
It hasn’t started yet, but apparently the thunderstorms currently headed my way are going to bring flash floods, hail measured in inches, and several dozen tornadoes. So, great! We were all surprised by the two fog delays we got last week; apparently I get to look forward to flood delays tomorrow morning, because if 2026 has shown me anything at all, it’s that when it is possible for there to be fuckery, it is an absolute certainty that fuckery there will be.
The trend of rough-as-fuck days continues; I had to do an office referral today for a kid who wouldn’t stop using the word “jigaboo” in class, and amended the referral a bit later when I discovered he’d also written “KKK” on his desk. It was also one of those days where everyone is having the same comprehension issue and I absolutely cannot figure out what is causing it. We are working on simple volume and surface area formulas; today, specifically, volume and surface area of spheres. The relevant formulas:

I generally will teach them how to calculate both formulas (not especially tricky) and then point out that since 4π and 4/3 π are always going to be the same number, you can actually shortcut the formula and use 12.56r2 for surface area and 4.19r3 for volume. The volume formula is a little bit of an estimate, but they’re both perfectly cromulent for what we’re doing.
For the first time since I’ve been doing this, this year’s kids showed a marked preference for the fuller version of the formula, and a lot of them simply could not wrap their heads around the shortcut formula. I was getting a ton of them who were multiplying 4.19 by the radius cubed and then insisting that they needed to divide by 3 afterwards. I would point at the formula they were using and ask them where that formula told them to divide and it wasn’t helping.
“Literally just multiply 4.19 by the radius three times. So if the radius is 7, you’ll calculate 4.19x7x7x7.”
“Okay. So when do I divide?”
“You don’t have to divide. Dividing by three is already worked into the 4.19.” And then I’d demonstrate how I got that number, for, like, the fourteenth time. And then they’d do a sample problem and still divide by three.
I had one of them write the volume formula as (1πr3)/3– so the whole thing as a big fraction, but replacing the four with a one for some reason. I pointed out that they had that wrong and told them that they needed to use four and not one, and then walked them through a problem.
“Okay. So when do you multiply by one?”
<head explodes>
“You don’t. First, it’s not in the formula. Second, multiplying by one would give you the same answer anyway, remember? So there would be no reason to put that in there.”
“Oh, okay.” <Does a problem.> “So, now I multiply by one?”
I change tactics. “Point to the one in the formula.”
They point at the one in the formula that they wrote down and still haven’t fixed.
“Have you noticed that you’re pointing at the one that only exists in your formula, the one I told you was wrong? Look at the formula at the board. Is there a 1 in there anywhere?”
“No. So where does it go?”
…
For six straight hours. I’m going back to selling furniture, God damn it.




