Mr. Stuckey


MoviePass Obituary

I've had MoviePass for 10 months. But I've been fed up with the feeling of "Will MoviePass let me see a movie today" feeling I get since they keep changing the service. I cancelled it as of yesterday. It was always a little bit of an inconvenience because you can by tickets online before you get to the theater, so the seats were always hit or miss. It was worth it though for getting cheap movies. Here's a look at how much money I saved.


11/1/2017Spirited Away$12.50
11/9/2017Murder on the Orient Express$12.00
11/19/2017Justice league$12.50
11/29/2017Three billboards$12.00
12/23/2017Star Wars $12.50
1/14/2018The Post$12.50
2/3/2018Maze Runner 3$12.50
2/23/2018Annihilation $15.19
2/25/2018Game Night$10.50
3/4/2018Black panther$12.50
3/5/2018Red Sparrow$14.19
3/17/2018Wrinkle in Time$12.50
3/25/2018Tomb Raider$12.50
3/29/2018Pacific Rim $12.50
7/9/2018Oceans 8$8.75
8/4/2018The Spy Who Dumped Me$8.75
8/6/2018Jurassic world$5.75

So I spent $253.13 of MoviePasses money. In 10 months I paid them $99.50. So a net gain of $153.63 for me. MoviePass lost $153.63 having me as a subscriber! On the list there are only 5 movies I would have absolutely gone to see in the theater. Of the remaining ones, about half I would have gone to if one of my friends wanted to go. The others I probably wouldn't have seen. 
I also literally bought into the hype and owned HMNY shares. I spent $94.29. During the reverse split I was cashed out because it wasn't a whole shares worth for $18.70. Yeah, they got me on that one for $75.59.
So putting to rest the MoviePass saga for me, I still came out ahead to the tune of $78.07 and got to watch a bunch of movies. It's no wonder they are going out of business.



These are the "blog" posts for the the discussion thread for my MTE-514 class from
Blog #1
Discuss sampling methods that could easily be conducted in a school setting to assist students in further understanding of the pitfalls of sampling.
There are 5 types of sampling techniques that can be used by researchers. . Each one has its advantages and its pitfalls. The five type are random, systematic, stratified, cluster, and convenience sampling.

Random samples are samples that are selected by using chance methods. As long as each member of the population has an equal chance of being selected, this method is the best for obtaining a non-biased sample.

In a systematic sample, researchers pick a certain number of subject to skip to obtain a sample. For example, every 10th production in an assembly line could be tested for defects. When using this technique, it is important to understand how subjects are arranged in order to avoid bias. For example, if subjects are order "husband, wife, husband, wife..." picking every 10th subject would give a sample that is all wives.

Stratified sampling divides the population into groups based on a characteristic that is important to the study, and then obtain data from each group. For example, high school students could be stratified by their grade level and then asked about their grade in their English class. Samples within the strata should be randomly selected.

Cluster sampling is useful when dealing with large populations. If there already grouping that occur, a few of these clusters can be study at random. Data from every subject in the cluster should be obtained. It is important determine if these clusters represent the population to avoid bias. For example, each classroom in a school can used as a cluster. Then a few classroom can be randomly selected as a cluster to obtain data from. If a 12th grade AP English class and a 10th grade Honors History class were picked, there may be a bias in the data, because these class may not be representative of the population of the school.

Convenience sampling is the techniques most used by students. It is the "man on the street" technique. This type of sampling can be very biased becauses students only tend to obtain data from people physically close to them, which tends to be their friends and family. If it can be determined that the convenience sample is representative of the population, it can be used. Otherwise, it should not.

Blog #2
Module 2 focuses on the use of different types of regression. Discuss how students interpret regression in daily use.
Regression for students is all about finding connections, hopefully predictable, between two things. For example, they might find that when their "low fuel" light comes on in their car, they still have 50 miles until they run out of gas, even if they gauge is past they empty. I might conclude that if they do their homework, their grades will go up. Or they might find that when they get a good night's sleep, they feel better they next day. If they go to a casino, they might notice that the odds are always against them and the house always wins, but people can still win money, and that's what makes it exciting.

Blog #3
Simulations are a great way to for students to see how probability distributions are found in actual data. Discuss how you would use simulations within experiments.
I use simulations to show how the central limit theorem is built. I simulate coin flips using a python program, which will then give a graph of the results. The program can simulate a few coin flips to see how the graph lines up with the binomial distribution. As I increase the number of flips it simulates, the graph keeps getting closer and closer to the normal distribution. This helps students connect the blocky histogram of the binomial distribution to the smooth curve of the normal distribution.

The other simulation I run for them is of the Monty Hall Problem. It is a very tough problem to think through logically, and even when we talk about it, the logical never seems to make sense. The program I write simulates the problems many times and give the chance of winning the car. Sometimes they still believe the logic behind it, but they trust the computer because they can see each result happening.

Blog #4
Discuss how sampling can be used to make inferences about a population.
One way sampling is used to make inferences about a population is a process called hypothesis testing. It is a decision-making process that evaluates certain claims about a population. For example, a drug company may wish to know if a certain drug can reduce the infection rate of HIV in MSM over another drug. Two groups of men will be selected and each group will get a different drug. At the end of the trail, the number of new HIV-infection for each group will be counted, and the hypothesis test would be run, and the data would be used to determine if the new drug was better at preventing HIV infections.


MTE-514 Intro

I need 3 more credits to move over a column in the teacher salary schedule. I decided to take an online course with another teacher from I thought I didn't my due diligence before I signed up: Nope! I got the syllabus from them, and it looked like it was some readings and a few problems from the book as the assignments. Not even close. The only thing that is graded is 3 essays and what looks like a 2-hour final exam essay. You don't even have to go any of the math to get the grade. Really not was I was looking for. But I can finish it up pretty quick, so there is that.

Mastering the teaching of probability & statistics -TeacherStep

Mastering the Teaching of probability and statistics - Graduate Credit teacher education course for teacher re-certification and license renewal. 3 graduate credits


Making music with Linkbots 3

I challenged my class to code the Linkbot playing Sorcerer's Apprentice. They finished it up over two class periods. Here is the final concert.

Source code after the break...


Making Music with Linkbots part 2

It wanted to try doing some harmony with the Linkbots. So I ended up connecting 3 bots at the same time.
So here is the first movement of Moonlight Sonata.


Making music with linkbots

I'm going to start doing some music with my Robots Lab kids next week. I figured it would be good to get a demonstration going so I programmed the Linkbot to play Flight of the Bumblebee.


Infinite Chocoloate

Infinite chocolate. You're welcome.

Use the GeoGebra app after the link to see you find out what is going on.


Syllabus 2016

Parents and students, please read and submit form by August 19th.

You must be signed in with the students FSUSD account

Math 1 Syllabus

Math 3 Syllabus


Trigonometry Unit

This is the unit I have put together to teach trigonometry at Rodriguez High School. It covers standards:
  • G-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
  • G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles.
  • G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.✭
  • G-SRT.C.8.1 Derive and use the trigonometric ratios for special right triangles (30°, 60°, 90°and 45°, 45°, 90°) CA
  • G-SRT.D.10 (+) Prove the Laws of Sines and Cosines and use them to solve problems.
  • G-SRT.D.11 (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
  • F-TF.C.8 Prove the Pythagorean identity sin²(θ) + cos²(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
Resources that can be used throughout this unit
Trig Table
Unit Circle Trig Calculator
SOH-CAH-TOA Cheatsheet

Activity 1 (30-45 minutes)

Trig Investigation

Worksheets: G-SRT.C.6 Trigonometry Investigation

The first activity is an investigation of the ratio of the sides of each triangle. Students measure the sides and angles of five different triangles and record their data in a data table. Four of the five triangles are similar and the last one is not. They are then asked to look for patterns in the data table. They should see that 4 of the 5 triangles are similar. 

They then calculate the ratio of the sides in each triangle. These ratios are the sine, cosine, and tangent ratios, but they won't know that yet. They should be able to notice that the ratio of the sides of the similar triangles are the same. Then they will calculate the sin 22º using a calculator (or trig table if needed), and notice that they are the same number.

Activity 2 (20-30 Minutes)

Setting up Trig Ratios

Worksheets: G-SRT.C.6 SOH CAH TOA

Teach the mnemonic SOH CAH TOA and practice setting up the ratios. It is important to stress which angle is being used. Always ask the question "Where is theta?" first before starting anything else to promote the habit of identifying the angle being used.

Activity 3 (30-40 minutes)

Rationalizing the Denominator

Worksheets: Rationalizing the denominator

My students needed to learn how to rationalize denominators because they had never done it.

Activity 4 Solve for a Side (60-90 minutes) 2 days

Applying Trig ratios

Worksheets: G-SRT.C.8 Solve for a side of a triangle

Students learn to solve for a side using a pre-made table to substitute for the trig functions. Calculators are not needed for this. They solve by cross multiplying. In the second page, they need to deal with square roots, whether they cancel each other out or have to rationalize them.

Activity 5 (30-45 minutes)

Special Right Triangles

Worksheets: Special Right Triangles and Find Missing Sides

A California specific standard that has students memorize 1:2:√3 and 1:1:√2 triangles and solve for sides.

Activity 6 (45)

Inverse Trig Function and review

Worksheets: Find the missing Angles and Solve a Triangle
Students learn how to solve for a missing angle using inverse trig function. They then put everything together to solve a triangle for all its parts given only 3 things.

Activity 7 (60-90 minutes) 2 days

Applying Trig to Word Problems

Worksheets: G-SRT.C.8 Trig Word Problems

A work problem bank with each problem given its own graphic organizer. Good for partner or group work and presentations.

Activity 8 (30 minutes)

Pythagorean Identities

Worksheets: F-TF.C.8 Pythagorean Trig Identities

A quick proof on the Pythagorean Identity and some short exercises for finding cos θ given sin θ.

Activity (Optional) (45 Minutes)

Worksheets: G-SRT.D.11 Law of Sines and Cosines Investigation

This is an investigation for the Law os Sines and the Law of Cosines. Students measure the sides and angles of five different triangles and record their data in a data table. Then they calculate the Law of Sines ratios and notice that they are all the same. In the next table, they calculate the Law of Cosines equations and notice that it is the same as the side opposite of the angle. Students will need practice using calculators to type the whole equation into the calculator in one line.

Activity 9 (45 Minutes)

Charlie's Test

Worksheets: Charlie's Test

Charlie's test is a review and error correction activity in one activity. The Charlie's test is similar to the unit test, but a mediocre student has written his work on it, and the students have to correct the test for a grade.


Volume keys sound effects

Apple decided to make the volume keys not make sound when you change the volume. I liked the quack sound and the feedback it gave so I knew how loud the volume was set at. But, you can turn it back on in the system preferences.
In System Preferences -> Sound, check the box that says "Play feedback when volume is changed."

As an added tip, if you ever want it to be quiet when you change the volume, hold the shift key while changing the volume.