Any of your students get the reference to X-files?

Obeli?

Thanks for sharing this. I plan to use it with my class.

🍿🍿 I definitely need ideas and thoughts on this.

A photo of Ocotillo in bloom. Looking up towards the sky. Ocotillo is covered in small green leaves and the ends have the bright red cone shaped flowers. Some flowers are not open yet and appear as yellow buds.

Ocotillo on my walk today.

#nature #walk #sky #Arizona

Can you post a link?

That must be the coolest room.

These are gorgeous!

Pick 2 numbers to begin a sequence. Add them to get a third number. Add the previous two to get the 4th number and so on. What do the first two number have to be such that the fifth number is 100?

Surprise! Howie’s equation pops in there.

My first solution was (10,35). Ten seemed like a good first pick.

Check out the “Books” section on this website for lots of ideas .

www.artofmathematics.org

I’ve got some students working on the pidaychallenge.com this weekend. They are having fun. I don’t know who makes this, but kudos to them! #MathsToday. ♾️

Our campus will ticket people who back in because they really hold up traffic when students are trying to get to school in the morning.

Great idea. I’m going to use this next semester.

This looks fun. I saved a copy to try with my class later.

I just volunteered my students to puzzle test for this. I loved thee big yellow game book he did. #MTBoS

Wow! That’s way better than my multiplying by the conjugate way.

Thanks for sharing!

Only ever used it in an upper division Astronomy class with spherical trig. By that time, it was a trivial calculation to pick up if you had never seen arcminutes. I skip it in pre-Calc unless I have extra time.

Love it! Keep ‘em coming!

Vector field F=<y-x, -x-y> has been overlayed onto a snail shell. The vectors point in the direction of the spiral of the shell.

Student has taken a picture of a rift in the ground and overlayed a vector field where the vectors approach the rift generally at right angles and then turn into the rift and crash out pointing down.

Image is a subsection of Van Goghs Starry Night. It’s the large whorl in the sky. Over the image is a vector field which points along the whorl. The vector field is -sin(x-y) for the i component and cos(x+y) for the j component. The vector field is handwritten. The image is black and white.

The vector field F=<x,2-x^2> is overlayed on the image of a fountain in a pond. The water sprays straight up and falls down into a circular region. The vectors point along the motion of the water.

Vector fields as art. In #MathsToday the students had to create a vector field and overlay it with a picture to create Vector Art.

Just a fun little extension at the end of a unit. #iTeachMath

This looks fun. Do you have a link you can share for the document?

Christmas (2025) is over Welcome to 2026 everyone! It's time to reveal the answers to the Advent Calendar puzzles and announce the winners. But first, some good news: with your help, Santa was able to order a new sleigh and C...

OMG I won!

www.mscroggs.co.uk/blog/122

What a great idea!

Last challenge was to use at least 3 logs to create log8. Students were really creative. But the fact that one group had log2+log2+log2 and another had 3log2 helped move towards the log(2^3)=log8.

It was a nice way to informally introduce log properties and play with log tables b4 formalizing.

In #MathsToday we had success discovering the log properties. I had students use a log table to find all the ways to combine logs to equal log2, which led to them noticing the loga-logb=log(a/b) property. Then they looked for ways to make log12 (which led to discovering the product property.

Fire and Ice!

Your prompt has really gotten me thinking. I’ll have to share it with some students and see what they come up with.

A square divided into 4 rectangles each n by n+1 in dimensions arrayed around one digit at the center. My attempt to show a visual proof that and odd square number is one more than a multiple of 8.

Or perhaps this visual I made on Polypad showing the 4 copies of the product of consecutive numbers.