| mathematics |
what do long division, algebra, and ratios have to do with each other? Well besides the obvious, that they're all math...
The dusty corner of my brain that houses the equipment to perform such operations groaned and creaked into gear tonight. I successfully recalled how to do all of these things. Some - the long division and parts of the algebra - without a calculator. Just to see if I could still do it. It took some hard concentrating. And no I am not going to tell you which of the 7 times tables gave me grief in the long division.
I'm working on a group project for the art class I'm teaching. Nine people were given portions of an image and a piece of board that they are to draw their part of the image on. In the end the pieces will come together and form a single piece.
Anyways I thought this would be a project that is actually reasonable for me to complete (I will do one or two squares I think).
So tonight I set out with my ruler to make graphs on the image (small) and the board (big). So that I could accurately transfer the image proportions. This was the method I asked the students to use too, so that our final large piece has a better chance of actually fitting together.
First problem, and this after my feeling very pleased at my long division success, is that the ruler I was using wasn't inches on one side with centimeters on the other... but inches on one side and then halfsize inches on the other. WHAT!!! Halfsize inches look a lot like centimeters. I was quite confused when I saw that twelve inches was exactly 24 centimeters, not 30cm like I had always been led to believe. Good grief. I would say this is my own fault as I probably snitched this ruler from mom when I moved out. I think it's for drafting or something - which you'd think could've worked to my advantage.
Anyways long story a little bit shorter. It turns out that the wood is the wrong size and isn't the same proportions (ratio) as the image pieces. So after painstakingly figuring out how to divide the board I drew the graph on and realized that my image had rectangle graph sections and my board had squares - meaning I would have to cram all the shapes from the rectangle into the square and this would seriously warp the finished image.
The solution is to cut 2.75 inches off the board's width. This calculation is where the algebra and ratio stuff came in. Good thing it was relatively simple. It was all the math I could handle tonight. (side note: I always did very well at math in highschool, even took honors math. But it's been a while, and Bekki, if you're reading, I just don't have the math mind like you do :). Thank goodness some of what Mr. Sanders taught stuck and ended up helping me with my art)
So after typing all that I realize you might be seriously lost- that's okay the main point is, I was working on an art project and ended up using my rusty math skills to solve my problem.
I better go erase all the work I just did and regraph it. Hopefully I get it right this time. I also hope the students haven't started their drawing/painting yet!
Aimee, ex-math whiz |
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| 4 Comments: |
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We've both been doing some figuring. Sorry about the ruler :) but then, hey, if it was stolen ;~P
I look forward to seen a photo, or the real deal, of this piece.
Love,
Mom
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Wow... I read the title of "mathematics" and I was thinking "I should comment on this." And then as I'm reading it, I come across a name that I recognize. ME!! lol.
And all my students complain that "we will never use this stuff in real life" and now look at this. You used this stuff in real life. Weird how the world works. I wonder if they'll believe me now.
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I have no idea what was said in this post.
But I'm glad you understand it!
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Aw Aimee, I completely understand this rustiness! It's kind of scary being out of school for only 10 years and feeling like you are slowly becoming "dumb".
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posted by Aimee at 
We've both been doing some figuring. Sorry about the ruler :) but then, hey, if it was stolen ;~P
I look forward to seen a photo, or the real deal, of this piece.
Love,
Mom