Get ready, get set, go Educon 2.2 with a math spin (I hope)

So here I am ready to do Educon 2.2. Since the event is in Philly and I'm at home I got my tweetdeck set up to view tweets that I follow along with tweets that contain #educon and #noneducon in their message. Let the circus begin....

I'm back from my first go at it. Lasted about 45 minutes. What did I make of it so far? I'm reminded of what computers were said to do most of the time: GIGO - garbage in, garbage out. It wasn't really that bad. A #educon tweet told me about an interview the writer did with Seth Godin and that transcripted in her blog. His views on education. Interesting. I followed my mind drift and clicked on an intervew Seth gave on his quidoo.com website as I was being bombarded by a cacophony of tweet flashes every few seconds or so it seemed. There's something fun about this blitz of info. Nothing about math. but then retrieving relevant stuff is like catching the proverbial needle in the haystack. There has got to be a better way. The show begins tomorrow. This time I will be ready for Math!

PS - I missed the virtual feed of the panel discussion at Franklin Institute. I wonder if it actually happened.

Was Belicheck's math right when he said: "I thought it was our best chance to win."

Was Bellichick's math right when he said "it was our best chance to win." I agree with him. Kick or pass: Which was a higher probability? Anyone want to offer an analysis?

Here's mine.

Probability of Patriots getting a first down on 4th and 2? I say 90%. It's only a guess but given the Patriots football prowess along with the element of surprise, I say they would have made it on average 9 out of every 10 times they tried it. On the other hand, punting to the Manning machine is a shaky 50-50 proposition at best. Also, what are the chances the receiver would bobble the ball? Video of play.

What do you think?

WCYDWT (What can you do with this): How Big is the Gorilla?

Here's a good slide to show to start a conversation about decimals with your class. The first question that comes to my mind is: So, really, how big is this gorilla? What are some of the questions that come to your mind?

Most textbookish review sections for decimals are pretty boring. How might this help? Putting a common idea in a interesting, surprising way will get the kids attention. Now how do achieve your math objective with that?

Source: Wired Magazine (Nov. 2009) p. 45. I had to scan it; couldn't find it on the Web.)

WCYDWT (What can you do with this): Rolling boxcars

DYBT?*

You can win one million dollars if a celebrity rolls a pair of sixes on the Tonight... (Woops sorry) the Jay Leno Show. See daily dice roll clip.

What are YOUR chances of winning? 1/36? Read the fine print to find out... if you can stand it.

http://playatMcD.com

Use the Menu to avoid all the animation. Check out the "helpful" registration process video.

*Do you believe this?

What would you do with this sign?

I've tried it with many 6th grade classes. Have gotten some interesting results.

See my comments about it.

Measuring Circles: Good idea, bad pedagogy?

From the WCYDWT files:
Watch this video and tell me: Would you show this to kids as is? Anything missing here? If so, is the missing thing necessary?

To see video click here.
(2:42 min)

What's Wrong with this Picture?

Hint: It appeared as an ad in the program book for the NCTM conference where the theme was EQUITY. Hello? Anybody home?