[dfwgator]

Teaching Math In 1950

A logger sells a truckload of lumber for $100. His cost of
production is 4/5 of the price. What is his profit?

Teaching Math In 1960

A logger sells a truckload of lumber for $100. His cost of
production is 4/5 of the price, or $80. What is his profit?

Teaching Math In 1970

A logger sells a truckload of lumber for $100. His cost of
production is $80. Did he make a profit?

Teaching Math In 1980

A logger sells a truckload of lumber for $100. His cost of
production is $80 and his profit is $20 Your assignment: Underline the
number 20.

Teaching Math In 1990

A logger cuts down a beautiful forest because he is selfish and
inconsiderate and cares nothing for the habitat of animals or the
preservation of our woodlands. He does this so he can make a profit of
$20. What do you think of this way of making a living? Topic for class
participation after answering the question: How did the birds and
squirrels feel as the logger cut down their homes? (There are no wrong
answers.)

Teaching Math In 2006

Un ranchero vende una carretera de maderapara $100. El cuesto de la
produccion era $80. Cuantos tortillas se puede comprar?

[PIF]

Teaching Math In 1860
A logger sells a truckload of lumber for three one dollar gold coins. His cost of production is 4/5 of the price. What is the gold in the coins worth in 1850 dollars, and what would his profit be in today’s gold coin valuation?

[redshawk]

Teaching math. ...good one. ..

So how much wood can that woodchuck chuck? Lol

[GOPJ]

Women's IQ’s (unlike men's which are a bell curve) tend to clustered around the mean... women have a smaller percentage of IQ’s over 140 - and a smaller percentage with IQ’s under 75... fewer idiots, fewer saints fewer criminals... fewer chess grand masters...fewer mathematicians. Mother Nature's a bitch or in Newspeak - a sexist.

https://www.campusreform.org/?ID=13591

from link:

The University of Alabama-Birmingham has received $1.25 million in federal funding to help “review” and “isolate” policies that supposedly perpetuate a lack of female representation in science and math.

This grant will “build on” a previous $3 million grant, which the university says was “successful” in breaking down “systemic” barriers preventing women from succeeding in STEM.