Sudeep

Post 1 states that "Root's average in Aus is only 3 less thasn Ponting's in England." Post 2 supports this by comparing the figures: 38.33 for Root vs 41.79 for Ponting i.e. a difference of 3.46 Post 3 claims the difference is 4 if you round the figures in post 2 to 38 and 42.

A "premature approximation" error outside of the maths classroom!

(Some comments on Root's batting average in Australia being comparable to Ponting's in England, from a thread at www.bbc.co.uk/sport/cricke...)

I have this at www.geogebra.org/m/nzzdpqaa

YouTube video by Association for Mathematics in Education (AMiE) Welcome to AMiE

📣 We’re excited to welcome you to the newly formed Association for Mathematics in Education!

After bringing together five long-standing associations, we’re proud to unite our communities, expertise, and energy under our new association.

Watch our welcome video: www.youtube.com/watch?v=1uLL...

These are so good 🤩

A collection of nine diagrams. Each is a ten-by-ten grid with a four-by-five rectangle in its bottom left corner shaded with wavy lines. Each also has a five-by-six rectangle shaded in grey, overlapping with the wavy-shaded rectangle by a different amount in each diagram. They each have a label underneath too. In the first diagram, the grey rectangle covers the wavy-shaded rectangle completely and the label says “Not independent”. In the second diagram, the two rectangles overlap on 15 squares and the label says “Not independent”. In the third diagram, the two rectangles overlap on 12 squares and the label says “Not independent”. In the fourth diagram, the two rectangles overlap on 8 squares and the label says “Not independent”. In the fifth diagram, the two rectangles overlap on 6 squares and the label says “Independent!” in capital letters. In the sixth diagram, the two rectangles overlap on 4 squares and the label says “Not independent”. In the seventh diagram, the two rectangles overlap on 2 squares and the label says “Not independent”. In the eighth diagram, the two rectangles overlap on 1 squares and the label says “Not independent”. In the ninth diagram, the two rectangles do not overlap and the label says “Not independent”.

This came up in the staff meeting today: how the ordinary English meaning of the word “independent” does not describe at all how a Venn diagram looks, and what to do to fix that. #MathSky www.adelaide.edu.au/mathslearnin...

YouTube video by Adam Ragusea Tequila is asparagus juice! (kinda)

Is that agave? Having never seen the plant in bloom, I was surprised to learn it was in the asparagus family last year www.youtube.com/watch?v=Vkmd...

A great tit chick and adult

A great tit feeding its chick

Nest box watching earlier today
#birds

Interior of London Underground 1938 stock carriage

Scalloped lighting fixture from interior of London Underground 1938 stock carriage

Interior of London Underground 1938 stock carriage

Another wooden interior from an old London Underground carriage

My goodness the wooden interiors on old tube carriages made them look so warm and inviting.

Screen grab from a Futurama episode showing a robot advertising his “discreet and discrete” computer dating service

Reminded of this!

Whether we will be able to realise our hopes will depend on the maintenance of an acceptable degree of international order.

8/8

...and that it works in growing harmony with the United States... All our history in this and earlier centuries underlines the basic point that the best progress is made when Europeans and Americans act in concert. We must not allow ourselves to be enticed into a form of continental insularity.

7/8

Britain is at the heart of a growing movement towards greater cohesion within Europe... NATO, too, is adapting to the new realities in Eastern Europe and the Soviet Union and to changing attitudes in the West. It is Britain’s prime concern to ensure that the new Europe is open and liberal...

6/8

The ... dramatic changes in Eastern Europe ... have opened up great opportunities for the people of those countries. They are finding their own paths to freedom. But the paths would have been blocked if ... your country and mine had not stood together. Let us never forget that lesson.

5/8

Both our countries saw the invasion of Kuwait in just the same terms. An outrage to be reversed, both for the people of Kuwait and for the sake of the principle that naked aggression should not prevail.

4/8

The future is as ever obscure. The only certainty is that it will present the world with new and daunting problems. But if we continue to stick to our fundamental ideals... we can resolve them. Recent events in the Gulf have proved that it is possible to do just that.

3/8

A significant part of your social contract is written down in your Constitution. Ours rests on custom and will. The spirit behind both however is precisely the same. It is the spirit of democracy. The ideals are clear enough, but they must never be taken for granted."

2/8

YouTube video by C-SPAN Queen Elizabeth II Address to Congress (1991)

Striking to see watch Queen Elizabeth's 1991 address to Congress today. She spoke about "the spirit of democracy", the Soviet Union, the EC, NATO, "continental insularity", and the "maintenance of international order".

www.youtube.com/watch?v=egpy...

(Excerpts of the speech follow below 🧵)

1/8

Results with the Unit Circle that are useful for #alevelmaths

#mtbos #maths #ukmathschat

Oh yes please do add me 🙂

A crow holding a peanut. Its iridescent feathers are noticeable.

The underappreciated iridescence of crow feathers. #birds

A botanical illustration of an orchid showing a pair of round tubers amongst the roots

And for #etymology fans wondering what the orchid plant has to do with the Ancient Greek word for testicle… the tubers of the plant look like this.

[Picture from Swiss Orchid Foundation at the Herbarium Jany Renz, orchid.unibas.ch ]

A large cornucopia of orchids

Orchids

Orchids

Orchids amongst a panoply of plants in a large glasshouse

A cornucopia of Peruvian orchids at Kew Gardens. Well worth a visit if you’re nearby!

www.kew.org/kew-gardens/...

Would that have been your gut feel before doing those calculations? I was thinking it'd be either minute or hour, but had no instinct about which of those seemed most plausible.

Got me wondering about what it was meant to say (I'm guessing "equivalent to 36 football fields per <unit of time>") Must admit I have no gut feel about the unit of time that seems most plausible.

Could make a good (if depressing) #coremaths Fermi estimation question.

President Nixon meeting the (quarantined) Apollo 11 astronauts on their successful return from the moon.

And before then, the country has its Semiquincentennial and the men's football World Cup. Also the next moon landing mission. Imagine the 2027 reboot of this photo. Booo indeed.

#mathstoday starting off Y12 conditional probability with one of my favourite worksheets featuring the Asteroid Creatures! Not sure if @davidkbutler.bsky.social has posted about it here where the sky is blue but here's the post on the other place and link drive.google.com/file/d/1dwtG...

A slide asking students to compare which is easier of the following two questions: Work out the number the is 17/33 of the way between 20/29 and 53/29 and Work out the number is 2/3 of the way between 3/4 and 4/5

I previously blogged about why I like getting students to compare how tricky they might find two similar-looking Qs (bossmaths.com/which-is-eas...)

Here's a new pair that I hope might generate an "aha" moment for students.

A poster showing that Epiphany and phenotype both come from the Greek word phainein, meaning "to appear"

I like mentioning #etymology links between key words from across the curriculum e.g. "vector" and "convection".

Here's a topical one for today👇

(I personally don't present slides like this in class; I tend to prefer them as corridor display material.)

It's not something I've given much thought to, since I'd probably be writing as I speak... but I think I unwittingly say stuff in brackets faster, i.e. 5 lots of *xplus2* all over 3 😅

It's tough—I remember back when I'd have classes of Y7s that couldn't do basic arithmetic. So today when almost all can succeed at column methods, that's got be heartening to some extent.

But if, as you're doing, you can get them being more efficient (lazy😉) when possible, that's even better😀