Give yourself one photo or one minute of video to tell a mathematical story so perplexing that all of your students will want to know the ending, without you saying a word or lifting a finger.
He used it to start a Twitter discussion [#anyqs] that has yielded some really interesting discussion both on Twitter and on Dan’s blog.
I want to follow up on one of my entries in this fun and challenging game.
The following question have all come via Twitter.
- How many times will Griffy make it around?
- How many times would he make it around if he counting at the correct speed?
- How close will his counting be to 2 minutes?
- Which will occur first; 2 minutes or his counting to 120?
- What number will he be on when the 2 minutes is up?
- How many numbers/minute is Griffy counting?
Mission accomplished. Each of these is relevant to my intention; they overlap and interact in ways that would make exploration of any one of them relevant to any of the others.
These questions get at mathematical modeling. What assumptions should we build into the model? Should we assume that his counting continues at the same pace up to 120? Should we assume that his running continues at the same pace? If we answer no to either of these, do we think he’ll speed up or slow down? Etc.
Answers in video below. Note that he starts counting 10 seconds into the video.