Monday, November 24, 2014

Range Extenders, Part 1

At the Thompsons', our wireless router for the wifi is in the front of our house. And (as has been well-documented on this blog) we have a patio in our back yard. Sometimes my wife likes to go back there with a lemonade and play Candy Crush. Sadly, the wifi doesn't always reach that far. We needed a solution.

A little research and I found these at Target:


The right one is more expensive partly because it reaches farther. How much farther? The answer to this question is the subject of this blog post.

A quick look at the boxes will shed some light on the matter.


I wanted a simple radius measure. How far will the signal go from the extender unit? But that's not how they provide the information. Instead, they tell us that the left one will extend the wifi range up to 5000 square feet. Square feet? What a crazy measure to use! Presumably because it's bigger and jumps off the box a little more? The left one extends the range up to 7,500 square feet. Some quick calculations suggest that I'll get up to 9 extra feet of distance with the more expensive one:


And given that the 49 foot radius is a maximum, I'd wager that the true difference is actually a bit less than that.

The next question that pops into my brain is this: some of this space is double covered. Do you think they are counting the area of the whole circle, or just the yellow?



For your reference, they suggest putting this thing at a spot where the signal is at about half strength. I assume that looks like this.



Here's where I'm going next. The conclusion soon in Part 2.


It's nice to be blogging again, even if I am supremely inconsistent.

Monday, June 2, 2014

#TMWYK: Number Development

If you've even read this blog, you probably know that I have a two year old daughter. He's another picture of Callista from the guy who shamelessly posts pictures of his daughter on his math teaching blog.



I can remember the first time Callie came up to me with two balls and said, "two!" That was a big deal for me and I logged into twitter for the first time in weeks just to brag about it.

I later learned that for her, "two" meant more than one. For example when I put one cracker out she'd say "one," two crackers were "two," but three crackers were also "two." Four crackers were "two."

About two months ago she picked up "three." Instead of asking for two crackers, she'd request three. She knows that three fingers is "three." When asked how many she is very reliable with 1, 2, 3, and 5. 4 seems to be foggier for her and I believe we are having the same issue of three sometimes meaning "more than two."

For example, when she goes to bed, she'll request three blankets. But she has five or six in her crib. Really what she wants is ALL of the blankets, yet she requests three. She seems a little puzzled when I stop at three. She'll then request another blanket and I'll keep counting.

Is this the typical way children pick up numbers and begin to develop number sense?

Monday, April 21, 2014

The Graveyard

How many great ideas have we had that fall away because they didn't work or are unsustainable? How many have you had personally? Here's a couple of mine:

Moodle Testing. Turns out it is a lot of work learning the coding, making the tests, and chasing down kids when they don't take them. I also get the sense that there are better test mechanisms out there.

Forums. It worked great the first year when I emphasized it and gave students credit for it. I guess I thought the next year it would simply take hold organically without credit or emphasis this year. It didn't. Complicating matters, I didn't know whether it'd be best to keep the old posts up or have kids start fresh. I suppose it depends upon my goals, which I did not articulate.

Those are two, and I'm sure there's more. Do you have any ideas in the #mathgraveyard you'd like to share?


Tuesday, April 15, 2014

Speed Teaching

My buddy and colleague Matthew Sauter calls this "Speed Teaching," which I think is a bit of a misnomer, but it was his idea so he gets to name it.


 The traditional classroom might look something like this:
Monday
teach
Tuesday
teach
Wednesday
teach
Thursday
review
Friday
test


"Speed teaching" looks like this:
Monday
teach

Tuesday
teach

Wednesday
test

Thursday
differentiated
learning
Friday
test up


The thought is that we test faster and differentiate sooner. We have leveled practice based on test scores and put keys up around the room for the different levels. It seems to work well since students practice at their level rather than painting everyone with the same fat (or skinny) brush.

Tuesday, April 8, 2014

WeVideo

I have something to talk about. WeVideo.

 I had to edit a video recently and although I am by no means an expert, I am capable. The new Windows Movie Maker has been driving me bonkers since it came out a few years ago. I don't do it enough to buy Adobe After Effects or anything really sophisticated. Just a few basic edits like the sweet videos of my daughter that I made last year:


(And of course there's this one too.)

WeVideo makes it easy to edit videos. It's user friendly and has enough basic features to do the job. It will charge you a dollar to export large videos but in my opinion it's $1 well spent. It also exports directly to google drive, youtube, et cetera.

I added as an app in google drive. It's terrific.

***UPDATE 11/24/2014: They changed to a strict subscription based model for longer higher quality videos. I'm no longer a huge fan.

Wednesday, December 11, 2013

Nothing to Say

I gone a clear month and a half without writing anything here. I just haven't had anything profound to say.

This is certainly not an original blog post. Bloggers fall in and out of writing spurts all the time. But I'm trying to figure out why. Why have I had a general disinterest lately in reading twitter and checking my reader? What changed? What's going on with me that I'm just not finding the value that I used to?

Perhaps if I articulate a few reasons I'll find my way to something useful. If not, I apologize. I need to write something to try to move my energy in a positive and productive direction. Because right now, when it comes to math education, I am truly bored.

Reason #1: Family
My daughter is the cutest and sweetest thing ever and I'd rather be hanging with her than you. Sorry. Can you blame me?



Reason #2: General contentment with my practice
I feel like all of our hard work over the past few years is paying off. We have a good system and good assessments. And while we can always get better, seems like it might be time to reap the fruits of our many years of refinement.

It's also nice that my district isn't screwing things up as much as they used to.  It's been a good year for them. But it's been bad for my blog and twitter account: my readers do enjoy it when I go off the deep end and rail publicly against my district. I just haven't been as pissed off as I've been in the past.

Reason #3: An eye on the bigger picture
I've been doing math for years now and other things are exciting me. For some reason literacy and behavior are turning my crank. Questioning tactics and intervention strategies interest me. My classroom management is certainly at the best it has been in my career despite a tougher than usual class of sophomores coming into our school.

I recently completed my masters in Educational Leadership and Administration and perhaps will look that direction. I am also a negotiator for our teachers contract and I feel like this is in the wheelhouse of my skill set.  These things above and beyond my classroom practice excite me more and more.

An aside: I was a state speech champion in the category of discussion. If you don't know how it works, 5-8 of us sit at a table and are given a task. The person who should win is the person who contributes the most to the completion of the task, in whatever form.  For example, a task might go something like
Recently, President Obama relaxed Cuban travel and money restrictions. As members of the House Foreign Affairs Committee, you should identify the ramifications of the eased policy, including impacts on Americans, Cubans, and relationships between countries in the region.
The competition is bizarre. You are simultaneously competing against and collaborating with the others at the table. At the time I thought there was absolutely nothing like it. I was wrong. Negotiations is exactly like it.

Reason #4: Overload
I'm pretty sure I have overloaded my twitter feed and reader. Too many superfluous and extraneous tweets and posts that overwhelm me. I need to weed in a BIG way. Sorry all.





All that combines into a rather uninspired and uninteresting web presence. I wish I could do better. But for today, this is what you get.

Thursday, October 24, 2013

Tennis Balls

Along with coaching, I captain two men's tennis teams.  It's pretty cool.  We have a team of 12-16 guys and on any given night we play eight: three doubles matches and two singles matches.  We have a fun team and we (surprise, surprise) pretty much always go out and celebrate afterward, win or lose.

And by celebrate I mean go out and drink beer.  Our latest favorite watering hole is the Groveland Tap. Excellent beer selection and a good happy hour menu.

If you're counting, we have five tennis matches per night.  Our home courts are at Fred Wells Tennis & Education Center in St. Paul and they are great hosts.  There are five tennis courts in the back bubble and those are the ones we play on.  Here's an overhead view of the facility in the summer when the bubble isn't up.


(As an aside, it's odd that they aren't oriented north-south, as is the convention in the U.S.)

Put this information about the courts in your back pocket for a minute while I introduce the other part of the story.

As a home captain, I have to provide balls for all five matches. My favorite ball is the Pro Penn.


When we play a match, we need to keep track of our balls. Every match gets a can of three balls and we don't want them to get mixed up with those on adjacent courts. To this end, Penn (and every other ball manufacturer) is helpful. They put numbers on their balls so that they don't get mixed up.


The problem is, Penn only numbers balls 1-4 and we have 5 courts. So two matches will have the same numbers on their ball. I need to keep those balls away from each other.  One possible favorable distribution of balls would look like this:


And this would be an unfavorable distribution of balls, because the 1's on the adjacent courts could get mixed up:


Because it is desirable to let the players open the cans (there's a certain thrill to it, even if you've opened thousands in your life), I as captain have to shake the cans and rotate the balls to see the numbers through the wrapper. It's kind of a pain and the other night as I was rotating the balls so that I could give the right numbers to the right players, I thought,

"Is it worth it? How likely is it really that two consecutive courts will end up with the same ball if I do it completely at random?"

And this is how I introduced combinatorics to my HL Math class.