a moment of insight that’s just forever lost.
January 9, 2025 at 8:55 PM
Honestly I can’t either anymore. I probably made a mistake but I’m gonna believe I had a moment of insight that’s just forever lost.
3/4?
3/9?
3/1?
1/5?
This is cool.
3/9?
3/1?
1/5?
This is cool.
January 9, 2025 at 7:02 PM
3/4?
3/9?
3/1?
1/5?
This is cool.
3/9?
3/1?
1/5?
This is cool.
This looks interesting. What are the common errors you’re referring to?
January 8, 2025 at 12:22 AM
This looks interesting. What are the common errors you’re referring to?
Maybe gradually removing parts and asking they think goes in the blanks.
December 24, 2024 at 10:59 PM
Maybe gradually removing parts and asking they think goes in the blanks.
Nice problem. I wonder if there is a way to keep this engaging for the kids after they’ve noticed the pattern.
December 24, 2024 at 10:56 PM
Nice problem. I wonder if there is a way to keep this engaging for the kids after they’ve noticed the pattern.
Do you mind if I request access to this?
December 20, 2024 at 2:43 AM
Do you mind if I request access to this?
Storytelling about *learning* math is a lovely way to reframe perceptions of what is means to be a math person.
December 20, 2024 at 2:38 AM
Storytelling about *learning* math is a lovely way to reframe perceptions of what is means to be a math person.
Is there something specific you’re talking about with number sense and fractions?
December 19, 2024 at 8:33 PM
Is there something specific you’re talking about with number sense and fractions?
I think there’s also a lot with can do with digital representations that help strengthen conceptual understanding.
December 19, 2024 at 8:30 PM
I think there’s also a lot with can do with digital representations that help strengthen conceptual understanding.
I think remainders in grade 4 can be really messy and not always done well.
For example:
16 divided by 5 is 3 remainder 1
25 divided by 8 is 3 remainder 1
But
16 / 5 =/= 25 / 8
All in the same grade where students learn that 16/5 = 3 1/5.
For example:
16 divided by 5 is 3 remainder 1
25 divided by 8 is 3 remainder 1
But
16 / 5 =/= 25 / 8
All in the same grade where students learn that 16/5 = 3 1/5.
December 19, 2024 at 8:26 PM
I think remainders in grade 4 can be really messy and not always done well.
For example:
16 divided by 5 is 3 remainder 1
25 divided by 8 is 3 remainder 1
But
16 / 5 =/= 25 / 8
All in the same grade where students learn that 16/5 = 3 1/5.
For example:
16 divided by 5 is 3 remainder 1
25 divided by 8 is 3 remainder 1
But
16 / 5 =/= 25 / 8
All in the same grade where students learn that 16/5 = 3 1/5.
That’s grade 3. There’s a lot of high impact stuff in Grade 3, particularly multiplication and fractions.
A lot of struggles start if students are learning multiplication disconnected from addition, and fractions disconnected from integers.
A lot of struggles start if students are learning multiplication disconnected from addition, and fractions disconnected from integers.
December 19, 2024 at 8:21 PM
That’s grade 3. There’s a lot of high impact stuff in Grade 3, particularly multiplication and fractions.
A lot of struggles start if students are learning multiplication disconnected from addition, and fractions disconnected from integers.
A lot of struggles start if students are learning multiplication disconnected from addition, and fractions disconnected from integers.
The base 10 blocks play an important role. Altogether we have 182 blocks, but we can’t just make *any* rectangle with area 182 since the 100-piece won’t allow it.
December 18, 2024 at 11:08 PM
The base 10 blocks play an important role. Altogether we have 182 blocks, but we can’t just make *any* rectangle with area 182 since the 100-piece won’t allow it.
What’s the max number and what’s the min number is a great prompting question for this. I wonder if aiming for a sum of 0 initially sounds like more of a challenge to students - when in practice it’s slightly simpler.
December 18, 2024 at 11:06 PM
What’s the max number and what’s the min number is a great prompting question for this. I wonder if aiming for a sum of 0 initially sounds like more of a challenge to students - when in practice it’s slightly simpler.
Nice question, started working on it before seeing the area of 2 condition so had to go back. I’m struggling to find the rhombus that isn’t a square.
December 15, 2024 at 4:36 PM
Nice question, started working on it before seeing the area of 2 condition so had to go back. I’m struggling to find the rhombus that isn’t a square.
That sounds pretty convincing. What about something like 32 and 55?
15 hundreds
25 tens
10 ones
There are 2 different rectangles I can make with those blocks.
15 hundreds
25 tens
10 ones
There are 2 different rectangles I can make with those blocks.
December 15, 2024 at 4:24 PM
That sounds pretty convincing. What about something like 32 and 55?
15 hundreds
25 tens
10 ones
There are 2 different rectangles I can make with those blocks.
15 hundreds
25 tens
10 ones
There are 2 different rectangles I can make with those blocks.
I meant giving “= 7/18” on F and “= 2/7” on G.
It might shift the focus from evaluating the expressions to thinking more about the patterns - why sometimes the denominator changes and why sometimes the numerator changes ¯\_(ツ)_/¯ .
But if the goal is evaluation - this’d make the task worse.
It might shift the focus from evaluating the expressions to thinking more about the patterns - why sometimes the denominator changes and why sometimes the numerator changes ¯\_(ツ)_/¯ .
But if the goal is evaluation - this’d make the task worse.
December 14, 2024 at 8:20 PM
I meant giving “= 7/18” on F and “= 2/7” on G.
It might shift the focus from evaluating the expressions to thinking more about the patterns - why sometimes the denominator changes and why sometimes the numerator changes ¯\_(ツ)_/¯ .
But if the goal is evaluation - this’d make the task worse.
It might shift the focus from evaluating the expressions to thinking more about the patterns - why sometimes the denominator changes and why sometimes the numerator changes ¯\_(ツ)_/¯ .
But if the goal is evaluation - this’d make the task worse.