## Tuesday, February 28, 2012

## Tuesday, February 14, 2012

### 12 Inches of Math (informer!)

We built our first snowman with our daughter this weekend, and it was a tremendous amount of fun. She didn't do much work, but she gets excited everytime she sees it.

I've been trying to harness my inner-nerd this year; trying to find math in everything I see and do. I figure if I want my students to see math in the world, I need to be able to see it too. I imagine this is how Mystery Guitar Man approaches his videos: searching for music in his everyday surroundings and discovering how he can use those sounds to create something new and original that is both visually and audibly pleasing in order to send the message that music is everywhere (hence my previous post, worlds collide). I feel that I'm getting better at recognizing various situations and their mathematical values, but it's taking some time to develop this mindset.

After building our snowman, I realized that there really wasn't that much snow on the ground to begin with, which you can tell from the dirt and mud in the picture, it was just the perfect wet snow for building. I wondered, how much snow did we use in building that snow man? If we would've used all of the snow in our backyard, how big would our snowman be and would that beat the world record? How much snow actually fell (not just how many inches deep)?

I realize that if I'm following the mathematical storytelling model, you should come up with these questions, but they were just some thoughts. Essential info will be posted later (before the snow melts).

## Monday, February 13, 2012

### We Built This City

## Friday, February 3, 2012

### Betelgeuse, Betelgeuse, Betelgeuse!!

This video further illustrates to me how many questions can be generated from any picture or video. The phrase 'a picture is worth a thousand words' has become more real. I now try to look at my everyday surroundings from a mathematical perspective. I always tell my students that if math didn't exist, nothing else would either, but they always blow me off. Now I'm beginning to gather solid, concrete examples that they can see. I think the way I'm going to approach it from now on is show my students these examples so we can explore them as a class, and then use them to illustrate that math truly is

*everywhere.*If I can get them to believe this, them I'm one step closer to getting them to appreciate everything that happens around them at any given moment.

So, what are your thoughts? What questions come to mind when you see this video?

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