Today in AP Statistics we continued the Great Candy Review by comparing Starburst proportions to the skittles proportions; specifically, we started trying to decide if the proportion of orange starbursts could be equal to the proportion of orange skittles. The activity covers both 1-sample proportion tests (by assuming that 20% of skittles are orange, as weRead More

## Spring break is over: time for… The Candy Strategy

Spring break officially ends in a little under 12 hours, when my first class starts tomorrow. Naturally, tomorrow is the day in our rotating schedule where I don’t have a single free period, so it will be quite a change of pace. Having just finished up our giant soccer goal geometry project, I’ve given myselfRead More

## Soccer Goals: mid-project check-in

Our geometry soccer goal project was scheduled for five 80-minute class days, but we lost a class day in every class due to snow. They were required to do some work on their projects at home during those days (we do “remote school” on snow days), but certainly not as much productive work was done.Read More

## The AP Conundrum

I am teaching AP Statistics this year, and, in general, really like it. I have a science background as much as a math background, so statistics is very appealing to me, and I honestly do believe that it is more important and useful than calculus for many, many people. Plus, I think it’s fun! MyRead More

## The Dress – Why do I see the wrong colors?

By now, you have seen the dress. This dress, by the way, is undeniably, and actually, Blue and Black. If you’re like me, you see White and Gold (in shadow!) If you’re like many others, you see Blue and Black. If you’re like some, you see Periwinkle and Gold. But the real dress has beenRead More

## Huge soccer project about to take off!

Inspired by this post from Geoff Kraal, I am going to spend the next five class days (80 minutes each) plus homework time working on a large-scale project in which my three geometry classes will build small, child-size soccer goals out of PVC pipe. When we’re finished, the goals will be given to faculty childrenRead More

## Now I have to assess this unit…

…and I really don’t know how. The problems are great, but I’m not comfortable (yet, I hope) grading them as high-value summative assessments, which means that I don’t have a “reasonable” distribution of grades. I could spend a day consolidating our knowledge from the problems and short-lectures – areas of various shapes, similarity theorems, scalingRead More

## Tonight’s Homework – Octagon Patios

I’ll admit, I thought tonight’s homework problem wouldn’t be so hard after tackling the Tennis Court problem and Geoff Kraal’s Pizza Casbah Challenge problem. But I’m getting a lot of stressed e-mails from confused students (who have not learned to embrace confusion I guess), so we’ll see how it goes. Here it is. Still stressingRead More

## Painting tennis courts – scaling and rectangular areas

I don’t like how our book (and I assume most geometry books, at least traditional ones) breaks up similar polygons – which I think of in terms of scaling and maps – and the areas of those polygons. So I’m combining them. A couple of days after the light problem, we started a series ofRead More

## It begins – measuring our field’s flood lights

I’m going to dive right in. I am back to teaching high school math this year, after a few years teaching middle school science, and I did a mediocre job first semester. My AP stat class was muddled and confusing and my geometry classes were boring and uninspired. We’ve been back in class a weekRead More