# Evens & Odds from Ask Marilyn

By Marilyn Vos Savant
As children, my siblings and I often settled a disagreement with a game called “Evens and Odds.” In this game, one side is assigned “evens” and the other is assigned “odds.” Then, on the count of three, a representative of each side reveals a number of fingers from zero to five. If the sum of the two numbers is even, the “evens” win; if the sum is odd, the “odds” win. Is this method fair? Or do the “evens” have an advantage? -Andy G., Cedar Hill, Mo.

# Equations & Inequalities – Challenge Questions

For each situation, create a multi-step equation/inequality that would satisfy the conditions.

1.  x = 5

2. x < -5

3.  x = 5, x = -5

4.  -5 < x < 5

5.  x < -5 or x > 5

6.  9 < x < 17

7.  Create an equation that is an Identity

8.  Create an equation that has no solution.

9.  Create a compound inequality with no solution.

10.  An absolute value equation with no solution.

11.  A radical equation with no solution.

# Isosceles Triangle Days

I shared a tweet from Mr. Honner  with my first period class this morning.  It basically started from a teacher looking at the date as an isosceles traingle day… 10/10/11 and 10/11/11.  Which one is more equilateral?

Though they asked what would you use to determine this – perimeter, area, etc., my Algebra students were not as concerned with his question of which one was more equilateral but amused with the thought of a date being an “Isosceles Triangle Day.”  Which in turn led to the discussion of how many ITDs are in a calendar year.  Then a discussion of will 11-11-11 be Isosceles or Equilateral – hum, a review of the definition of Isosceles…as well as what side lengths can actually make a triangle…

Just a little fun discussion on our last day prior to Fall Break.

# How many blocks?

Monday 10/3/11

Computer Lab – completed assigned practice at www.tenmarks.com then utilize the online resource of your choice to move forward with our unit learning targets.

First cumulative assessment is coming up soon!  Be ready!

Friday, we ended class with a brief discussion of this Sol LeWitt artwork.  We will use this to introduce our arithmetic series on Tuesday.

Frederick Gauss – a pattern he noticed to help him find a famous short cut!