Interesting. a 10 by 10 cube would be a 1000 watermelons. But 1/3 of a 1000 is 333 1/3, not 385. I’m sure I’m missing something fundamentally wrong here? Verrry interesting. Makes me think.

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This is awesome for Math 10C or a review in Math 20-1. Are there ways we can invite variables into the expression? Perhaps rolling a die to see what exponents variables will be raised to? ]]>

I love it when my students “cheat” on assignments. Almost invariably these attempts drive them to invest more effort rather than less. Along the way they wind up teaching themselves far more effectively that I can teach them.

I have a particularly onorous assignment I give my classes, challenging them to be the first one to get all of the answers correct. I tell them to use whatever resources they have available to them and then I retreat to my office.

In most of my classes there will be one or two students who figure out that I am one of the resources they have to work with and they track me down. I answer all the questions they put to me – but then I tell them that I have purposely given them some incorrect information. Word invariably leaks that I’m willing to help, so all of them ultimately come to find me.

What follows is a frenzy of fact-checking as they try to find which information I’ve given them is inaccurate. They emerge as subject matter experts. Meanwhile I’ve enjoyed the opportunity to catch up on my backlogged emails.

The best part is that I don’t actually give them bad information at all. Yes, it’s a teeny bit evil, but a lot of fun.

I don’t teach math, and my students are all self-motivated adults – so I’m not entirely sure this is relevant to a proper classroom – but there you go.

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