Zain Rehmtulla

  Why is Euclid and Euclidean geometry still studied to this day? Why do you think this book has been so important (and incredibly popular) over centuries? Is there beauty in the Euclidean postulates, common notions and principles for proofs? How can we define beauty if these are considered beautiful? I think that Euclid geometry has become popular over centuries due to it's capacity to touch of several key components of mathematics. For example, element 5 states that one and only one line can be drawn through a point parallel to a given line. I believe that many structures that were built in the old times and even today are built aesthetically and parallel structures are not uncommon. Therefore, these basic geometric ideas are essential and this is why the book is so incredibly popular. Moreover, determining the GCF as indicated in book 7 would have been very useful in ancient times as it would be important when trying to divide quantities among people. Many civilizations such as ...

  To solve the problem, I made a table of guests and dishes (attached) that worked my way up to 9 at which point I realized that there were 9 dishes served for 9 people. However, the lcm had not been reached yet so once we hit the lcm of 12 guests, then we will have 13 plates. So multiplying 13 plates by 5 we would get 65 multiplying 12 by 5 we get 60 guests. Interestingly enough, in our assessment course, one of the main reasons for cheating was that this assessments does not matter to me. Therefore, I think it’s important to create problems from students cultures or cultures belonging to their friends. It’s a way to make each student feel recognized. Moreover, it adds meaning to word problems where the anxiety of students may be removed as they can relate the problem to something they’ve heard, seen, or experienced in some way. Therefore, they will be more incentivized to give their best effort and thus it would be a productive class or assessment. Having a problem or puzzl...

  https://docs.google.com/presentation/d/1_0E3hmz7vZBQ9JyVCCeeh1c3RUBB6E9eOz6LUo7mKkE/edit#slide=id.g308d529465f_1_3 For our project on Ahmed loaves, I learned a lot. I had almost forgotten what an arithmetic sequence was before doing this problem so it was a good refresher about this idea of a common difference. Moreover, when solving the ancient way, one of my challenges was wrapping my head around this idea that we had 2 unknowns at the beginning and so we had to assume either the initial loaf or the common difference. In the end, since the common difference can be obtained from the equation that we obtained from the problem itself then we need to assume the loaf and doing so by estimating a smallest share made sense since we are increasing. I also really enjoyed this idea of guess and check with our extension as I noticed a decrease of 2/7 it made sense to me how many groupings of 2/7 we would need to make the equation     true. In my discussion with Raymond it became...