ned, (edited )

susul,

@ned nitpick: this isnt actually pythagoras, this is just triangle equality (for any triangle ABC, a+b>c)

curmudgeonaf,

deleted_by_author

    •
    + ned
    TimWardCam,
    @TimWardCam@c.im avatar

    @curmudgeonaf @ned One approach is to

    • give up on trying to predict the desire lines

    • lay grass throughout

    • wait for the desire lines to appear

    • pave the desire lines.

    7331,

    @ned also students playing video games:

    pteryx,
    @pteryx@dice.camp avatar

    @7331 @ned For more direct usage, students going to play a wargame (or wargamey TTRPG) after school.

    (A dragon's current position is 50' above ground, above a spot on the flat battlemap 65' away from your ground position. You're wielding a pike with 10' reach, and a spell on you grants you a fly speed of 40'. A charge maneuver allows you to move up to twice your normal rate and still make an attack, at a cost of making you more vulnerable to attack. Can you charge the dragon this round?)

    JeremyMallin,
    @JeremyMallin@autistics.life avatar

    @ned I literally use the Pythagorean theorem, trigonometry, and other geometry every single day—artist/designer

    Fantaghiro59,

    @ned 🤣🤣🤣

    tessarakt,
    @tessarakt@mastodon.social avatar

    @ned Geometry educational trail ...

    ArtificialAngel13,

    @ned «i'm gonna get a job in an industry that doesn't require math!»
    The math required for the part of the job they want to do:

    dnnybrks,

    @ned What if a diagonal is just an infinite number of vertices joined together. How does that work?

    llanciawn,

    @ned If the designer had used common sense, more to the point.

    BackFromTheDud,
    @BackFromTheDud@mas.to avatar

    @ned User experience Vs Planning

    atarifrosch,

    @ned Problem is, that at school we often don't learn about context, just facts. Give the kids context, and they'll learn much easier.

    libroraptor, (edited )
    @libroraptor@mastodon.nz avatar

    @atarifrosch @ned Pythagoras's theorem isn't even the fact that they make it out to be. It's a special case.

    If you draw a triangle on a sphere, it's easy to make an equilateral one with three right angles.

    And if you draw a triangle on a surface with negative curvature, you can get internal angle sums close to zero.

    It's like teachers have never seen an orange or an avocado.

    eyrea,

    deleted_by_author

    •
    ffl096,

    @eyrea @ned They are walking on lines (“c”) and not on areas (“c squared”).

    eyrea,

    deleted_by_author

    •
    + ned
    ffl096,

    @eyrea @ned The square of the lengths IS the area of the … square on that side of the triangle.

    The Pythagorean theorem literally says that the area of the two squares at the catheti is equal to the area of the square at the hypothenuse.

    eyrea,

    deleted_by_author

    •
    ffl096,

    @eyrea @ned I did. It clearly shows (and it follows from Pythagoras) that c is smaller than a+b.

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