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2014 February

23

Feb

Getting OLD? What Kind?

Sometimes when you are young, you want to be older. Most people I know get old before they get old. On the other hand, I have seen 80 year olds who were younger–way younger–than some 16 year olds. So, it seems that there are at least two kinds of “old.” One, where you have enough experience that you can take things in stride. That kind of attitude requires adjustment–like surfing on a board. The other kind of “old” is an attitude where everything needs to fit into a world of that person’s own making and when it doesn’t… Watchout! It’s an attitude of attitrude.

How Fast Are You Growing OLD!? Or Young?
(C) 2014 by Mark Gordon

How often do you:
A. Every day or near it.
B. Two/three times a week.
C. Once a week.
D. Couple times a month.
E. Once a month.
F. Rarely if ever

1. Learn something new (outside your expertise).
2. Explore.
3. Experiment.
4. Listen to/make music.
5. Be grateful.
6. Use imagination.
7. Sing/Dance/Play.
8. Be curious.
9. Keep your word–especially to yourself (double points).
10. Smile at someone you don’t know.

How many of each did you have?
A’s? ___ X 20 =
B’s? ___ X 10 =
C’s? ___ X 5 =
D’s? ___ X 3 =
E”s? ___ X 1 =
F’s? ___ X 0 =
TOTAL ……………… __________

If you scored:
120+ You have the secret sauce!
90+ You have nearly stopped aging!
60+ C’mon, your close!
30+ You’re “D” grading!
0+ There’s always the hope for reincarnation!

23

Feb

Fascinating Math Pattern

Can you see a pattern?
How about another?
142857 X 1 = 142857
142857 X 2 = 285714
142857 X 3 = 428571
142857 X 4 = 571428
142857 X 5 = 714285

What would predict about multiplying 142857 X 6?
What about 7?
Anything else you notice?

18

Feb

A Sweet Path to Math

Do you remember when you dreaded walking into your next class? It may have felt a little like placing yourself into jail—you knew the time in that room was going to be very slow and painful. For too many, math was that class.

It no longer has to be that way. We challenged the premise that most kids will dislike, even hate math. We wanted to make math fun. Our hypothesis: if it is fun, just about every kid will want to practice and master the subject. At the very least, we will have provided an immunization for math rash. So, the experiments began.

The first experiment was to make a wooden box with wheels.
math on wheels seats

Kids, and–we must admit–adults loved moving around on these new contraptions. You could spin around and glide around the floor with ease. Ok, so what does this have to do with math? We devised a golden ratio rectangle and asked kids to make a complete cycle around (52 feet) on their math–on–wheels box. We timed them and asked: how fast do you think you went? They could not get enough of trying to beat their previous time by applying the formula: Rate = Distance/Time. After twenty minutes, we had to stop them from practicing math. Well, we didn’t have to stop them, but there were more experiments for them to try. We repeated this experiment over 20 times with the same results.