tag:blogger.com,1999:blog-35651345632758283512018-07-18T02:37:58.353-07:00Math CoachI am an engineer-turned-school-maths teacher....
I love to see the sparkles of understanding in the eyes of my students.... It is really exciting to see I was part of this enlightenment process.... I find myself both inspired and inspiring!
I love doing math with children & sharing my love of math and children with parents and teachers... Check the websites www.about.me/rupesh.gesota and www.supportmentor.weebly.com to know more about me & my math-adventures...Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.comBlogger63125tag:blogger.com,1999:blog-3565134563275828351.post-4878713272166794162018-06-23T04:53:00.000-07:002018-06-23T05:09:01.027-07:00"Oh! This is Cross-Multiplication....!!"
I had given them enough time
to struggle and figure out how to evaluate 'x' from such equations,
where variable is in the denominator:
But
when I found that they were unable to do this for long, I decided to
intervene. In the above problem, it's easy to visualize that 2x-1 has to
be 3, so that we get quotient as 3, and for this 2x should be 4 and
hence x=2.
But I was aware that thisRupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-77211042213398205902018-06-11T10:46:00.000-07:002018-06-11T10:46:22.270-07:00When students are not directly fed the text-book methods - A.P. - Part-2
Hello folks,
So as I had said, I am back again with the Part-2 of this story :-)
Hope you remember about the onset of an unusual activity in our class? - my (lower grade) students have started doing (& enjoying) Maths from (higher-grade) text-books. Its an unusual activity not just because of the different in the class-levels, but because we had never used any text-books till now! :-))
Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-34636884268463700552018-06-09T09:40:00.003-07:002018-06-09T09:40:47.405-07:00When students are not directly fed the text-book methods - A.P. - Part-1
I have been Playing Maths with a bunch of marathi-medium municipal school students after their school-hours.
As I can now see them approach and solve quite challenging (out of the text-book) problems comfortably, I decided, for a change, to now pick up their text-book for a while and see what unfolds...Of course, I cannot make them solve the problems from the school text-books of their age (Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-73637181704889459872018-04-08T10:36:00.000-07:002018-04-08T10:36:20.268-07:00Adding Fractions through Visuals/ Understanding
I really liked the visuals drawn by students while solving this problem.
The problem at hand was 4/3 + 5/2
Students had reached a point where they had understood the need / reason for fractions to be of same size i.e to have same denominators to add easily. However we had not arrived at any particular method yet to achieve this.
One of them said that each of the unit fractions above i.e. 1/2 Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com1tag:blogger.com,1999:blog-3565134563275828351.post-18839409109755309602018-04-03T10:52:00.002-07:002018-04-03T10:52:32.447-07:00An interesting date today :)
"Sir, tomorrow is an interesting day!", my students drew my attention to an old post-it note stuck on our notice board.
"Oh, really? And what's that?"
"Its 4th day of the 4th month (April), and its also falling on the 4th day of the week i.e. Wednesday."
Flash back - we had figured out this special day many months back, but I could not recollect the specific instance that had triggered us forRupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-68209360926612124252018-01-04T12:09:00.001-08:002018-01-04T12:10:39.700-08:00The 1729 Hangover :)
So I was really surprised when this familiar number showed up; unexpectedly, while I was computing for something else.....
Incidentally, I was with my students when this 'accident' happened... And I could not contain my excitement, but had to call them to celebrate this...
I shouted -- "Hey guys... Did you all know that 1729 can be made using the first five natural numbers, and that Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com3tag:blogger.com,1999:blog-3565134563275828351.post-37964897841341597562017-12-25T08:23:00.000-08:002017-12-25T08:23:34.407-08:00Easy, yet interesting problem...
I think this is one of the rare problems where all the students solved it in the same way (whoever could solve it :)
While they were still working on this problem, I asked them about their opinion. Most of them guessed that the two areas will be equal. Couple of them thought the greener one might be bigger :)
Vaishnavi was the one who cracked it first...... She proved it beautifully that Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com1tag:blogger.com,1999:blog-3565134563275828351.post-49096235934528831152017-12-24T12:06:00.002-08:002017-12-24T12:06:56.287-08:00Area of Flower
It seems I am getting addicted to listening to (& learning from) the different beautiful approaches of my students... :-)
And I am also delighted to see the growing interest of my students to solve more of the Geometry problems these days...
So the above problem I saw on facebook and I was quite sure, they would like it - Area of Flower :) The bounding shape is Square of side 2 Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-42524764310833694792017-12-02T11:27:00.004-08:002017-12-02T11:29:22.944-08:00Another Geometry Problem (Extension) : Part-2
I was pleasantly surprised to know about the amount of interest / attention drawn by my previous post on the geometric problem on various facebook groups... So many people had not just read and liked it, but had even left their comments with their approach of solving this problem. I would first like to thank all these people for sharing their methods.
I did share some of the different Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com1tag:blogger.com,1999:blog-3565134563275828351.post-28623847358572696732017-11-27T18:57:00.000-08:002017-11-28T07:13:31.898-08:00Another Geometry problem...
I knew that this problem can be solved in various ways.. And hence was curious to try it with my students...
They stayed up to my one expectation fully that they could solve this problem quickly. However I got only 3 different approaches (as against my expectation of 5 to 6 !)
But when I realized that there are still 3 methods from just 7 students, Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com5tag:blogger.com,1999:blog-3565134563275828351.post-60192182161071303662017-11-21T19:02:00.000-08:002017-11-21T19:03:02.231-08:00My students solved it better than me :)
This is an interesting problem that was given to about 30 Maths Teachers in one of the PD workshops that I attended recently. I must confess that almost all of us, baring very few, struggled quite a lot and for quite a long to find its solution.. In fact, many of us could not even arrive at the desired solution :) However, I had a gut feeling that my students 'will' be able to reach the Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-8232985358881343072017-11-02T10:21:00.001-07:002017-11-02T10:21:16.323-07:00Simple Puzzle (Tin of Biscuits) - multiple approaches
I was sure they will crack this puzzle quickly, but I was more curious to know their multiple approaches.
"A tin full of biscuits weighs 5 kg 200 gm. The same tin half full of biscuits weighs 3 kg. Calculate the mass of empty tin."
Almost all of them were done in about a minute.
*************************
Give this problem a try before you read the solutions below.
*************************Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com2tag:blogger.com,1999:blog-3565134563275828351.post-37052700667693319312017-10-23T13:33:00.002-07:002017-10-24T08:59:30.441-07:00Simplifying Algebraic Fractions : Part-1
Could you find the mistake in her first step of simplification of LHS expression?
I am sure many algebra teachers would agree with me that this is one of the most common mistakes students do while simplifying algebraic expressions.
So, why would be they doing so? What could be the cause(s) for this effect? Why is it that this nonsense does not seem nonsense to them?
(I am Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com1tag:blogger.com,1999:blog-3565134563275828351.post-62175045273915583172017-10-08T12:51:00.000-07:002017-10-12T10:59:52.646-07:00Relooking at stack of Tables (Triangle Numbers)
The manner in which tables were stacked up in our classroom that day , it suddenly caught my attention.. I counted them 4+5+6= 15 and Aha ! It's a triangular number.. I was somehow amused by the fact that how come 4+5+6=15? because the triangular expression for 15 is 1+2+3+4+5
I usually include my students too in such investigations when they are around.. and hence this seemingly Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-84955864163302210772017-08-30T12:57:00.002-07:002017-08-30T12:59:48.340-07:00Interesting Geometry problem (6 Rectangles puzzle) - Solved in various ways
I came across this interesting problem and thought to share this with my students...
Students started working on this and after about 5 minutes, one of them was ready with her solution...
I would suggest you to try solving this problem on your own first, and when you are ready with your solution, you can read further to see how these students have 'seen, approached and solved' it....
Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com4tag:blogger.com,1999:blog-3565134563275828351.post-69927356338111616262017-08-21T12:09:00.003-07:002017-08-21T12:09:30.317-07:00Interesting exploration - Thanks to 18th of August :)
On 8th August, I saw an interesting math post on my fb timeline:
Today's date: August 8
818 is the smallest palindrome that can be expressed as the sum of squares of two prime numbers. 818 = 17^2 + 23^2
As usual, I forwarded this message to many teachers and parents groups... and finally shared this my young group of maths lovers i.e. my students, reading the same message as above, with theRupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com2tag:blogger.com,1999:blog-3565134563275828351.post-59549192477252729422017-08-15T14:29:00.003-07:002017-08-15T14:32:18.553-07:00Celebrating Pythagorean Triplets Day on our Independence Day
I think almost the whole world must be aware, by now, about the interesting fact about 15/08/17 --
I had received this message over whatsapp couple of days before this date itself... Like for anyone, it was a delightful surprise for me too to face & digest this fantastic fact.. And I did not miss this opportunity to share this message with almost everyone in my circle esp. students, Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com3tag:blogger.com,1999:blog-3565134563275828351.post-23613029522132508072017-08-13T10:48:00.001-07:002017-08-13T10:48:34.478-07:00Mental Math: 9.8 x 2.5
Me - How much is 9.8 x 2.5 ?
Kanchan says,
I will consider the numbers as 98 and 25. Further, lets round up 98 as 100. So now, 25 times 100 gives 2500. But I have taken 2 times 25 more..
So, 98 x 25 = 2500 - 50 = 2450
Now, since I had multiplied each of the two given numbers by 10, the obtained product will be 100 times more than the desired one. Hence the actual answer will Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com10tag:blogger.com,1999:blog-3565134563275828351.post-44284855071403120102017-07-31T03:20:00.001-07:002017-07-31T03:20:31.908-07:00Comparison of Confusing Fractions !
Few days back I got to attend the maths teachers' education program, where the facilitator had given us few problems to solve. One of the problems motivated her to encourage the teachers to discuss with their students about the difference and equivalence between the following three expressions.
a / bc ; (a/b) / c ; a / (b/c)
While my students had already encountered, struggled & tackled Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com3tag:blogger.com,1999:blog-3565134563275828351.post-50171818226408094392017-06-20T12:29:00.003-07:002017-06-20T12:59:50.193-07:00Fraction Confusion - Part:1
I got a strange request few weeks back...
Two 10th class students were brought to me.. Their parents wanted me to "clear their concepts" of maths that they had learned (I think, they actually meant rote-learned) in their lower classes.... Why? because both of them were now entering into the most important (!) year... Yes, you guessed it right -- Tenth standard !!
My maths class is Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com9tag:blogger.com,1999:blog-3565134563275828351.post-25391281917738450592017-06-16T11:23:00.000-07:002017-06-16T12:06:41.253-07:00One puzzle - Many students - Many approaches
Puzzle
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Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com11tag:blogger.com,1999:blog-3565134563275828351.post-43797598869437154622017-06-07T11:01:00.001-07:002017-06-10T11:55:56.918-07:00Discovering the Formula for Area of Trapezium
I was thinking of writing the 2nd part of Fraction story tonight....But did not know that something more interesting would emerge in our class today.... :)
It was completely unexpected as there was nothing that we were doing on geometry today..
Rohit walked up to me asking for a method to find the Area of hexagon... I just hinted him that a hexagon can be sliced into triangles, and that we Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com9tag:blogger.com,1999:blog-3565134563275828351.post-51255909346934346872017-05-31T05:51:00.001-07:002017-05-31T05:51:42.484-07:00Finding a number between 2 fractions : Part-1
To gauge their conceptual understanding of fractions, I asked a problem to a bunch of 10th std. private school students --
"Write a number between 2/5 and 9/14"
Sadly (or rather not surprisingly) none of them could answer this problem correctly, in fact most of them had not even attempted it. (Why?)
I would however like to share one of the solutions --
What are your views Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com3tag:blogger.com,1999:blog-3565134563275828351.post-89374038478203812052016-09-23T20:21:00.002-07:002016-09-23T20:21:40.679-07:00Playing with Fractions: Part-2
Hello friends,
Yes, I know I have delayed quite a lot in posting this Part-2. So then, what motivated me to sit for it today?
One email reminder from a teacher and one WhatsApp message from a parent inquiring for the follow-up post on Fractions. It was also so encouraging to know from them and other teachers about the discussions they had in their class about the comparison of the fractions Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com1tag:blogger.com,1999:blog-3565134563275828351.post-61884679084136840672016-09-07T13:34:00.002-07:002016-09-07T13:51:34.597-07:00Playing with Fractions: Part-1
Hello friends,
Thank you so much for liking my previous post & even posting your wonderful comments & views on it...
Thanks for sharing. I love to "see" teachers in action helping kids learn in their own!
Very nice ! That's the joy of discovery :-) We do not need robots to memorize everything on tips, we need discoverers !!
An interesting read to let the child learn by analysis of his own Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com3