April 18, 2023 • 21 mins
It's the final episode of Season 2 of the More Math for More People podcast!
This week it's National Piñata Day! So fill a ball of paper mâché with candy, get yourself dizzy and bust it open!
Joel and Misty also have some fun with AI - both writing a segment for them and then reading it for them! It's reasonably silly and impressive.
And since it's the close of the season, Joel and Misty have a conversation about the importance of closure for the end of the year.
Come join the fun!
Send Joel and Misty a message!
The More Math for More People Podcast is produced by CPM Educational Program.
Learn more at CPM.org
X: @cpmmath
Facebook: CPMEducationalProgram
Email: cpmpodcast@cpm.org
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Misty (00:00):
It is the 18th of April, 2023.
This is episode 25 of Season twoof the More Math for More
People.
Podcast the last episode of thisseason.
Cheers.
(00:31):
Hello everyone.
I'm Misty.
And I'm Joel.
And this is the more.
For more People.
Podcast brought to you by CPMEducational Program.
On this podcast, we discuss theCPM curriculum, trends in math
education, and share strategiesto shift instructional practices
to create a more inclusive andstudent-centered classroom.
We also highlight upcoming CPMprofessional learning
(00:52):
opportunities and haveconversations with math
educators about how they do whatthey do, and we always try to
have a little bit of fun andlaughter as well.
Indeed we do.
So come and find out whatshenanigans were up to on this
episode.
Boom.
Okay, Joel.
I'm actually, I'm a littleexcited about this one.
Joel (01:14):
Hmm.
Misty (01:15):
What is the National day today
Joel (01:18):
National Pinata Day.
Misty (01:21):
Oh my gosh I don't know that I've actually, well, I know
that I have been around whenpinatas have been
Joel (01:28):
Mm-hmm.
Misty (01:29):
or whatever they.
Busted up with, that's the wholepoint of having a
Joel (01:33):
the stick and yeah.
Misty (01:34):
Yeah, I know.
I have been around when otherpeople have had pinatas.
I'm sure we had them one time atmy school and some other things,
and I just remember though, thatwhen I was a kid, I always
wanted to have a pinyata at mybirthday party.
and I, never had a pinyata Iprobably never actually voiced
that desire, so I, like kudos tomy parents, but I didn't
(01:55):
actually ask them, so I can'tactually be too sad that I never
had one.
But yeah, I remember I alwayswanted a pinata.
Joel (02:00):
Well, it's never too late to have a pin.
Misty (02:02):
I could have a pinata.
Yeah.
I just think there's somethingthat's for kids, it's something
very exciting.
There's a thing and you make itoutta paper mache and all the
tissue papers, and then you bustit open and all the candy comes
out.
That's very exciting.
Yeah.
Did you ever have a pinata?
Joel (02:17):
I never did.
I have been in locations withpinatas never swung the stick.
Like I, I even remember being inline to swing the stick, but I
would bust open, right?
Like in, and then you have tomake that decision.
Do I drop the stick and go forthe things or, there's just lots
Misty (02:33):
breaks it open is the person who probably gets the
least
Joel (02:35):
Exactly what's going on?
What's going on?
Misty (02:37):
and I have to take off the blindfold and I'm still
dizzy.
if they turn me around.
And yeah.
There's also something that'slike mildly, I don't know what
the word I wanna say, is likemildly sadistic about taking
children and then making themdizzy and then making them try
to swing at things they can'tsee, you know?
Sort of haphazardly.
It's we're all sort of like,whoa, look at that person who
(02:58):
can't hit the thing, well,they're blindfolded.
I
Joel (03:00):
that.
Misty (03:01):
all, so also it makes me think of, I don't know why this
makes me think of also the gamepin, the tail and the donkey.
Joel (03:06):
Very similar maybe.
Misty (03:07):
I, it's a similar kind of thing, but there's no candy that
comes out.
So I don't know
Joel (03:11):
Yeah.
What do you win in pin?
The tail.
Misty (03:13):
I don't know.
If you just win a prize, if you,I feel like that was like a more
like a carnival game.
Joel (03:19):
What if, what if you could do pin the tail on or pin the
pin the vertex on?
Quadr lateral for a classroom,
Misty (03:26):
You, you could
Joel (03:27):
something.
Misty (03:28):
I that's
Joel (03:30):
coming up with stuff.
Misty (03:31):
I see
Joel (03:32):
Rough draft thinking.
Misty (03:33):
Exactly.
Oh, All right.
So it is national pinata today.
I, are you gonna have a pinatatoday?
Joel (03:39):
I'm gonna watch videos of people with pinatas maybe.
Misty (03:44):
Okay.
Okay.
That's great.
I was like, you could just haveone yourself and then you would
get to be the one who gets tobust it open,
Joel (03:49):
Well
Misty (03:50):
don't think, it like that would be less exciting.
Joel (03:51):
could be hazardous to the house too, if I'm spinning
around blindfolded.
Misty (03:56):
We should do it outside.
Joel (03:57):
and poor Wendell.
Come on now.
Misty (03:59):
Oh man.
Yes.
He'd be like, what is going on?
Yeah.
No.
Alright.
All right.
You can watch some videos ofpins.
I don't think I'm gonna go getmyself a pinata either.
I might think about if I wantone for my birthday though,
coming up,
Joel (04:11):
I would, that would be fantastic.
Okay.
Misty (04:14):
about it.
I'll think about it.
So, all right.
So it's national pinata today.
If you so choose, go getyourself a pinata and just bust
it open.
It sounds fun
Joel (04:23):
I agree.
So one of my favorite shows isCBS Sunday Morning, and I was
watching it the other day.
(04:43):
And they were talking about thisarticle that was in the New York
Times about artificialintelligence and So apparently
there's this online free, open,artificial intelligence resource
that you can you can ask towrite a paper for you.
You can ask, it's a song.
It'll solve math problems.
It'll, you can somebody wasasking it to write a novel, like
(05:04):
a murder mystery novel.
Misty (05:05):
Uhhuh.
Joel (05:06):
A children's book, all sorts of things.
So I thought it was interesting.
And then also they were talkingabout the implications of what
this meant to education and italso sounded like they're
developing software to be ableto tell if artificial
intelligence wrote the paper ornot.
So
Misty (05:24):
Well, it's like we create some technology, then we had to
create some technology to dealwith the technology.
Yeah, absolutely.
So that's super fascinating,Joel.
So I'm wondering if we could useit to write a good podcast
segment for us.
What do you think?
So?
Joel (05:39):
we could?
Misty (05:39):
All right.
Joel (05:41):
I say that a little tongue in cheek, you'll find out in a
moment, so I went ahead and Iasked a artificial intelligence
on the site.
Please write a podcast aboutmath.
And here's what came out.
Misty (05:51):
all right, so we're gonna, we're gonna read this to
you.
Here you go.
All
Joel (05:55):
Here's the.
Hello and welcome to our mathpodcast.
I'm your host, Joel, and I'mjoined by my co-host, Misty.
And today we're going to exploresome interesting concepts in
math.
Misty (06:06):
That's right.
Math is a fascinating subjectthat plays an important role in
our daily lives, and we'reexcited to dive into some topics
that might surprise you.
Joel (06:15):
So let's start with a fundamental concept in math.
Arithmetic.
It's the branch of math thatdeals with the study of numbers
and basic operations likeaddition, subtraction,
multiplication, and.
Misty (06:29):
Absolutely.
Arithmetic is the foundation ofall math, and it's essential to
have a strong grasp of theseconcepts.
But did you know that there's atype of arithmetic that only
uses two digits, zero and one
Joel (06:43):
That's right.
It's called Binary Arithmetic,and it's used in computing and
digital communication.
It's a fascinating way torepresent information using only
two digits.
Misty (06:55):
Moving on.
Let's talk about geometry.
It's the branch of math thatdeals with shapes and their
properties from the simplestshapes, like circles and squares
to the more complex ones likespheres and polyhedra.
Joel (07:06):
Yes, geometry is all around us.
And one interesting fact aboutgeometry is that some shapes
have an infinite number ofsides.
Can you guess which one?
Misty (07:16):
I think that would be a circle.
A circle is a shape withinfinite sides, and it's a
fascinating concept to wrap yourhead.
Joel (07:24):
Speaking of fascinating concepts, let's talk about
infinity.
It's a concept that's difficultto grasp, but it plays an
important role in many areas ofmath.
Misty (07:33):
Absolutely.
And did you know that there aredifferent sizes of infinity?
For example, the set of naturalnumbers has an infinite number
of elements, but it's consideredsmaller than the set of real
numbers, which also has aninfinite number of element.
Joel (07:47):
That's really interesting.
Moving on, let's talk aboutalgebra.
It's the branch of math thatdeals with solving equations and
manipulating variable.
Misty (07:57):
And one interesting fact about algebra is that it was
developed in the Middle East inthe ninth century.
They made significantcontributions to the field, and
it was later adopted by Europeanmathematicians.
Joel (08:07):
Okay, we have time for one more topic.
So let's talk about probability.
It's the branch of math thatdeals with analyzing the
likelihood of.
Misty (08:17):
And one fascinating example of probability is the
birthday paradox.
It's the idea that in a room ofjust 23 people, there's a 50%
chance that two of the peoplehave the same birthday.
Joel (08:30):
That's really surprising.
Okay, that's all the time wehave for today's podcast.
We hope you enjoyed ourdiscussion on math
Misty (08:37):
Don't forget to tune in next time for more fascinating
topics in math.
Thank you for listening.
Joel (08:43):
and.
Misty (08:45):
All right, so what do you think, Joel?
Should we use AI to write thepodcast from now on?
Joel (08:49):
I don't know.
We're gonna I'd say, let's pollthe listeners, so please
respond.
Let us know what you think.
I'm hoping you lean one wayversus another, but I won't say
which way that is.
Misty (08:59):
If they write in and they say, which part of the show was
ai, then I'm gonna really worry.
Joel (09:04):
Yeah, we're gonna have an issue.
Misty (09:20):
All right.
So now we have a really specialtreat for you.
A friend of mine who is also ablazers fan, used to live in
Portland here with me.
We were talking about AI.
The other day and he asked anAI.
To please tell my friend Mistyabout Damien Lillard's rookie
(09:40):
season in a poem in I ambitpentameter.
So it gave us a poem.
And I'm going to have Joel's AIvoice.
Read it to you now.
Here you go.
It's a very special treat.
Enjoy.
Joel (09:56):
In the year of twenty-twelve, a young man, A
new draft pick for the Blazers,took the stand.
His name was Damian Lillerd,full of grace, And in his rookie
season, he'd find his place.
With nineteen points per game,he did impress, And six and a
half assists, no less.
Three-pointers he would make, arookie high, A new record that
would never die And when theseason's end was drawing near,
(10:19):
The NBA named him Rookie of theYear.
Unanimously, they chose him forthe prize, A true star in the
league's bright, shining skies.
So, Misty, know that Lillard'srookie year, Was one that filled
his fans' hearts with cheeer.
Ands since that time, he's onlygrown and thrived, A play that
the NBA cannot deny.
Misty (10:52):
All right, it's almost the end of the school year.
This is, yeah, it is almost theend of the school year.
It definitely starts, I knowwhen I was in the classroom, it
always felt like about this timeit, like everything's sped up,
but also slowed down in a weirdway that Yeah that like the kids
were feeling done, but we had alot of things that were going on
in the spring.
We always did a couple big playsand stuff like that, so the kids
(11:13):
were always, usually there wassomething pretty exciting for
them for the end of the year toget to, so they stayed engaged
in that way.
But yeah, it always has thisweird feeling.
It hasn't happened here yet,but, the weather would get nice,
so then the kids would all justbe totally distracted by the
weather and things like that.
So it, but it is the last.
It's the last episode for ourseason two of the podcast.
(11:34):
We'll start season three in May.
So it feels like the end of theyear for us as
Joel (11:38):
Right.
That's true.
Misty (11:40):
Yeah.
So we decided today we'd talk alittle bit about closure.
what are some thoughts andthings about how to close up the
year and start thinking aboutnext year.
I know when I'm doing learningevents, teachers are definitely
in that place of yep, I'mthinking about next year and
what I'm gonna do differently orbetter or again and how to close
up.
So what were some of the ways,Joel that you thought about
(12:00):
closure in your.
Joel (12:01):
well it was, and I'm sure many teachers are going through
this right now.
It's the testing time of theyear.
It's the, how far did I get?
In the book and where am I gonnacontinue?
That sort of thing.
So my mind was a little stressedthis time of year with, around
all those things.
But then coming out of it forclosing the year, it really felt
(12:23):
like that opportunity one to Idid a lot of self-reflection on
my lesson planning, on my how Iwas presenting or using study
team and teaching strategies.
So I felt for whatever reason, Ifelt less pressure, I felt that
relief and I felt able to engagemore in those experiments, or
let's just try this one today,which I always encourage
(12:46):
teachers to do at all points inthe year, but sometimes, It
doesn't feel quite as easy asthat sounds.
And at the end of the year, Ifelt that it was time that I
could practice those things.
So at the start of next year, Iwould have something to build
upon or work it over the summer,things to build on for the next
year.
Misty (13:06):
that makes sense cuz I, at the end of the year if it
goes horribly wrong Right.
The impact is smaller, shorter,less somehow.
So I can see that.
Yeah.
So did you do, did you have anyprocess of Writing things down,
doing some formal reflection foryourself of making a list of the
things that you were gonna dodifferently the next year or try
the next year, or did it, was itall informal for you?
Joel (13:26):
It was pretty informal for me.
I would jot down notes in myteacher materials things like
that.
But it was overall prettyinformal.
How about.
have a process?
Misty (13:35):
I really try to, there's, so a couple things impacted how
I thought about what I was gonnado next time, right?
For my science stuff.
I did things on a three yearcycle, so I wouldn't come back
to this unit for three years.
And so I got really, reallystringent for myself about
making sure I made notes aboutwhat to change.
(13:58):
That, before I put the lessonaway, whatever it was, right, if
it was in my binder or whateverbefore, I would like close my
binder and put it away to thenext day, or put the lesson back
in my folder.
I would make sure that I putsome notes on stickies about
what needed to be different orwhat I needed to change because
I knew that.
There was always in my head Iwas like, oh yeah, I'll
(14:18):
remember.
And then I learned, I did notremember very well at all
actually.
So I tried to do that everysingle as much as I could every
day.
During my prep, before I put mystuff away or at the end of the
day before I put'em away.
If not, then, then the next daywhen I was getting ready, I
would try to, make some notes onthose things and it, the sooner
I could do it, the better.
Cuz then I wouldn't forget anyof the little pieces and bits.
(14:40):
So I tried to do that and thenat, I think at the end of the
year, I started to really thinkabout systems.
What were some of the systemsthat I had put in place that
year that I wanted to improve,
Joel (14:51):
okay.
Misty (14:52):
Maybe it was how we did homework checking, or how I did
my points assignment forgrading, as that I wanted to
tweak or something like that.
Cuz I would really startthinking about how did they work
over the course of the year, howhad my kids grown or developed
with them?
And where were some places thatI could improve them, make them
better, clarify them for thenext year so that I could start
(15:15):
with that.
Right?
So I was always looking more atthose like larger overarching
pieces at that point.
And that was what I would makesome notes about, or start,
thinking about.
So then when I came back inAugust, I could.
Get those systems
Joel (15:28):
Get Get it.
Yeah.
Misty (15:29):
Oh, the next year I'm gonna have, different, I'm gonna
have composition notebooksinstead of this kind of
notebooks or whatever.
So that I could have thosethings ready or make sure these
were labeled or whatever.
So that was more system widestuff that I take a look at.
But yeah, and then I usuallyasked my kids to do some
reflecting particularly formath.
Because.
(15:50):
Because of the mixed spacepractice.
And it happens for all of us andall the things we do, but to
have that moment to sit down andgo oh, what did I get better at?
What did I learn?
What did I improve on?
Both from a math skills wise,but also maybe as a team member
or as as a student or in mysocial circles or whatever, I'd
(16:11):
have my kids think about thosethings and In our school, in our
middle school, we would have thekids do that and think about
that.
So that was really useful forthem, and then what things they
wanted to do next year.
Right?
Whether they did'em or not, Imean, I worked with middle
schoolers, they have a grandioseideas of what they think they're
gonna do better.
I'm like, well, okay.
And I'm glad you're thinkingbig.
But yeah, I think that I usuallytry to have the kids do
(16:32):
something like that too.
Joel (16:34):
I think that's a great idea.
We say that all the time in adaily practice to have some
reflection but to have a granderreflection of the year, of maybe
what were the highlights foryou?
What were the low times, whatwere, what worked well and what
didn't?
Misty (16:47):
Mm-hmm.
Yeah.
Joel (16:48):
have some acknowledgement
Misty (16:50):
Yeah.
Joel (16:51):
how that process went.
Misty (16:53):
Yeah.
So I think that definitely I,know, I would encourage teachers
at this time to think aboutwhere you are.
Think about, if it's your firstyear implementing, first of all,
pat yourself on the back.
Joel (17:05):
Yeah.
Yes.
Misty (17:06):
through it, it's that the first year of implementing is,
it is hard.
It's a lot of things to
Joel (17:11):
is, there's a lot of things.
Misty (17:12):
So, I think that some part of it is making sure you
recognize how far you've comeand that it will be easier next
year and you'll add on morethings to do, which will also
make it harder.
Right.
So, and think about where youare and what things you've done
and where you wanna go.
Joel (17:28):
Absolutely.
So I'd like to take thisopportunity to remind everybody
of some CPM events that arehappening as we are mid-April
(17:52):
here going into May.
A series of new opportunitiesfor professional development are
happening, so as just as areminder, The Academy of Best
Practices, which is a five dayinstitute designed to help new
math teachers develop intofuture leaders, as well as aid
current math teachers in theirprofessional growth, both in the
classroom and in the field ofeducation.
(18:14):
So if you go to cpm.org hostedevents, you can click on the
Academy of Best Practices tofind out more, as well as apply
for the program.
Also the CPM ResidentialInstitute, which is happening at
the end of June.
You can find at the same placeon our website to learn more
about it, At the ResidentialInstitute, CPM brings all of our
(18:36):
professional learning events toone location, which is Salt Lake
City and provides a lot ofopportunities, not only for
teachers, but siteadministrators and coaches as
well to become involved.
CPMs math curriculum.
And then I'd like to remindeverybody about the teacher
research core.
Which is a program designed forteachers in the classroom.
(18:58):
There's something that they wantto research in their own
classroom.
Maybe there's a a problem thatthey wanna face and see if they
can come up with a solution.
And again, if cpm.org, you canfind the Teacher Research core
and you could apply for thatprogram as well.
All three of these opportunitiesare really great program.
(19:19):
And if you have the opportunityto take advantage, I highly
recommend it.
And then also keep your eye openfor all of our regional events.
So we'll have regional eventshosted throughout the country
this summer.
And you can find that throughthe professional learning
portal.
We hope to see you there.
Thanks.
Master Outro Season 2 (19:53):
So that's a wrap for this episode of The
More Math For More Peoplepodcast, for more information
and to stay connected.
You can find CPM on both Twitterand Facebook.
The music for the podcast wascreated by Julius h and can be
found on pxa bay.com.
Join us for the next episode ofMore Math for More People.
(20:13):
What day will that be, Joel?
Joel (20:15):
It'll be the first episode of season three on May 2nd,
national player Ukulele Day.
And in preparation, as I wasthinking about National Player
Ukulele Day, I needed to replacethe strings on my ukulele.
And I, I have a six stringukulele that I like to play, and
I've been ordering some stringson Amazon, and I just cannot
(20:37):
seem to find the right set ofstrings every time it comes in.
I can't get it.
And so I've been trying.
this for quite some time now.
And as we're getting close tothe beginning of our new season,
I finally, I left the house andinstead of just ordering online
and I went to a local guitarstore and they didn't have'em
either.
They said we could make yousome, but they didn't have'em
(20:58):
any.
And so I've been really lookingfor these strings and so we're
down to the wire cuz I wanted toplay a little ukulele outro
here, but that's just not gonnawork out this time because I
can't find the right set ofstrings.
It is the 18th of April, 2023.
This is episode 25 of Season twoof the More Math for More
People.
Podcast the last episode of thisseason.
Cheers.
(00:31):
Hello everyone.
I'm Misty.
And I'm Joel.
And this is the more.
For more People.
Podcast brought to you by CPMEducational Program.
On this podcast, we discuss theCPM curriculum, trends in math
education, and share strategiesto shift instructional practices
to create a more inclusive andstudent-centered classroom.
We also highlight upcoming CPMprofessional learning
(00:52):
opportunities and haveconversations with math
educators about how they do whatthey do, and we always try to
have a little bit of fun andlaughter as well.
Indeed we do.
So come and find out whatshenanigans were up to on this
episode.
Boom.
Okay, Joel.
I'm actually, I'm a littleexcited about this one.
Joel (01:14):
Hmm.
Misty (01:15):
What is the National day today
Joel (01:18):
National Pinata Day.
Misty (01:21):
Oh my gosh I don't know that I've actually, well, I know
that I have been around whenpinatas have been
Joel (01:28):
Mm-hmm.
Misty (01:29):
or whatever they.
Busted up with, that's the wholepoint of having a
Joel (01:33):
the stick and yeah.
Misty (01:34):
Yeah, I know.
I have been around when otherpeople have had pinatas.
I'm sure we had them one time atmy school and some other things,
and I just remember though, thatwhen I was a kid, I always
wanted to have a pinyata at mybirthday party.
and I, never had a pinyata Iprobably never actually voiced
that desire, so I, like kudos tomy parents, but I didn't
(01:55):
actually ask them, so I can'tactually be too sad that I never
had one.
But yeah, I remember I alwayswanted a pinata.
Joel (02:00):
Well, it's never too late to have a pin.
Misty (02:02):
I could have a pinata.
Yeah.
I just think there's somethingthat's for kids, it's something
very exciting.
There's a thing and you make itoutta paper mache and all the
tissue papers, and then you bustit open and all the candy comes
out.
That's very exciting.
Yeah.
Did you ever have a pinata?
Joel (02:17):
I never did.
I have been in locations withpinatas never swung the stick.
Like I, I even remember being inline to swing the stick, but I
would bust open, right?
Like in, and then you have tomake that decision.
Do I drop the stick and go forthe things or, there's just lots
Misty (02:33):
breaks it open is the person who probably gets the
least
Joel (02:35):
Exactly what's going on?
What's going on?
Misty (02:37):
and I have to take off the blindfold and I'm still
dizzy.
if they turn me around.
And yeah.
There's also something that'slike mildly, I don't know what
the word I wanna say, is likemildly sadistic about taking
children and then making themdizzy and then making them try
to swing at things they can'tsee, you know?
Sort of haphazardly.
It's we're all sort of like,whoa, look at that person who
(02:58):
can't hit the thing, well,they're blindfolded.
I
Joel (03:00):
that.
Misty (03:01):
all, so also it makes me think of, I don't know why this
makes me think of also the gamepin, the tail and the donkey.
Joel (03:06):
Very similar maybe.
Misty (03:07):
I, it's a similar kind of thing, but there's no candy that
comes out.
So I don't know
Joel (03:11):
Yeah.
What do you win in pin?
The tail.
Misty (03:13):
I don't know.
If you just win a prize, if you,I feel like that was like a more
like a carnival game.
Joel (03:19):
What if, what if you could do pin the tail on or pin the
pin the vertex on?
Quadr lateral for a classroom,
Misty (03:26):
You, you could
Joel (03:27):
something.
Misty (03:28):
I that's
Joel (03:30):
coming up with stuff.
Misty (03:31):
I see
Joel (03:32):
Rough draft thinking.
Misty (03:33):
Exactly.
Oh, All right.
So it is national pinata today.
I, are you gonna have a pinatatoday?
Joel (03:39):
I'm gonna watch videos of people with pinatas maybe.
Misty (03:44):
Okay.
Okay.
That's great.
I was like, you could just haveone yourself and then you would
get to be the one who gets tobust it open,
Joel (03:49):
Well
Misty (03:50):
don't think, it like that would be less exciting.
Joel (03:51):
could be hazardous to the house too, if I'm spinning
around blindfolded.
Misty (03:56):
We should do it outside.
Joel (03:57):
and poor Wendell.
Come on now.
Misty (03:59):
Oh man.
Yes.
He'd be like, what is going on?
Yeah.
No.
Alright.
All right.
You can watch some videos ofpins.
I don't think I'm gonna go getmyself a pinata either.
I might think about if I wantone for my birthday though,
coming up,
Joel (04:11):
I would, that would be fantastic.
Okay.
Misty (04:14):
about it.
I'll think about it.
So, all right.
So it's national pinata today.
If you so choose, go getyourself a pinata and just bust
it open.
It sounds fun
Joel (04:23):
I agree.
So one of my favorite shows isCBS Sunday Morning, and I was
watching it the other day.
(04:43):
And they were talking about thisarticle that was in the New York
Times about artificialintelligence and So apparently
there's this online free, open,artificial intelligence resource
that you can you can ask towrite a paper for you.
You can ask, it's a song.
It'll solve math problems.
It'll, you can somebody wasasking it to write a novel, like
(05:04):
a murder mystery novel.
Misty (05:05):
Uhhuh.
Joel (05:06):
A children's book, all sorts of things.
So I thought it was interesting.
And then also they were talkingabout the implications of what
this meant to education and italso sounded like they're
developing software to be ableto tell if artificial
intelligence wrote the paper ornot.
So
Misty (05:24):
Well, it's like we create some technology, then we had to
create some technology to dealwith the technology.
Yeah, absolutely.
So that's super fascinating,Joel.
So I'm wondering if we could useit to write a good podcast
segment for us.
What do you think?
So?
Joel (05:39):
we could?
Misty (05:39):
All right.
Joel (05:41):
I say that a little tongue in cheek, you'll find out in a
moment, so I went ahead and Iasked a artificial intelligence
on the site.
Please write a podcast aboutmath.
And here's what came out.
Misty (05:51):
all right, so we're gonna, we're gonna read this to
you.
Here you go.
All
Joel (05:55):
Here's the.
Hello and welcome to our mathpodcast.
I'm your host, Joel, and I'mjoined by my co-host, Misty.
And today we're going to exploresome interesting concepts in
math.
Misty (06:06):
That's right.
Math is a fascinating subjectthat plays an important role in
our daily lives, and we'reexcited to dive into some topics
that might surprise you.
Joel (06:15):
So let's start with a fundamental concept in math.
Arithmetic.
It's the branch of math thatdeals with the study of numbers
and basic operations likeaddition, subtraction,
multiplication, and.
Misty (06:29):
Absolutely.
Arithmetic is the foundation ofall math, and it's essential to
have a strong grasp of theseconcepts.
But did you know that there's atype of arithmetic that only
uses two digits, zero and one
Joel (06:43):
That's right.
It's called Binary Arithmetic,and it's used in computing and
digital communication.
It's a fascinating way torepresent information using only
two digits.
Misty (06:55):
Moving on.
Let's talk about geometry.
It's the branch of math thatdeals with shapes and their
properties from the simplestshapes, like circles and squares
to the more complex ones likespheres and polyhedra.
Joel (07:06):
Yes, geometry is all around us.
And one interesting fact aboutgeometry is that some shapes
have an infinite number ofsides.
Can you guess which one?
Misty (07:16):
I think that would be a circle.
A circle is a shape withinfinite sides, and it's a
fascinating concept to wrap yourhead.
Joel (07:24):
Speaking of fascinating concepts, let's talk about
infinity.
It's a concept that's difficultto grasp, but it plays an
important role in many areas ofmath.
Misty (07:33):
Absolutely.
And did you know that there aredifferent sizes of infinity?
For example, the set of naturalnumbers has an infinite number
of elements, but it's consideredsmaller than the set of real
numbers, which also has aninfinite number of element.
Joel (07:47):
That's really interesting.
Moving on, let's talk aboutalgebra.
It's the branch of math thatdeals with solving equations and
manipulating variable.
Misty (07:57):
And one interesting fact about algebra is that it was
developed in the Middle East inthe ninth century.
They made significantcontributions to the field, and
it was later adopted by Europeanmathematicians.
Joel (08:07):
Okay, we have time for one more topic.
So let's talk about probability.
It's the branch of math thatdeals with analyzing the
likelihood of.
Misty (08:17):
And one fascinating example of probability is the
birthday paradox.
It's the idea that in a room ofjust 23 people, there's a 50%
chance that two of the peoplehave the same birthday.
Joel (08:30):
That's really surprising.
Okay, that's all the time wehave for today's podcast.
We hope you enjoyed ourdiscussion on math
Misty (08:37):
Don't forget to tune in next time for more fascinating
topics in math.
Thank you for listening.
Joel (08:43):
and.
Misty (08:45):
All right, so what do you think, Joel?
Should we use AI to write thepodcast from now on?
Joel (08:49):
I don't know.
We're gonna I'd say, let's pollthe listeners, so please
respond.
Let us know what you think.
I'm hoping you lean one wayversus another, but I won't say
which way that is.
Misty (08:59):
If they write in and they say, which part of the show was
ai, then I'm gonna really worry.
Joel (09:04):
Yeah, we're gonna have an issue.
Misty (09:20):
All right.
So now we have a really specialtreat for you.
A friend of mine who is also ablazers fan, used to live in
Portland here with me.
We were talking about AI.
The other day and he asked anAI.
To please tell my friend Mistyabout Damien Lillard's rookie
(09:40):
season in a poem in I ambitpentameter.
So it gave us a poem.
And I'm going to have Joel's AIvoice.
Read it to you now.
Here you go.
It's a very special treat.
Enjoy.
Joel (09:56):
In the year of twenty-twelve, a young man, A
new draft pick for the Blazers,took the stand.
His name was Damian Lillerd,full of grace, And in his rookie
season, he'd find his place.
With nineteen points per game,he did impress, And six and a
half assists, no less.
Three-pointers he would make, arookie high, A new record that
would never die And when theseason's end was drawing near,
(10:19):
The NBA named him Rookie of theYear.
Unanimously, they chose him forthe prize, A true star in the
league's bright, shining skies.
So, Misty, know that Lillard'srookie year, Was one that filled
his fans' hearts with cheeer.
Ands since that time, he's onlygrown and thrived, A play that
the NBA cannot deny.
Misty (10:52):
All right, it's almost the end of the school year.
This is, yeah, it is almost theend of the school year.
It definitely starts, I knowwhen I was in the classroom, it
always felt like about this timeit, like everything's sped up,
but also slowed down in a weirdway that Yeah that like the kids
were feeling done, but we had alot of things that were going on
in the spring.
We always did a couple big playsand stuff like that, so the kids
(11:13):
were always, usually there wassomething pretty exciting for
them for the end of the year toget to, so they stayed engaged
in that way.
But yeah, it always has thisweird feeling.
It hasn't happened here yet,but, the weather would get nice,
so then the kids would all justbe totally distracted by the
weather and things like that.
So it, but it is the last.
It's the last episode for ourseason two of the podcast.
(11:34):
We'll start season three in May.
So it feels like the end of theyear for us as
Joel (11:38):
Right.
That's true.
Misty (11:40):
Yeah.
So we decided today we'd talk alittle bit about closure.
what are some thoughts andthings about how to close up the
year and start thinking aboutnext year.
I know when I'm doing learningevents, teachers are definitely
in that place of yep, I'mthinking about next year and
what I'm gonna do differently orbetter or again and how to close
up.
So what were some of the ways,Joel that you thought about
(12:00):
closure in your.
Joel (12:01):
well it was, and I'm sure many teachers are going through
this right now.
It's the testing time of theyear.
It's the, how far did I get?
In the book and where am I gonnacontinue?
That sort of thing.
So my mind was a little stressedthis time of year with, around
all those things.
But then coming out of it forclosing the year, it really felt
(12:23):
like that opportunity one to Idid a lot of self-reflection on
my lesson planning, on my how Iwas presenting or using study
team and teaching strategies.
So I felt for whatever reason, Ifelt less pressure, I felt that
relief and I felt able to engagemore in those experiments, or
let's just try this one today,which I always encourage
(12:46):
teachers to do at all points inthe year, but sometimes, It
doesn't feel quite as easy asthat sounds.
And at the end of the year, Ifelt that it was time that I
could practice those things.
So at the start of next year, Iwould have something to build
upon or work it over the summer,things to build on for the next
year.
Misty (13:06):
that makes sense cuz I, at the end of the year if it
goes horribly wrong Right.
The impact is smaller, shorter,less somehow.
So I can see that.
Yeah.
So did you do, did you have anyprocess of Writing things down,
doing some formal reflection foryourself of making a list of the
things that you were gonna dodifferently the next year or try
the next year, or did it, was itall informal for you?
Joel (13:26):
It was pretty informal for me.
I would jot down notes in myteacher materials things like
that.
But it was overall prettyinformal.
How about.
have a process?
Misty (13:35):
I really try to, there's, so a couple things impacted how
I thought about what I was gonnado next time, right?
For my science stuff.
I did things on a three yearcycle, so I wouldn't come back
to this unit for three years.
And so I got really, reallystringent for myself about
making sure I made notes aboutwhat to change.
(13:58):
That, before I put the lessonaway, whatever it was, right, if
it was in my binder or whateverbefore, I would like close my
binder and put it away to thenext day, or put the lesson back
in my folder.
I would make sure that I putsome notes on stickies about
what needed to be different orwhat I needed to change because
I knew that.
There was always in my head Iwas like, oh yeah, I'll
(14:18):
remember.
And then I learned, I did notremember very well at all
actually.
So I tried to do that everysingle as much as I could every
day.
During my prep, before I put mystuff away or at the end of the
day before I put'em away.
If not, then, then the next daywhen I was getting ready, I
would try to, make some notes onthose things and it, the sooner
I could do it, the better.
Cuz then I wouldn't forget anyof the little pieces and bits.
(14:40):
So I tried to do that and thenat, I think at the end of the
year, I started to really thinkabout systems.
What were some of the systemsthat I had put in place that
year that I wanted to improve,
Joel (14:51):
okay.
Misty (14:52):
Maybe it was how we did homework checking, or how I did
my points assignment forgrading, as that I wanted to
tweak or something like that.
Cuz I would really startthinking about how did they work
over the course of the year, howhad my kids grown or developed
with them?
And where were some places thatI could improve them, make them
better, clarify them for thenext year so that I could start
(15:15):
with that.
Right?
So I was always looking more atthose like larger overarching
pieces at that point.
And that was what I would makesome notes about, or start,
thinking about.
So then when I came back inAugust, I could.
Get those systems
Joel (15:28):
Get Get it.
Yeah.
Misty (15:29):
Oh, the next year I'm gonna have, different, I'm gonna
have composition notebooksinstead of this kind of
notebooks or whatever.
So that I could have thosethings ready or make sure these
were labeled or whatever.
So that was more system widestuff that I take a look at.
But yeah, and then I usuallyasked my kids to do some
reflecting particularly formath.
Because.
(15:50):
Because of the mixed spacepractice.
And it happens for all of us andall the things we do, but to
have that moment to sit down andgo oh, what did I get better at?
What did I learn?
What did I improve on?
Both from a math skills wise,but also maybe as a team member
or as as a student or in mysocial circles or whatever, I'd
(16:11):
have my kids think about thosethings and In our school, in our
middle school, we would have thekids do that and think about
that.
So that was really useful forthem, and then what things they
wanted to do next year.
Right?
Whether they did'em or not, Imean, I worked with middle
schoolers, they have a grandioseideas of what they think they're
gonna do better.
I'm like, well, okay.
And I'm glad you're thinkingbig.
But yeah, I think that I usuallytry to have the kids do
(16:32):
something like that too.
Joel (16:34):
I think that's a great idea.
We say that all the time in adaily practice to have some
reflection but to have a granderreflection of the year, of maybe
what were the highlights foryou?
What were the low times, whatwere, what worked well and what
didn't?
Misty (16:47):
Mm-hmm.
Yeah.
Joel (16:48):
have some acknowledgement
Misty (16:50):
Yeah.
Joel (16:51):
how that process went.
Misty (16:53):
Yeah.
So I think that definitely I,know, I would encourage teachers
at this time to think aboutwhere you are.
Think about, if it's your firstyear implementing, first of all,
pat yourself on the back.
Joel (17:05):
Yeah.
Yes.
Misty (17:06):
through it, it's that the first year of implementing is,
it is hard.
It's a lot of things to
Joel (17:11):
is, there's a lot of things.
Misty (17:12):
So, I think that some part of it is making sure you
recognize how far you've comeand that it will be easier next
year and you'll add on morethings to do, which will also
make it harder.
Right.
So, and think about where youare and what things you've done
and where you wanna go.
Joel (17:28):
Absolutely.
So I'd like to take thisopportunity to remind everybody
of some CPM events that arehappening as we are mid-April
(17:52):
here going into May.
A series of new opportunitiesfor professional development are
happening, so as just as areminder, The Academy of Best
Practices, which is a five dayinstitute designed to help new
math teachers develop intofuture leaders, as well as aid
current math teachers in theirprofessional growth, both in the
classroom and in the field ofeducation.
(18:14):
So if you go to cpm.org hostedevents, you can click on the
Academy of Best Practices tofind out more, as well as apply
for the program.
Also the CPM ResidentialInstitute, which is happening at
the end of June.
You can find at the same placeon our website to learn more
about it, At the ResidentialInstitute, CPM brings all of our
(18:36):
professional learning events toone location, which is Salt Lake
City and provides a lot ofopportunities, not only for
teachers, but siteadministrators and coaches as
well to become involved.
CPMs math curriculum.
And then I'd like to remindeverybody about the teacher
research core.
Which is a program designed forteachers in the classroom.
(18:58):
There's something that they wantto research in their own
classroom.
Maybe there's a a problem thatthey wanna face and see if they
can come up with a solution.
And again, if cpm.org, you canfind the Teacher Research core
and you could apply for thatprogram as well.
All three of these opportunitiesare really great program.
(19:19):
And if you have the opportunityto take advantage, I highly
recommend it.
And then also keep your eye openfor all of our regional events.
So we'll have regional eventshosted throughout the country
this summer.
And you can find that throughthe professional learning
portal.
We hope to see you there.
Thanks.
Master Outro Season 2 (19:53):
So that's a wrap for this episode of The
More Math For More Peoplepodcast, for more information
and to stay connected.
You can find CPM on both Twitterand Facebook.
The music for the podcast wascreated by Julius h and can be
found on pxa bay.com.
Join us for the next episode ofMore Math for More People.
(20:13):
What day will that be, Joel?
Joel (20:15):
It'll be the first episode of season three on May 2nd,
national player Ukulele Day.
And in preparation, as I wasthinking about National Player
Ukulele Day, I needed to replacethe strings on my ukulele.
And I, I have a six stringukulele that I like to play, and
I've been ordering some stringson Amazon, and I just cannot
(20:37):
seem to find the right set ofstrings every time it comes in.
I can't get it.
And so I've been trying.
this for quite some time now.
And as we're getting close tothe beginning of our new season,
I finally, I left the house andinstead of just ordering online
and I went to a local guitarstore and they didn't have'em
either.
They said we could make yousome, but they didn't have'em
(20:58):
any.
And so I've been really lookingfor these strings and so we're
down to the wire cuz I wanted toplay a little ukulele outro
here, but that's just not gonnawork out this time because I
can't find the right set ofstrings.
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