tag:blogger.com,1999:blog-35651345632758283512018-01-12T08:27:22.140-08:00Math 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.comBlogger58125tag: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.com3tag:blogger.com,1999:blog-3565134563275828351.post-67013711399081389212016-08-30T00:56:00.000-07:002016-08-30T01:51:26.768-07:00"There seems to be some problem in Table of 15...."
"Estimate the length of this table"
He thought for a while observing the table and said, “More
than 45 inches and less than 75 inches.”
“How did you guess?”
“Our small scale is of 15 inch. I feel around 3 and half
such scales will fit along the table.”
(Can you figure out his two errors? What will YOU do in this
case? Take some time to think about your strategy before your read Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com11tag:blogger.com,1999:blog-3565134563275828351.post-8361175975571257502016-08-09T12:11:00.003-07:002016-08-09T12:11:56.254-07:00What's bigger of the two?
Objective: Assessment
Why? -- Not for marks, but to figure out the student's level of understanding and thus to help me plan my lesson.
Student's details: Class-6 student (Her maths teacher told me (on her own) that she is among the brilliant ones in the class)
Teacher: What's bigger? 1/8 or 1/4 (i.e. one-eighth or one-fourth)
Student: 1/4
Teacher (very happy, but emotions Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com13tag:blogger.com,1999:blog-3565134563275828351.post-57171309712596758162016-08-05T14:06:00.000-07:002016-08-05T14:11:40.785-07:00How an interesting date can help a Maths teacher?
Yes, I am aware that I need to write the Part-3 of the series of posts on Solving Simultaneous equations Their way.... I will do that soon... But now I am more excited to share with you what happened in our class today ---
Most of you must be aware of another interesting date we had couple of days back....
For those who failed to notice -- So would you like to Discover it Now?
Well then, Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com0tag:blogger.com,1999:blog-3565134563275828351.post-64109705074961986942016-07-30T12:15:00.000-07:002016-07-31T09:16:49.064-07:00Solving the simultaneous equations 'Their' way - Part-2
Hello friends,
I am very happy that you liked my previous post on 'Solving Simultaneous Equation 'Their ' way" Thanks to many of you for explicitly expressing your interest and motivating me to continue with this sharing work....
To be honest, I was a bit reluctant to write the Part-2 now.... Why?
Because something more exciting has been happening in our class since past 2 days....
Yes, Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com4tag:blogger.com,1999:blog-3565134563275828351.post-36427083177333918492016-07-27T12:42:00.000-07:002016-07-31T09:23:27.570-07:00Solving the simultaneous equations 'Their' way - Part-1
I had been to Bangalore for Maverick Teachers Global Summit last week (https://www.youtube.com/watch?v=0x_I70vm9ec) and hence was unable to work with my students in this span.
You know, they have now become so fond of maths that they insist and even ensure that I give them an Assignment of challenging problems whenever I go out of city for some work... So today, we were finally meeting after @Rupesh Gesotahttp://www.blogger.com/profile/09059947826181197064noreply@blogger.com9