Last week we looked at problems about counting the squares of all sizes in a checkerboard. Some solutions required finding the sum of consecutive squares, \(1^2+2^2+3^2+\dots+n^2\), for which we used a formula whose derivation I deferred to this week. Here we’ll see a couple proofs that require knowing the formula ahead of time, and a …
A recent question about the resultant velocity of an airplane illustrates different ways to make a diagram showing the bearings of air velocity and wind velocity, and to work out angles without getting too dizzy.
Last week we looked at ways to count paths along the edges of a rectangular grid. Now we’ll look at a companion problem: counting the number of squares (or rectangles) of all sizes in a square (or rectangular) grid. This, too, is a very common question, and I’ll be picking just a few of many …
Here is a recent question about arithmetic sequences and series (specifically, reversing the process to find the number of terms given the sum), that nicely illustrates a common type of interaction with a student: gathering information about both problem and student, then guiding them to use what they know, or giving new information as needed. …
A popular kind of question in combinatorics is to count the number of paths between two points in a grid (following simple constraints). This can be done by very different methods at different levels. We’ll look at several problems of this type, starting with the simplest.
(A new question of the week) Among many interesting recent questions we have one about vectors and equations in three dimensions. We’ll see four different ways to find the distance from a point to a line, proving two formulas and catching some of the errors one can make along the way. We’ll also see a …
Last week, we looked at how to visualize division of fractions; in the process, we saw that you can multiply the first fraction (dividend) by the reciprocal of the second (divisor): “invert and multiply”. Here I want to look at a few of the many times we have been asked how to do it or …
(A new question of the week) A recent question dealt with an apparent conflict between the right-triangle definition of sines and cosines, and the unit-circle definition, pertaining to multiples of 90° (angles on the axes). This provides an opportunity to look closely at the relationship between those two definitions. Two definitions Recall that the right-triangle …
We’ve looked at what it means to multiply fractions, including whole and mixed numbers; now it’s time for division of fractions. We’ll start here with pictures, similar to what we did for multiplication, but a little more complicated. Then next time, we’ll see additional ways to understand why we “invert and multiply”.
(A new question of the week) A recent question asked about the reasons for differences in the work of simplifying different kinds of radical expressions. We’ll look at that general question, with two specific examples, and then consider an older problem of the same type.