Hugo teaches math

When I first started the course, I thought we would only be learning ways to teach students efficiently and effectively. Susan taught us how to approach the curriculum from a different perspective, which I am thankful for. I was always taught math in a traditional manner, and it was honestly quite difficult to get out of that mindset. I feel that I am still on a path towards getting away from this type of thinking, but there is progress. I never thought about having a math project, but now that I've been exposed to this type of teaching, I definitely see the value. We also talked about a lot of ways to try to incorporate indigenous ways of knowing in the curriculum. This topic is still hard for me, but the resources and knowledge that I've obtained is immensely helpful.

The first stop I had when reading this article, was about the connection of the words line and linen. We often forget how crucial the concept of a line is in geometry. Sometimes we can even think of a circle as a line that we've curved around. We manipulate the line to create other shapes, just as we manipulate the linen to make clothes. Also hearing about how people in the past knew about 3-4-5 triangles is quite interesting. A bit off topic, but also the cubic watermelons costing $200 is an insane price even for something as novel as that. The second stop I had was when they were talking about the grids in Saskatchewan. From my knowledge, I always thought that Saskatchewan was a very flat province, so one would think a grid system would work just fine. But factoring in the curvature of the Earth is something that did not occur to me. This got me thinking about BC, we have so many mountains here that a grid system would definitely be less efficient. In regards to indigenizing ...

Since there are 1000 bottles and 10 rats, I thought to split the work evenly at the start. Each rat drinks 100 bottles. This means that 1 of the rats will die, which means that the poisoned bottle will be in that 100 set of bottles the rat was assigned. So now we have 9 rats left to test 100 bottles. Now set 1 bottle aside and have the rats test 99 of the bottles. Each of the 9 rats will test 11 bottles each. If no rats die, then we somehow amazingly picked out the poisoned bottle. But most likely one of the rats will die, and we will know that in their group of 11 bottles there will be one that is poisoned. So now we have 8 rats remaining to test 11 bottles. Set 3 bottles aside so that we have 8 bottles and 8 rats. Each rat will drink one, if they all live then the poisoned bottle is in the group of 3, if not then whichever bottle the dead rat drank from is poisoned. If they all live then we have 8 rats to test 3 bottles, which is trivial. Let 3 rats each drink a bottle, whoever dies ...

Unit Plan Draft #2