Thank you to everyone here and on Facebook who helped me figure out that math issue yesterday. I knew that was what was wrong but I couldn't get my head around it. Y'all are the best!

And having friends who can help you figure stuff out is super important with things that are complex but can be hugely rewarding. And this post got me thinking about it even more.

Growing up I played a cheap knock-off version of Tetris--which, I've since found out, is probably okay because of the sordid legal history of the Russian game (check out the documentary my wife really liked: Tetris: From Russia with Love).

No one really had to explain the game to me. I figured it out pretty fast.

But since that time, I've started playing World of Warcraft. And, as Seth points out in his post: WoW is far more immersive than Tetris (though, I would add, both can be equally addicting <smile>). In fact, it really helps to have someone who knows the game sit down with you when you start playing WoW. They can explain everything, show you how it works, and get you pointed in the right direction as you set out on your first quest to clear the forest of unwanted pests that are ruining the lives of the locals.

And that's probably one of the many reasons Blizzard includes a 10-Day Free Trial account with every copy of the game.

Tetris vs. WoW

The same is true of Sonlight. Unlike some other programs, it really helps to have someone sit down with you and talk you through Sonlight the first time (or two). Many people come to Sonlight because a friend showed them how it works and got excited about starting their own journey.

If you want to know more about Sonlight but don't have a friend who will "show you the ropes" by sitting down with you and showing you how it works, then contact one of the Sonlight Homeschool Advisors who can answer your questions and get you started.

Want to help some noobs get started in the world of Sonlight? Want to get some coin for passing on your love of Sonlight to others? Then become a Sonlight Affiliate, and let us reward you for giving a little help to us and your friends.

 ~Luke Holzmann
Filmmaker, Writer, Expectant Father

First, some really cool news on the Sonlight website front:

1. We now have a new Cart at Sonlight.com. Hop on over there and look in the upper right corner of the window. There's an awesome "View Cart" button that pops out from the side. How cool is that?

Pretty cool.

2. We've extended our free Live Chat hours! That means that you can get help from a Customer Relations representative until 7pm Mountain Time. How cool is that? Well, to loosely borrow from the kid in The Incredibles:

That is totally wicked!

On to MathTacular:

"What percent of ½ is an eighth?" Easy, but just in case you're a little rusty, I'll break it out for you:

x * ½ = ⅛ (divide both sides by ½)
x = ⅛/½ (solve division of fractions by flipping and multiplying^*)
x = ⅛ * 2/1 -> x = ¼ -> x = 0.25 (multiply by 100 to get a %)
x = 25%

But then we turned it into a word problem:
"What percentage of half the income of the farm (which is how much is used to pay wages) is paid to one of the eight farm hands?"

Working out the numbers we naturally get 25% again... but wait, there are 8 guys, so how could any of them get ¼ of the money?

...umm...

cipherin'

No matter how I worked it, I couldn't get it to make sense. I ended up with things like:

x% = 1/400% workers
$1 * $8 = ⅛
and my personal favorite: x% * ½y = ⅛

But if I stuck with just the numbers, I got 25% every time.

I know it has something to do with how we're saying the problem, but I can't figure it out. And I don't often get this stumped. I mean, especially when I understand the math--I can solve the numbers in a flash--but for some reason the moment I add in the units the whole thing falls apart.

And I'm still stumped.

But I know the moment someone shows me where I've got it wrong everything will be clear. At the moment, however, I have killed math. Math is dead.

Speaking of fun numbers and death, today, for a moment, it was 04:05:06 07/08/09... which, I'm pretty sure, will not happen again for another hundred years in 2109. At which point, I will likely be dead.

Dave

 ~Luke Holzmann
Filmmaker, Writer, Expectant Father

^*Proof: Solve for ⅛/½
We can multiply both the top and the bottom by 1 and the answer will remain the same: ⅛/½ * 1/1 = ⅛/½. But any number over itself is still just 1.

So, we can have 2/2 = 1

Multiply both the top and the bottom by that
⅛/½ * 2/2 -> (⅛ * 2)/(½ *2) -> (⅛ * 2)/1 and that is just:
⅛ * 2

Sometimes to move forward you must go back.

Almost sounds like a fortune cookie.

Every once in a while we have to re-watch a clip we just shot to try to sort out what we want to change. Much of what we do is ad-lib based off what we've agreed is the best way to teach something. We discuss, and then Justin stands up and says it. And then we have to cut and try again, tweaking his words here and there. Unfortunately, sometimes we'll forget what it is we wanted to change and so we rewind the tape and watch it again.

Amber Taking Notes on a Scene We Just Shot

On the technical side of things, I have to remember to record some "post roll" before rewinding. I do this by placing my hand over the lens and recording about 10 seconds. If I don't do that, we can have a break in "time code"--the numbers that keep track of how far into the tape we've recorded and are used by the computer when capturing--or we accidentally record over something we've already shot.

Guess how many times I did that before I learned my lesson?

Yeah.

In other news, we did a fun little thing on camera that ended up with overflowing foam. It turned out beautifully. You can tell because we were all laughing once I stopped the camera.

Foam

So even if you feel like you're taking a few steps back today, may you press on to even greater heights! ...especially if there's a controlled mess along the way. <smile>

 ~Luke Holzmann
Filmmaker, Writer, Expectant Father

We got onto set and were ready to get going, so I flipped on the lights.

There was a slight "pop" and the light was dead.

So I went to work replacing the bulb.

Changing the Bulb

[NB: If you didn't watch the short clip there, the rest of this post won't make much sense...]

It turns out that it wasn't the bulb. I think it may have been the light's fuse, but I haven't had a chance to try changing that yet. Instead, I just got out another light and we kept going.

Setting Up Another Light taken by Justin (his foot is in frame)

Now, why is it that bulbs can explode if you handle them with your greasy fingers? I wasn't totally sure, and I'm still not. But after reading over this post, I think I have an answer that makes sense (please, someone correct me if I'm wrong here):

The grease heats up at a different rate than the rest of the bulb, thereby creating a difference in how much the glass expands compared to that which is around it. This causes tension which can break the bulb since the glass is brittle. And, because the bulbs are manufactured with a vacuum, the sudden intake of air makes the popping noise.

Look at that: Science at work on the set of a math DVD. I love how learning more lets us see how things are intertwined and connected.

 ~Luke Holzmann
Filmmaker, Writer, Expectant Father

As we move along into ever more complex lessons, it gets more and more difficult to just sit down and teach a concept. And so we discuss, at great length, how we should teach these ideas.

Today it was multiplying decimals.

Amber, Justin, and I all come at math from vastly different perspectives. This helps us as we hash out our ideas. I'll say something like, "I've always hated the 'just count up the place values and move it over that many' mentality. We need to explain why you do that."

To which Justin will reply, "But that's just the way it is. We need to teach them the rule first so they will remember it."

Amber will jump in with, "Decimals are really tenths, so we should start there..."

And around and around the three of us go. But this is really helpful because that means we're addressing at least three different views of math in our lessons and hopefully clear up any confusion that one particular view of math would create.

Unfortunately, we can confuse ourselves from time to time. That's why I've started writing up notes and solving problems on a scratchpad. I've never really had to do that for our videos before:

Multiplying Decimals Notes

It's one thing to present an idea and, if the concept doesn't stick, change your approach and try a different method. But we don't have that luxury on these DVDs. Instead, we must consider all the possible objections and confusing bits and address them in a single scene.

And so far, with the three of us working together, that has worked out beautifully. It's a good thing.

 ~Luke Holzmann
Filmmaker, Writer, Expectant Father