• Inside mathematics problem of the month

    Inside mathematics problem of the month

    The Mathematics Design Collaborative MDC brings to mathematics teaching and learning high-quality instructional tools and professional support services. Visit these related sites:. Mathematics Assessment Project. Inside Mathematics provides a resource for educators around the world who struggle to provide the best mathematics instruction they can for their students. SVMI is based on high performance expectations, ongoing professional development, examining student work, and improved math instruction.

    The initiative includes a formative and summative performance assessment system, pedagogical content coaching, and leadership training and networks. Check out the performance assessment tasks for grades 2 through high school!

    You will also find problems of the month, tools for educators, more common core resources, and videos. Tuesday Task Talks. Virtual Lecture Series.

    inside mathematics problem of the month

    Dan's Blog. Video: Dan on Real-World Math. Rich Math Tasks are accessible and extendable. Math Design Collaborative. Inside Mathematics.

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    Illustrative Math Project. Dan Meyer's 3 Act Math Tasks. Coming SoonYou sit at your desk, ready to put a math quiz, test or activity together. The questions flow onto the document until you hit a section for word problems. This resource is your jolt of creativity. It provides examples and templates of math word problems for 1st to 8th grade classes. There are examples in total. Helping you sort through them to find questions for your students, the resource is categorized by the following skills with some inter-topic overlap:.

    Adding to Ariel was playing basketball. How many shots were there in total? Adding to Adrianna has 10 pieces of gum to share with her friends. How many pieces of gum does Adrianna have now? Adding Slightly over The restaurant has normal chairs and 20 chairs for babies. How many chairs does the restaurant have in total?

    inside mathematics problem of the month

    Adding to 1, How many cookies did you sell if you sold chocolate cookies and vanilla cookies? Adding to and over 10, The hobby store normally sells 10, trading cards per month.

    In June, the hobby store sold 15, more trading cards than normal. In total, how many trading cards did the hobby store sell in June? Adding 3 Numbers: Billy had 2 books at home. He went to the library to take out 2 more books.

    He then bought 1 book. How many books does Billy have now? Adding 3 Numbers to and over Ashley bought a big bag of candy. The bag had blue candies, red candies and 94 green candies. How many candies were there in total?

    Problem of the Month

    Subtracting to There were 3 pizzas in total at the pizza shop.Every month the mathematics department hosts an open competition for any students at Southeastern. The problems are divided into two categories to give beginning level mathematics students a chance to win.

    The submissions are taken and the correct solutions are all put into a drawing for a great prize. Only students who have not taken any mathematics classes beyond this list are eligible to compete for the first problem. Of course, advanced students are more than welcome to try their hand at it to see if they still "have their stuff". The second problem is open to all students but is designed for students who have taken Math or later classes.

    Directions for submissions are each student should write out a complete solution showing all work and being as legible as possible.

    You must put your name and a valid Southeastern email address on your submission. So, that we can get your prize! Then the submissions are put into a box in the Mathematics Office, room Fayard Hall by p. Problems will continue to come out each month and new due dates will be posted for each competition. See Problem 1 for beginning mathematics students. See Problem 2 for advanced mathematics students.

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    Skip to Content. Toggle navigation. Toggle navigation Navigation Menu. Problem of the Month. February See Problem 1 for beginning mathematics students. March See Problem 1 for beginning mathematics students. April See Problem 1 for beginning mathematics students. October See Problem 1 for beginning mathematics students. September See Problem 1 for beginning mathematics students. November See Problem 1 for beginning mathematics students.

    Southeastern Louisiana University Hammond, Louisiana 1. All Rights Reserved.Please log in to save materials. Log in.

    inside mathematics problem of the month

    This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings. The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps.

    Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. This lesson is based on the results of a performance task in which we realized that students' understanding of area and perimeter was mostly procedural. Therefore the purpose of this re-engagement lesson was to address student misconceptions and deepen student understanding of area and perimeter. The standards addressed in this lesson involve finding perimeter and area of various shapes, finding the perimeter when given a fixed area, and using a formula in a practical context.

    Challenges for our students included decoding the language in the problem and proving their thinking. The foundation of this lesson is constructing, communicating, and evaluating student-generated tables The foundation of this lesson is constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans. Students are given three different DVD rental plans and asked to analyze each one to see if they could determine when the 3 different DVD plans cost the same amount of money, if ever.

    This lesson is a re-engagement lesson designed for learners to revisit a problem-solving task they have already experienced. Students will activate prior knowledge of graphical representations through the 'what's my rule' number talk; compare and contrast two different learners' interpretations of the growing pattern; use multiple representations to demonstrate how one of these learners would represent the numeric pattern; make connections between the different representations to more critically compare the two interpretations.

    This lesson is about properties of quadrilaterals and learning to investigate, formulate, This lesson is about properties of quadrilaterals and learning to investigate, formulate, conjecture, justify, and ultimately prove mathematical theorems. Students will: Analyze characteristics and properties of two- and three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and apply appropriate techniques, tools, and formulas to determine measurements.

    Explore relationships among classes of two- and three-dimensional geometric objects, make and test conjectures about them, and solve problems involving them. Employ forms of mathematical reasoning and proof appropriate to the solution of the problem at hand, including deductive and inductive reasoning, making and testing conjectures, and using counter examples and indirect proof.

    Identify, formulate and confirm conjectures. Establish the validity of geometric conjectures using deduction, prove theorems, and critique arguments made by others. This lesson is about ratios and proportions using candy boxes as well as a recipe for making candy as situations to be considered. This lesson focuses on students making decisions about what tools to apply to solve different problems related to quadratic expressions and equations. It is also intended to build awareness of the form an answer will take in order to help students make sense of the kind of problem they are solving.

    Students work to understand the language of word problems, using specific words Students work to understand the language of word problems, using specific words as clues to the mathematical operations embedded in the problem. Teacher will use examples of student work to uncover misconceptions and errors and help support the students in developing the ability to critically evaluate their own strategies.

    Collection Inside Mathematics. Show More Show Less. Search Resources Search. Filter Resources. Education Standards Education Standards:.

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    Learning Domain:. Alignment Tag:. Science Domain:.Sumer a region of Mesopotamia, modern-day Iraq was the birthplace of writing, the wheel, agriculture, the arch, the plow, irrigation and many other innovations, and is often referred to as the Cradle of Civilization. The Sumerians developed the earliest known writing system — a pictographic writing system known as cuneiform script, using wedge-shaped characters inscribed on baked clay tablets — and this has meant that we actually have more knowledge of ancient Sumerian and Babylonian mathematics than of early Egyptian mathematics.

    Indeed, we even have what appear to school exercises in arithmetic and geometric problems. As in EgyptSumerian mathematics initially developed largely as a response to bureaucratic needs when their civilization settled and developed agriculture possibly as early as the 6th millennium BCE for the measurement of plots of land, the taxation of individuals, etc.

    In addition, the Sumerians and Babylonians needed to describe quite large numbers as they attempted to chart the course of the night sky and develop their sophisticated lunar calendar. They were perhaps the first people to assign symbols to groups of objects in an attempt to make the description of larger numbers easier. They moved from using separate tokens or symbols to represent sheaves of wheat, jars of oil, etc, to the more abstract use of a symbol for specific numbers of anything.

    Starting as early as the 4th millennium BCEthey began using a small clay cone to represent one, a clay ball for ten, and a large cone for sixty. Over the course of the third millennium, these objects were replaced by cuneiform equivalents so that numbers could be written with the same stylus that was being used for the words in the text. A rudimentary model of the abacus was probably in use in Sumeria from as early as — BCE. Sumerian and Babylonian mathematics was based on a sexegesimalor base 60numeric system, which could be counted physically using the twelve knuckles on one hand the five fingers on the other hand.

    Unlike those of the EgyptiansGreeks and RomansBabylonian numbers used a true place-value system, where digits written in the left column represented larger values, much as in the modern decimal system, although of course using base 60 not base Thus, in the Babylonian system represented 3, plus 60 plus 1, or 3, Also, to represent the numbers 1 — 59 within each place value, two distinct symbols were used, a unit symbol and a ten symbol which were combined in a similar way to the familiar system of Roman numerals e.

    Thus, represents 60 plus 23, or However, the number 60 was represented by the same symbol as the number 1 and, because they lacked an equivalent of the decimal point, the actual place value of a symbol often had to be inferred from the context. It has been conjectured that Babylonian advances in mathematics were probably facilitated by the fact that 60 has many divisors 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30 and 60 — in fact, 60 is the smallest integer divisible by all integers from 1 to 6and the continued modern-day usage of of 60 seconds in a minute, 60 minutes in an hour, and 60 x 6 degrees in a circle, are all testaments to the ancient Babylonian system.

    It is for similar reasons that 12 which has factors of 1, 2, 3, 4 and 6 has been such a popular multiple historically e. The Babylonians also developed another revolutionary mathematical conceptsomething else that the EgyptiansGreeks and Romans did not have, a circle character for zero, although its symbol was really still more of a placeholder than a number in its own right. We have evidence of the development of a complex system of metrology in Sumer from about BCEand multiplication and reciprocal division tables, tables of squares, square roots and cube roots, geometrical exercises and division problems from around BCE onwards.

    Later Babylonian tablets dating from about to BCE cover topics as varied as fractions, algebra, methods for solving linear, quadratic and even some cubic equations, and the calculation of regular reciprocal pairs pairs of number which multiply together to give Others list the squares of numbers up to 59, the cubes of numbers up to 32 as well as tables of compound interest.

    Babylonian Clay tablets from c. The idea of square numbers and quadratic equations where the unknown quantity is multiplied by itself, e.

    The Babylonian approach to solving them usually revolved around a kind of geometric game of slicing up and rearranging shapes, although the use of algebra and quadratic equations also appears.

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    At least some of the examples we have appear to indicate problem-solving for its own sake rather than in order to resolve a concrete practical problem. The Babylonians used geometric shapes in their buildings and design and in dice for the leisure games which were so popular in their society, such as the ancient game of backgammon.

    Their geometry extended to the calculation of the areas of rectangles, triangles and trapezoids, as well as the volumes of simple shapes such as bricks and cylinders although not pyramids.

    The famous and controversial Plimpton clay tabletbelieved to date from around BCE, suggests that the Babylonians may well have known the secret of right-angled triangles that the square of the hypotenuse equals the sum of the square of the other two sides many centuries before the Greek Pythagoras.

    The tablet appears to list 15 perfect Pythagorean triangles with whole number sides, although some claim that they were merely academic exercises, and not deliberate manifestations of Pythagorean triples.

    Search for:.We're serving students remotely. Please stay connected. Have you registered for fall classes yet?

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    Let's get through this together! Register for classes on my. Apply to UNT Having trouble registering? Get help from an advisor. The Competition. The competition, which runs during the regular semesters, consists in solving and submitting a solution to one proposed math problem each month. The Rules. The entries will be graded promptly by a panel of judges, on correctness, completeness, and style. The ruling of the judges will be final.

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    No awards will be given to solutions which are not correct and complete. Identical entries will be disqualified. Winners will no longer be determined chronologically. All who answer correctly will be listed on the Math Club Bulletin Board the following month. The Awards. There will be two types of awards associated with the competition: Winner and Runner Up.

    All awardees will be prominently featured on the Math Dept. Also, they will be given awards to be used for tuition, as follows:. Then solve the differential equation. Note: There are 10 different letters in this sum so all of the nonnegative integers from 0 to 9 will be used exactly once. Squared Matrices and Characteristic Polynomials.

    Integration Bee Warm-Up. It's easy to apply online. Join us and discover why we're the choice of over 38, students.

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    Skip to main content. College of Science Department of Mathematics. Winner: Rhythm Garg Dec. Winner: Rhythm Garg Jan. Using each corner as a center, draw a quarter circle of radius 1.

    Find the area, A, of the intersection of these 4 quarter circles. There are three segments - one from corner A, one from corner B, and one from corner C. The segments intersect at a point P in the interior of the square and P lies below the diagonal AC. The length of the segment from P to A is 1, the length of the segment from P to B is 2, and the length of the segment from P to C is 3.

    Determine angle APB. Multiply this by 3 write your answer in base Make a conjecture about what this last number is and then prove it.The UL Lafayette mathematics department Monthly Mathematics Challenge provides an opportunity to engage in problem solving.

    Each month we will post a set of problems. You will have at least one month to tackle the problems and submit your solutions. We will include problems at various levels of difficulty. We hope that you will find these problems sufficiently challenging to pique your interest.

    Solutions to one or all of the problems can be emailed to or handed in to Calvin Berry cberry louisiana. Correct solutions will be acknowledged on this web page.

    Problems of the Month - Overview

    There is not a fixed due date for the problems. Send your solution or solutions when you are ready. Problems for September pdf. Solutions may be submitted at any time. Problems for April pdf. Problem 3 corrected version. Problems for January pdf. Problem 2 revised !

    Problems for March pdf. Problems for February pdf. Problems for January pdf Solutions may be submitted at any time. Problems for February pdf These problems are carried over from November Solutions for April pdf -- These solutions are based on the solutions submitted by Abhinav Chand. Solutions for March pdf -- These solutions are based on the solutions submitted by Abhinav Chand. Solutions for February pdf -- These solutions are based on the solutions submitted by Abhinav Chand.


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