Showing posts with label exploration. Show all posts
Showing posts with label exploration. Show all posts

Sunday, July 3, 2022

Perfect numbers: Lichtman's Theorem (Part 1)

This summer, we are working through Jared Lichtman's recent proof that the primes achieve the maximal Erdős sum over primitive subsets of the natural numbers.

Quanta Magazine had a very nice article describing the theorem (formerly a conjecture of Erdős) which is the inspiration for this project. The article is here.

I will be posting notes on our conversations. The most important thing to understand: this project is about the journey and not the destination. We may not (probably won't!) get all the way through the paper. Along the way, we will take plenty of detours and excursions.

Monday, July 24, 2017

Math Teachers At Play Carnival #110 Summer Vacation Edition


Hello again math folks! I've been in the middle of a major transition, moving between Asia and North America, so haven't really had time to post recently. Putting together this month's carnival was a nice opportunity to see what everyone else has been writing about and get some new ideas!

As you scan through the links I've highlighted, please don't get too fixated on the grade level splits. These are really approximate and I expect you will find worthwhile activities for all ages in every section.

In Memoriam: Maryam Mirzakhani

On the 14th of July, Maryam Mirzakhani passed away. She was the first woman to win the Fields Medal. It would be wonderful if you could do some exploration in her honor this month. One of her areas of research was on pool tables. Here are some places to get an idea of the way mathematicians have been inspired by this game:

If you find other kid-friendly projects related to Mirzakhani's work, please tell me in the comments!

Some 110 facts

This was the best number carnival to be able to host, because:
  • 110 = 10 * 11. That means it is pronic, the product of two consecutive integers.
  • 110 looks suspiciously like a binary number. Binary 110 = decimal 6. Decimal 110 = Binary 1101110, which I like to read as 110 1 110
  • Because it has an odd number of 1s in its binary expansion, 110 is odious
  • 110 is a Harshad number because it is divisible by the sum of its digits
  • The element with atomic number 110 is Darmstadtium (Ds).
  • 110 is the number of millions of dollars spent in March for a Basquiat painting, the highest amount paid at auction for a work by an American artist.

A number talks picture that caught my eye

I'm not sure there is anything especially 110 about this picture, but there are a lot of mathematical questions to ask and things to observe here:


In a related vein, if you and your kids need some mesmerizing math gifs, take a look at Symmetry.

Elementary skills

Denise Gaskins has written a lot to help parents engage playfully and mathematically with their kids. In this blog post, she has collected highlights that are great with young students and worth remembering for older ones, too: How to Talk Math with Your Kids.

I love board games and think there is still tremendous value in the physical games that electronic versions miss. Here's an example from Sasha Fradkin, where cleaning up after playing gives us a chance to think about whether skip counting is just a chant or if the words mean something: Skip counting or word skipping

While she's at it, Sasha Fradkin also has a nice puzzle activity with Numicons. I would think of this as a progression step toward tangram and other dissection puzzles.

Which one doesn't belong is a math meme you should know already. If you don't, ask in the comments and I'll point you in the right direction. Christopher Danielson has recently introduced Which Poster Doesn't Belong? While you are visiting his blog, enjoy his story about The Three Year Old Who is Not a Monster.

Exploding Shapes is a catalyst for notice and wonder from The Math Forum. I really like this because here are many different directions to go and no single "right" answer. Also, let's give a cheer because it looks like this recent set of posts shows the math forum folks have returned to posting nice conversation starters.

Swine on a Line by Jim Propp is a nice game/puzzle that seems a great companion to James Tanton's Exploding Dots. Hmm, maybe July 4th inspired me to look for lots of explosions...?

Middle school(ish)

Rupesh Gesota starts with a nice puzzle and shows us how it was analyzed by several different students: One Puzzle, Many Students, Many Approaches. I particularly like how the introduction to the puzzle encourages us to think of different methods.

Mike Lawler has done a huge number of really great explorations with his kids. Here are some recent projects with books from the Park City Mathematics Institute: Playing Around. If you haven't been following Mike and his kids, I really encourage you to go through his past posts.This blog is fantastic for great projects and connections with other resources.

Curious Cheetah shows us several ways to calculate square roots. I would say, like long division, the value isn't in memorizing the algorithms, but understanding how they work and using them to play with numbers.

Manan Shah has a couple of nice summer explorations. The first is an excursion into the digits of prime numbers: Prime Numbers. The second is a coin flipping and gambling game to ponder during these warm vacation months: Summer Excursion Coin Flipping.

There are other, problem-based, posts on Benjamin Leis's blog, but this one made me jealous of his recent purchase of the A Decade of the Berkeley Math Circle.

High school/more advanced

Thinking Inside the Box, Simon Gregg takes a new look at a familiar shape, the cube. His comment about the exploration really nicely captures something that is beautiful about mathematical exploration: "I came back to a familiar place from an unfamiliar starting place."

A cute absolute value game now appears as a nicely animated game: Absolute Value. I think this is a nice simplification and implementation of the original game.

There's an improv game where the players have to switch between movie genres. Film noire or "hard boiled detective" comes up every time. This TedEd video could introduce fractals and this film genre at the same time.

Michael Pershan puzzles over two measures of steepness in his trigonometry class: When Measures of Steepness Disagree. I really like the questions he raises about how to use two different scales that measure the same concept, but are not linearly related.

Also, Michael links to the New Zealand Avalanche Advisory, with a nice graphic showing a case where the greatest danger of avalanche is in the middle of a slope range:



Dave Richeson breaks down an impressive rainbow photo:



Fair sharing is a really interesting theme to motivate a lot of great math. Tanya Khovanova looks at a couple of fair sharing problems and strategies in Fair share sequences.

Also, check out the sister carnival to this one: The Carnival of Mathematics over at The Aperiodical.

Techniques for teaching

This post is an old classic, but I've been reminded of it because it is used in a workshop that I frequently attend: using student reflections.

Have you visited NRICH recently? No?!?! Go over now (here's the link) and find a really cool activity to do with your kids. Seriously!

Some tips on giving feedback: Effective feedback for deeper learning.

Using Desmos to check your work: Desmos is the new back of the book.

A thought piece on the modern role of teachers: Teachers Sow Thirst for Learning. If you can read Indonesian (which I can't) you may find some other interesting pieces here on math education.

A special announcement

James Tanton is leading a project for a world-wide week of math this fall. Please take a look at the project page Global Math Week




Wednesday, February 1, 2017

Impassable Din Daeng (BKK intersections 3)

It has been a while since I've done one of these.  For your topological and civil engineering pleasure, I present  Din Daeng intersection (แยกดินแดง):

Notice how the expressway obscures key details?

Magnified view. We now see a tunnel, but where does it emerge?

This intersection has a special place in my heart. Last month, J1 and J2 played in a squash tournament at the Thai-Japan Youth Centre. It isn't visible on either map I've included, but is just to the northeast of the intersection.  Since we live on the west of the intersection, we needed to cross somehow.

After three failed attempts (following the driving directions on google maps) to get through from west to east, I ended up parking our car in one of the small side streets and we just walked. The walk took about 30 minutes...

Tuesday, January 31, 2017

Quadratic Friends (The Man Who Counted)

J1, J2, and I are currently reading The Man Who Counted. Here are some quick thoughts:

Quadratic Friends
The book is a great entry point for mathematical discussions. In fact, it makes it questionable as bedtime reading, since I have to be careful to find a more narrative section to close the evening. Otherwise, we would just continue talking and they'd never get to sleep.

Fortunately, the J's are willing to extend some of these conversations over to the next day, so we're not obligated to wrap up everything in one evening.

Here is an example discussion: in one of the early chapters, the protagonist Beremiz talks about the special relationship between 13 and 16. Namely:
13 * 13 = 169
1 + 6 + 9 = 16
16 * 16 = 256
2 + 5 + 6 = 13
Finding more
We wondered: what other pairs of numbers share this property?

Our first instinct was to gather data, so we started calculating some examples. We began with 0 and worked up, squaring, adding the digits, repeating. We found a couple of cases that flowed into the 13-16 relationship, for example 7. This gives a feeling that 7 is very fond of 13, but 13 only has eyes for 16.  Not the usual way people think about numbers, I guess.

Along the way, we made some interesting observations about this iterative process. I won't spoil the surprise, but would encourage you to explore yourself.

I'd note that J1 did the calculations up to 30 in his head, while I was a bit lazy and wrote a pencilcode program.

An extension
This conversation branched in an interesting way. Squaring is a natural thing to do with numbers, but summing the digits is a bit artificial. It depends on a choice of base. So, a natural follow-up question:
what quadratic friends exist in other bases?  This is an exploration for another day.

Monday, January 23, 2017

Fractions and Farey Addition

Benjamin Leis (who posts at Running a Math Club) flagged this video in response to our recent fractions work: Funny Fractions and Ford Circles (Numberphile). 

Ex ante discussion ideas
The video gave me several ideas for possibly interesting conversations with the kids:
(1) Some basic geometry, particularly for J3. Circles that are tangent, nesting pictures, pictures that have fractal qualities.
(2) Comparing Farey addition and regular addition
(3) Well-defined operations on fractions. I always like to discuss whether the operations gives us the same results regardless of the equivalent form we start with? Farey addition is a good example where the choice of representation is important (indeed, Prof Banahon is careful to keep reminding us that he wants the fractions in lowest terms.)
(4) why do we want the fractions in simplest terms? Possibly relate this to the Cat in Numberland (showing rationals are countable).
(5) what happens if we try Farey addition of three fractions in a row: e.g., (1/5) @ (1/3) @ (1/2)? This is one of the few "naturally occurring" non-associative operations I know.
(6) Since associativity doesn't work, surely distribution of multiplication over Farey addition must not work, right? What about commutativity?
(7) Linking back with our comparison game, if a<b, how do a@c and b@c compare? If a@c < b@c, what can we say about a and b?
(8) what if we allow negative numbers? How should we define Farey addition, then?

How the conversation actually went
J2 was especially taken with the picture of the Ford circles and immediately had two requests: he wanted to draw them and he wanted me to create a pencilcode program to draw them.

The former was a great activity with a lot of figuring and fraction practice. Here he is, hard at work:


Along the way, there was lots of discussion about where to position each fraction on the number line (he scaled with 20 cm as the unit distance from 0 to 1), and how big to make each circle. Tangency condition was a nice check on his work. He would see right away when something was wrong (which did happen several times:



We did talk through some of the ideas on my pre-planned list: is Farey addition well-defined on fractions (no! point 3), does associativity work (no! point 5), could we extend to negative numbers (yes, make the numerator negative seems to work best, point 8).  Other areas are still open for future discussion.



Pencilcode result
I wrote a quick program here: FareyFord. You'll notice that it doesn't actually generate Farey sequences. Instead, it creates generations of fractions, starting from 0 and 1 as the original parents. For each new generation, it uses Farey addition to create a new fraction between each adjacent pair in the previous generation.

Here's a picture of the associated Ford circles:

This method raised an interesting question: what is the largest denominator in each generation? If you don't know, it is cute and worth considering.

More Go (miscellaneous)
Note: this part is unrelated to fractions or farey sequences.

J3 wasn't in the mood to play more capture go with me, but I had an idea. I noticed in one of Nick Sibicky's lectures that one of his students was a young girl, roughly around the age of our three kids. I showed that part of the video to J3 and she made the connection: "this is something girls like me do."

We went and played some silly games on very small boards: 1x1, 2x2, 3x3. In the picture below, we set out a blue-green alternating boundary around a 3x3 board. Then, I asked J3 how many different moves were available. She pointed first to the center, then I asked if there were any other spaces that were the same as the center, if we moved the board around or tipped ourselves upside down.

No, so we made the center red. What other moves? She then chose a side square and figured out that there were three other places that were equivalent. Those became yellow. Finally, we figured out that the four corners were also identical, so that gave us the final picture:


Later, I was playing 9x9 with J2. Instead of go stones, we used Banangram tiles for the white stones. At the end of the game, we tried to make words with the captured tiles from the game. Here was one case where we could (sort of?) make a complete scrabble chain with all the captures:

Tuesday, January 17, 2017

100 board Go

In past posts, we've shown some of the make-shift materials we are using to play/learn Go without a proper set. Over the last two days, we had experiences that reinforce the value of this approach.

Exploring an earlier pattern
First, when playing with J3, she noticed that we could complete a repeating blue-green-yellow-red pattern around the boundary of a 5x5 board. In a follow-up conversation with J1 and J2, we explored this:


J1 explained why it would work, grouping the boundary tiles as 5 for each side of the playing square and 4 in the corners, so 5 x 4 + 4. This made it easy to see that the boundary would be a multiple of 4 and also made it easy to extend to any square board: n x 4 + 4.

J2 had a new idea. He thought we were talking about the pattern continuing as an inward spiral.  That gave us this design:

This also led to discussions about symmetry (the blue and yellow have reflectional symmetries that green and red lack) and further investigation on boards of different sizes. Interestingly, we found that, for some boards, none of the colors have a reflection symmetry.

Trying some tsumego
I set J1 and J2 the following challenge (J3 was watching): are the blue cubes alive or dead in each of these two clusters?


Putting aside the interesting Go discussion that resulted, there are two consequences of doing this on the 100 board: extra unnecessary information and a built-in coordinate system. By unnecessary information, I'm talking about the letters on the white tiles and the numbers on the 100 board. This is information that is entirely orthogonal to solving the life-and-death puzzles. This is a simple toy version of one of the key modern challenges in problem solving: identifying which information is useful and which is a distraction.

On the other hand, for talking about the puzzles, we could say things like "what if white plays a tile on 99?" For J3 who was watching, this offered another little example of the idea that numbers are all around.

Some capture fun

For the last example, I set out some white tiles (some alone, some in groups) and asked J3 to capture them with blue cubes. After we did that, we counted the number of cubes we used to capture by moving them to cells in the 100 board (note that we removed one of the lone white tiles). A fun counting exercise, an opportunity to talk about groups of 10, and more familiarization with the layout of the 100 board.

Tuesday, January 10, 2017

Beginning Restricted Constructions (Euclidea Series)

Note: This is a little bit out of order, but reflects the challenge on which we're currently working.

Choices of Construction Rules
The classic construction problems involve specific, restricted tools:

  1. unmarked straight-edge: this tool is only able to determine a line that contains two existing points (previously given or already constructed). It has no length markings and only one side.
  2. collapsing compass: this tool is only able to determine a circle given the center and a point on the circle. Again, both center and an included point must already be given earlier in the construction. Like the straight-edge, the compass has no way to indicate the length of the radius. (side note: when I was in HS geometry, we didn't require the compasses to be collapsing).
  3. A plane as a writing surface and infinitely fine/precise pens: these allow us to identify the intersection points of the constructed objects (circles and lines).

I, and maybe you, for years considered these rules to be natural. However, there are several other construction rules that are at least as natural:

  • Origami: moves based on folding paper. This is really a fascinating topic. Take a look at this Numberphile video for a taste.
  • Straight-edge only constructions: for those unfortunate to have left their compass at home.
  • Compass-only constructions: easy to imagine how ancients made a good compass, but how would they have gotten a really straight edge anyway?!

Several of the Euclidea challenges impose either straight-edge only or compass-only restrictions, which got me interested in this general topic again.

Examples in Euclidea
Unless I've missed some, the restriction challenges start officially in Theta pack:

  • Drop a perpendicular (8.4): we are only given the straight-edge, but we are also given a circle.
  • Mid-point (8.5): find the midpoint of a segment with the straight-edge and a parallel line.
  • Segment trisection (9.7): same restrictions as 8.5
  • Midpoint (13.1): this time, we've only got the compass, no straight-edge
  • Some I've not yet unlocked: Tangent to Circle (13.5), Drop a Perpendicular (13.7), Line-Circle Intersection (13.8)
In addition, Zeta pack has a some challenges that, while not marked as restrictions, are good warm-ups: Point Reflection (6.1), Line Reflection (6.2), and Translate Segment (6.6).

Humans can forget things!
If you've made it to Zeta pack, you know that the collapsing compass is able to replicate the function of a non-collapsing compass, so that particular restriction doesn't change what is theoretically constructible (but it sure reduces a lot of extra steps and auxiliary objects in real constructions.)

It turns out that the straight-edge is also unnecessary! This result is the Mohr-Mascheroni Theorem. One really fascinating/disturbing fact about this result is that it was first proven, as far as we know, in 1672 by Mohr, but his proof was lost for over 250 years. Mascheroni independently discovered and proved the result about 120 years after Mohr.

I think this is an important lesson that, with search-empowered internet, is easy to forget: human knowledge accumulation isn't always steady or certain.

Compass-only program
Cut-the-Knot (a generally excellent resource) has a good discussion of restricted constructions and outlines a program for proving the sufficiency of compass-only constructions.

I have started to work through this list. Generally, I won't post solutions since Cut the Knot already has solutions. However, I was concerned about whether the compass they were using was collapsing or not. The solution for 6 (given three points, find a fourth point that makes them vertices of a parallelogram) clearly uses a non-collapsing compass. So, that leaves an open challenge: how to build a non-collapsing compass from just a collapsing compass.

I'm currently stuck on this. There are two ways I could break through:
(a) find the point of intersection of two lines. If I could do this, I would use the ability to find perpendicular lines to move distances around.
(b) Find the point of intersection of a line and a circle with the center on the line.

Note, this second one is very similar to Cut the Knot's third challenge, but that assumes the center of the circle is not on the line segment. Amazingly, this slight change makes the challenge much harder, at least for me.



Monday, June 6, 2016

Broken Ruler and Multiplication refresh

Ruler Explorations

We noticed that one of our tools, a ruler, had gotten broken.

Is it still useful? As a challenge, J2 looked at measuring a noodle from his soup.



There were two ideas:
  1. the noodles were too long, so had to be broken in pieces to measure with the remaining ruler
  2. Our ruler doesn't have to start at 0, we can use subtraction!
While we were talking about this, I recalled the idea of Golomb Rulers. We came up with a ruler that was marked only with 0, 1, 3, 7, 11, 12 cm. This lets us measure 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12cm distances.

What if this ruler gets broken? For example, we imagined cutting our ruler between the 1cm and 3cm markings. What measurements are still possible? Is there anything interesting in the relationships between how many ways there were to measure a distance before the break and how many ways to measure after?

Multiplication Refresh

We recently re-watched Graham Fletcher's Progression of Multiplication. Both J1 and J2 did some practice around this. The most interesting point was J2's reaction to Graham's comment at 4:54: "This sucks!"

"Why did kid's say that?"  "Hmm, let's try out a couple of examples..."

We rolled dice to randomly generate digits for an example and were lucky to get 35 x 34. J2 quickly saw this as 35 x 35 - 35 and knows a pattern that let him quickly calculate 35 x 35 = 1225. As a result, 35 x 34 was pretty easy for him to calculate.

Then, he worked through a graphical representation and a powers-of-ten version. At the end, we got to compare and contrast the different approaches.




Continuing to play with some old activities

Fold-and-punch
We did some more fold-and-punch activities. This time, we folded the paper, then drew a location for the punch, and tried to figure out how many holes would result and where they would be. We broke out our serious hole-puncher:
Unfortunately, must be operated by an adult
In this example, we got a small surprise that the result wasn't a power of 2:



Chairs (and tables)
Another round of building chairs, following the NRICH activity. This time, with J3:




We got to compare and contrast our designs:

  • how many cubes were used for the legs? Which one had more and how many more?
  • How many cubes were used for the whole chair? How did they compare?

Sunday, May 1, 2016

Reversed inequality

Recently, Mike Lawler posted a challenge base on the first question from the recent European Girls Math Olympiad (side note: what is "European" about this contest now that a US team participates?)

I enjoyed thinking about this problem and wanted to come up with something related to do with our kids. One way to see this problem is that it appears to reverse the direction of the inequality between the arithmetic mean and geometric mean. My version for younger students involves exploring this inequality first.

Discovering the Arithmetic Mean-Geometric Mean Inequality

I had J1 and J2 select two dice from our pound-o-dice. Initially, J1 chose a d20 and d6 while J2 chose a d12 and d6. I asked them to make a table with 6 columns and 7 rows (we ended up adding more, so probably better to ask for 8 columns and 10 rows). I had them label the columns:

  1. A
  2. B
  3. AxA +  BxB
  4. 2xAxB
They rolled their two dice and put the values into columns A and B, the calculated the other two columns as labeled.

J1's first results were 16 and 5. After filling in the rest of that row, he paused and then switched to 2d4. This wasn't a problem for our investigation, but he did miss some calculating practice with more difficult seed numbers.

After filling in 6 rows of data, I asked them what they noticed.




Here were some of the observations:
  • when A and B are the same, our calculated values are the same
  • when A and B are different, our calculated values are different
  • When A and B differ by 1, the calculated values differ by 1 (also vice versa)
  • AxA +  BxB > 2xAxB
  • We are only using positive integers

J2 really got into the spirit and asked for some more suggested columns. I told him to add:
AxA - BxB and (A-B) x (A-B). J1 also added the square of the difference.

With that, they noticed two more things:

  • AxA + BxB was larger than (A-B)x (A-B)
  • AxA + Bx B = 2x Ax B + (A-B)x(A-B)

You can see that they also added some negative numbers on J1's sheet and challenged one of these observations.

A picture proof

To finalize our exploration of the inequality, we used tiles to build intuition for a picture proof of this identity:

AxA + Bx B = 2x Ax B + (A-B)x(A-B)


This is one of the pictures we liked the most. In this case, A = 5 and B = 2. Along the left side and the bottom are rectangles AxB (the green + yellow and the blue + yellow regions). These two rectangles overlap in a BxB square (the yellow region) which they also highlighted with the 4-color square. The remaining red square is (A-B)x(A-B).

Side note: In our discussion, I was delighted that J2 would correct me whenever I slipped and said "greater than" instead of "greater than or equal to" when discussing the inequality.

Two quick algebra extensions
For kids who have already done a little algebra, proving the identity using the distributive law should be fairly straightforward. The other little extension is to show that our expression A2+B2≥ 2AB is equivalent to the arithmetic mean-geometric mean inequality.

Friday, April 29, 2016

4 Coins challenge

Recently, we were at lunch and the kids asked for a challenge to entertain themselves. I had just read this Numberplay column and had Lora Saarnio's Four Coins Problem in mind.

The basic rules are to choose values for coins in a new system so that any value from 1 cent to 10 cents can be made with a single coin or with two coins.

For our older two, this was a great on-the-go puzzle without pen and paper. Later, we got into some extension questions that required more careful organization of their observations and attempts.

Mostly, I want to report some of the extension questions that we found interesting. The key point: this problem is very accessible (J3 could also work on a simplified version) but it is ripe for a Notice & Wonder discussion that will reveal increasingly complicated and challenging extensions.

Note: we used names of neighboring countries, but none of the claims in these scenarios are true (as far as we know).

Number fussiness
In Burma, the president really likes the sequence 1, 2, 3. Is there a coin system we can suggest that includes coins with all three of those values?

No duplicates
We noticed that, for all the coin systems we created, there were always some values that were duplicated. What we mean is that there are two ways of using the coins to make that value. For example, in the coin system 1345, the following values can be made two ways:

4 = 4 = 1+3
5 = 5 = 1+4
6 = 3+3 = 1+5
8 = 4+4 = 3+5

Is there a coin system where all the values can be made only one way? If not, why not?

Two rival countries
Cambodia and Laos really love to compete with each other. As a result, they want coin systems where there aren't any shared coin values. For example, if Cambodia has a coin with value 5, then Laos can't have a coin value 5.

Is it possible? If not, what is the smallest overlap possible and how many possible coin systems achieve this smallest overlap?

Note: when we started this investigation, we had already designed a new system for Cambodia, so our starting question was whether there was a new system for Laos that wouldn't overlap this particular system for Cambodia, how much overlap was unavoidable, and then how to change both systems to minimize the overlap.

More values!
If we want to extend to amounts up to 20, how many coins are needed to have a compliant system (any value possible with only 1 or 2 coins)?

We haven't pursued this to a final answer, but the J's quickly recognized that, for any compliant coin system covering up to 10, they could create an 8 coin system that would cover up to 20. However, they also realized that four coins would be too few. This means that the minimum required to cover up to 20 is 5, 6, 7, or 8.

Coin triples
In the More Values! extension, we allow more than four coins in the system. The other way to relax the original constraints is to allow more than 2 coins to build a value. What can we achieve if we allow three coins at a time? Could we use fewer than four values in the system and still cover all amounts from 1 to 10? What about 1 to 20?

Tuesday, April 12, 2016

Powers of a permutation and Santorini review

Two unrelated topics today. Or ... I guess one could argue that everything in math is related, but I don't see direct connections myself. If you spot some, let me know in the comments.

Rainbow permutations

We have a collection of crayons that can stack. Well, to be honest, mostly the kids break the tips off. The second most common use is to stick them on fingers as fancy fingernails. The fourth most common use is to actually draw or color with them.

J2 was engaged in the third most common use, stacking, when he noticed something new. He started with the colors stacked in rainbow order (R O Y G B Purple Pink). Then, he took 2 off the bottom and moved them to the top. Then, he took the bottom two and moved to the top and repeated. He noticed that, eventually, he got back to the starting order. Experimenting further, he tried the same process moving 3 from the bottom and repeating. Again, he eventually got back to the starting order.

Here is an example of the crayons stacked together:


In this case, he is moving blocks of 5:


After showing me, he suggested trying 4, 5, 6, then 1. He noticed a couple of things:

  • moving 6 is like moving 1 backwards (from the top to the bottom). 
  • Similarly, 5 and 2 are related, 4 and 3
  • 7 is prime, so maybe that is the reason the arrangement repeats
To test his hypothesis, he added another crayon (for 8) and tested. Again, he got back to the original arrangement. Hmm, doesn't need to be a prime!

Where should we take this first foray into group theory?

Santorini

Gordon Hamilton of Mathpickle, one of our favorite game and puzzle resources, has a Kickstarter for the newest version of his game, Santorini.


I encourage you to check it out. (For what it is usual disclaimer applies, I'm not financially related to this game or producers in any way.)

For reference, this is what the previous version of the game looks like:



Our DIY board (version 1)
While this version of the game will have nice custom pieces, the underlying game can be played with almost any collection of stackable objects. For our introduction to the game, we tried using our TRIO blocks:


To explain what you're seeing:

  • 1x1x1 cubes are used for building levels. I originally thought we would color coordinate (red for first level, pink second, etc), but J1 and J2 liked mixing up colors.
  • 4 unit straight connectors for our builders: magenta versus green.
  • Angle or arc connectors are radio antenae to serve as the fourth building level and block further building
  • Flags and wings as boundaries of the 5x5 board
Reactions
Both older Js enjoyed the game play. We quickly played 5 or 6 times. This game clearly has a lot of depth. We will have to play a lot more to see what patterns we can identify and whether we can develop any opening strategies. They are also very eager to play with some god powers. Perfect way to spend the rest of the holiday this week!

The TRIO blocks have pros and cons for this game. One of the best features is that it makes the game set-up robust to tipping the board, knocking the pieces off, or otherwise unsettling the position. It was clear to see the sizes of the levels and also immediate to identify towers that had already gotten killed (with a fourth level antenna).

In our play, there were two drawbacks. First, the straight connectors are a bit hard to remove from their positions. Second, the higher towers (2 and 3 levels) sometimes obscured allowed diagonal moves in a way that the stacking tiles version didn't. I wonder if this will also be the case with the new version of the game as the building levels seem tall relative to the size of the builders.

Longer-term, I wonder about buying customized games vs playing with generic materials. It is easy for the kids to grab a box off the shelf and start playing. Somehow, I suspect they will be less likely to grab a building set and a notecard with rules.

More thoughts on DIY game versions

Before Santorini, I had gotten excited about making DIY versions of the GIPF project games. I was thinking:

  1. these games will be fun to play, so great motivation to replicate them
  2. interesting challenge to make our own triangular grid board (squares we already have in abundance)
  3. good creativity prompt as we repurpose items
  4. it would make the kids feel power over the game structure and rules, leading to exploration of variations and deeper thinking about structure.

However, the kids, particularly J1, were surprisingly unenthusiastic. With Santorini, again, they didn't take much initiative in developing our DIY version. However, I wonder if they will be more motivated to modify or replace the TRIO blocks board since they now see that the game is fun and have experienced some of the limitations of our current version.

On the other hand, maybe they'll just push me to buy the commercial version.

Monday, February 8, 2016

Infinity plus one and half Infinity (more checker stacks and surreal numbers)

J1, J2 and I spent more time talking about checker stacks and surreal numbers this evening. Most of the conversation was with J1, so J2 and I will have to catch up. I may have J1 lead the conversation and see how much he really understood and can explain.

Tweedledum/Tweedledee strategy

I had taken a look at Winning Ways for Your Mathematical Plays vol1 and thought it would be good to warm them up with the tweedledum-tweedledee strategy. I thought the pictures from hackenbush would be more inspiring, so drew these Tweedledum-Tweedledees. With checker stacks as recent background, J1 got the rules for the new game right away and he also saw the inverse symmetry of the colors (in fact, J3 happened to be there at the time and also noticed that symmetry).

Our wonky anti-twins


I asked which player has a winning strategy and gave him four options: red, blue, first player, second player. After a bit of thinking, he chose the second player and explained the copy strategy. We talked through a couple plays of the game just to see how it would work.

One interesting side conversation was the idea that the copying strategy isn't necessarily the most efficient way for the second player to play. This is in the sense of when the first player makes bad decisions, there could be ways for the second player to open up a huge advantage, while the copying strategy basically keeps returning the game to a 0 value.

On its own, this was quite a nice conversation, thinking through the pros and cons of continuing with the copying strategy. The ideas we discussed were:

  1. does the margin of victory matter? For some games yes, for others no.
  2. Is there a chance that we make a mistake if we stop copying and go for a "bigger" win? There might be some subtle strategic cunning that we are missing and any choice to stop copying could be irreversible.
  3. Is there a chance that we've mis-identified the game and it isn't exactly symmetric? Woe to us if we copy the first player until the error becomes obvious and we're now in a position behind them.
For what it is worth, this links to a dialogue in the Fritz & Chesster series (quoted from memory, not verbatim):
Fritz: What if your opponent isn't very good. Should you just clobber them?
Chesster: What do you mean?
Fritz: What if they make bad moves?
Chesster: Focus on your own strong play and developing your position. Don't play bad moves that assume your opponent is weak.
We also rounded out this part of the discussion by looking at the deep purple and figuring out a stack that is the additive inverse of deep purple.

Some stack values

Omega + 1
Watching more Mike Lawler videos, I saw his kids enjoyed thinking about ω + 1. We have previously talked about a more vague form of infinity and had broadly agreed that infinity - 1 is still infinity and infinity +1 is still infinity. I asked J1 to see if he still thought that (he did) and then asked about omega. If omega is infinity, what about ω +1?

His intuition was that it would still be omega, so we though about how to test. First, we recalled that deep blue has the position value omega, deep red is negative omega. With some thinking, he realized we could look at the game: blue + deep blue + deep red.

What do we need to check? See if blue has a winning strategy as the first player (why is this sufficient)?

Blue does have a winning strategy and J1 saw it faster than I had. Thus, (ω + 1) - ω is positive. "Wow, the omegas can cancel here!" He didn't expect infinity to work like this (nor did it, in our earlier conversations.)

Omega/2
We talked about a couple of other stack values with ω (2 deep blues, three deep blues, etc). I made an incorrect (I think) comment about ω2 and then said that the surreal numbers even have ωω and sqrt(ω) but that I wasn't sure what checker stacks would correspond with those values. He was pretty intrigued about the square root and asked what it would mean. This is all we got:

if A = sqrt(ω), then AxA = ω
Unfortunately, since we don't really know how to think of surreal multiplication in terms of checker stacks (yet?), this doesn't really help us so much.

However, this led J1 to ask, what about ω/2?

For regular 1/2, we had gotten lucky by adding a regular red on top of a regular blue. Maybe that would work here? Could we just add a regular red on top of a deep blue? We wrote down the position deep red + (deep blue)red + (deep blue)red and started checking whether blue would lose if playing first. We saw that this quickly gets to positions that obviously favor blue and concluded that our starting position had a positive value.

We still had our starting game position deep red + (deep blue)red + (deep blue)red on the white board. I figured out the fix and then told J1 that there was actually a simple way to modify what we'd written to correct it. I think he was still following the analogy to 1/2 and suggested making the top checkers deep reds. Talking through the new game for a while, we were convinced that we'd found a representation for ω/2 (wow!)

I thought this was really awesome. While we are still exploring something that other people have done before, he asked and answered a question that wasn't in the guidebook (so to speak).

Deep deep checkers
With the idea of stacking deep checkers on top of each other, we came up with the idea of deep-deep checkers. For example, remember that a deep blue can be taken off, removing itself and anything above it, and the player adds any non-negative finite number of regular blues to that stack. For a deep-deep blue, that checker gets removed along with any checkers above it, then the player adds any non-negative, finite number of deep blue checkers.

Using arguments nearly identical to the deep blue checkers, we figured out that a deep-deep blue + Nx(deep red) is still a winning position for blue, for any finite value N. That means the value of deep-deep blue is larger than Nω, for all finite N. This now seemed like a good candidate for a representation of ω x ω (aka ω2)

One final stack

Now that we've got deep deep checkers, it seemed natural to try something similar to the trick we'd learned earlier when we stacked a deep red on top of a regular blue. Remember, that gave us a stack with position value ε, positive, but smaller than any power of 1/2. Another way to see it was to play games with R + n (B deep Red), see that these are all Red wins, and conclude that B deep Red's position value is smaller than any fraction 1/n, for all positive integers n.

Using similar reasoning, we tested the games deep R + n (deep B deep-deep R). Following very similar reasoning, we think we see a pretty easy winning strategy for red, so the deep Blue deep deep Red has to be positive, but have value smaller than ω/n, for any positive integer n.

Hmm, maybe the position value of this guy is tiny? To be sure, we checked the game nR + (deep B deep-deep R). That is, n regular red checkers against a single copy of our suspect. Well, despite the awesome potential of a deep deep red, it falls whenever blue makes a move and these games are clearly blue wins.

So, what is the value of our new stack? Since it is smaller than ω/n, for any positive integer n, it feels like it could be ω * ε?

The problem: In Jim Propp's post, he says that ε and ω are multiplicative inverses (also, attacked in more detail in section 2.6 here), so their product is 1. However, our stack has value much greater than 1. We will have to think about ways to attack this new value.

Where is J2?

With J2, I teed up the question of how to find the additive inverse for a given checker stacks position. He instantly answered that you just need to swap all the colors. Seems like he is in good shape to verify this by working out the strategy as I did with J1.
On his own, he wanted to move onto the value of the deep purple stack, which he remembered as 2/3. I only had time to encourage him to think about two things:

  1. What stack is the additive inverse of a deep purple checker? As with J1, linking this with a RP stack was interesting.
  2. What could be the second player's winning strategy for 3P + 2R?

Sunday, February 7, 2016

Surreal numbers and whole body integers

Two unrelated activities to note:
(1) Exploring checker stacks and surreal numbers with J1 and J2
(2) A whole body numbers game with J3

Surreal Numbers and Kids

If, like me from one month ago, you don't know about surreal numbers, I think you'll find they can be a really engaging exploration with kids. The main attraction is the appearance of infinities and infinitesimals, both of which really seem to resonate with young mathematicians. In addition, there's fantastic icing on this cake, too: you can explore by playing a simple (to learn) game with a lot of depth.

Credits: this exploration is strongly inspired by Mike Lawler's recent posts about surreal numbers and the Jim Propp post that inspired him. If you are interested in doing this type of exploration with your kids, I strongly suggest going through all of their posts on the subject.

Note: since we used black and red checkers, while the convention in the other posts is blue and red, I will abbreviate B and R so you can naturally substitute your own preferred color scheme.

How we got started
Using a set of regular, stackable, checkers (black and red), I showed each of the older J's the position RB + BR (a stack with red on the bottom, black on the top and a stack with black on the bottom, red on top) and explained that the basic moves.

This was a good initial example because it let us talk about each of the major scenarios:

  • We will investigate cases where B moves first and others where R moves first
  • Each one can only take stacks above one of their own color checkers
  • If the colors allow, they can take a top checker and leave the rest of a stack undisturbed
  • If their color is the bottom of a stack, they can remove the whole stack
  • Usually, they will have choices about which stacks to remove
Then, I explained the losing condition: if you don't have any more moves, you lose. They quickly realized this was the same as when they no longer had any checkers of their own color on the board.

Next, we quickly played a set of simple games:
  1. Single B checker
  2. Single R checker
  3. B + R
  4. RB + BR
  5. RB + B
  6. B+B+B+B +R+R (and similar)
  7. BBB+R+R (and similar)
Connecting with numbers
I told them that one amazing thing is that we can give each game position a value. Then went through:
  1. Single B checker is +1
  2. What do they guess a single R checker is? explain -1
  3. What about B+R? eventually get to 0
  4. Explain the fundamental trichotomy: positive value means winning strategy for B exists, negative for R, what about 0?
Powers of 1/2
The first really juicy bit came when I asked what they thought the value of a BR stack would be. This established a common sequence of investigations:
  1. If alone, can we see a winning strategy for either B or R? In this case, obviously B. Thus, the value is positive
  2. Compare with 1 by playing the game BR + R. They were really fast about seeing this link, for others this is worth writing out and spending some time discussing. In this case, they saw BR + R must be negative, so the value of BR is between 0 and 1.
  3. Guess a value; they've got enough experience to think that often the answers are "nice," so 1/2 was a natural guess.
  4. Test. In this case, it meant checking BR + BR + R
Next stop was RB. I wanted to make sure negatives weren't left out and to reinforce the symmetry in the colors, so would ask them to swap the colors and get a value as a quick follow-up.

Next, I asked them to see if they could find a configuration with value 1/4. This took a long time and there were lots of false starts. I didn't think this would be easy and didn't help them shortcut the exploration.

Once they got 1/4, though, they had a fast guess about 1/8. We checked it and then they made a conjecture about further powers of 1/2.

Deep blue and red
Seeing powers of 2 in some form is always fun, but both knew that they had been promised infinity and wanted to see it. Using our plastic dinosaurs, I introduced the deep checkers deep blue (represented by a blue mini) and deep red (represented by an orange mini).

Our sequence for these was similar to the powers of 1/2. The value of deep blue is positive, so they compared to 1 by playing the game BBBB.....+R. Each had a sparkle of insight, but quickly played BBB.....+R+R+R just to check, then announced that the value would be bigger than any integer.
I gave them the name omega, and we checked the deep red: RRRR.....

At this point, one of them put the deep red on a B checker and asked what that would be. Again, followed the previous recipe to realize that it must be positive, but smaller than 1, then smaller than 1/2. At that point, one of them made this arrangement:

Ok, I know that mastadons aren't dinosaurs

If it isn't clear, the realization was that the game sequence B, BR, BRR, BRRR, ... would have values
1, 1/2, 1/4, 1/8, .... and BRRRR..... would be at the end of that sequence with value ... larger than 0, but smaller than every power of 1/2. You can see that they made a similar connection with the negative values.

A little bit about deep purple
The two kids were totally satisfied now, having gotten omega and epsilon (along with omega +1, epsilon - 1, omega + epsilon, etc). To give them something to chew on for later (and because we had purple dinosaurs in our set) I introduced the deep purple, BRBRBRBR.... Immediately, they designated the yellow dinosaurs as the inverse of deep purple (RBRBRBRB.....)

So, what's the value of deep purple? What they've gotten so far:
  • positive
  • smaller than 1 (by playing BRBRBRBR..... + R)
  • Bigger than 1/2 (by playing BRBRBRBR..... + RB)
  • guess 2/3. I don't know where this came from, but I confirmed that is the value
  • working on finding winning strategies for the second player in R+R+3(BRBRBR.....)
Wrap up videos
As a round-up in the evening, we watched the videos from the first post in Mike Lawler's sequence. I paused frequently to let my two shout out their answers and explanations for where Mike's boys were in their exploration. This seemed to be a very effective way to underline their experience for the day.

Number match on the number stairs

A game for J3. This is a simple game with some variations that makes use of our stairway "number line" and a three year old's natural enthusiasm for running up and jumping down stairs.

As pictured previously, we have labeled the stairs in our house from 0 to 36 (more to come). We have a set of cards with numbers on them. P mixes them up, then gives them, one at a time, to J3 to put on the corresponding step, and they sing count up and down:





Some other variations:

  • using playing cards instead of number cards
  • Using cards with dot or shape patterns
  • Using cards with number words ("one" instead of "1")
  • child sends the parent to a particular step, checks if the parent got it right

Pillow forts

In case you missed it, pillow forts have been in fashion recently. Here is an example:


Tuesday, February 2, 2016

war variations

Most of you have probably seen how the standard card game "War" can be modified to make an arithmetic drill game. Denise Gaskins probably has the best description here: Game worth 1000 worksheets.

We have used three variations of this game a couple of times: straight War (J3 and J2 playing with greater than, equal to, less than), addition war (grade 1), and multiplication war (grades 2 and 3). Frankly, I am often surprised how enthusiastic the kids are to play, since there aren't any choices for them to make when they play. For those who are ready to move on from the basic game mechanic, here are some extensions and related explorations.

Extension games

Build your deck
Currently, Vanguard, a deck building game, is very popular amongst the Js. One possiblility for War is to let the players arrange their deck in advance. In a sense, this is like a more granular version of rock-paper-scissors. I particularly like this variation for the 2 (or more) card versions where the kids need to think about how to mix high and low value cards. Also, the number of cards burned on each War battle can upset the organization for the rest of the deck, so that adds a layer of complexity for them to consider.

Choose your cards
My favorite variation is to deal a hand (between 3 and 6 cards, replenished after each "trick") to each player and then let them choose which ones to play. You can either require simultaneous play or, as we prefer, have each person play one card at a time going around clockwise, like in Bridge.

Explorations

Some exploration questions:

  1. In basic War (high card wins): will there always be a tie at some point during the first pass through the deck?
  2. In basic War: can there be a complete game (one player loses all their cards) without a tie ever occuring?
  3. Does basic War always end with one player losing all their cards or can there be cycles?
  4. How many times do we expect a tie on the first pass through the deck?
All of these questions can be explored for the different variations. For elementary kids, these are very challenging questions and I don't expect many answers. Two recommended ways to explore:

  • Play many games, record data and observations. Make conjectures and see if there are any counterexamples that disprove your ideas.
  • Play a simpler version of the game by reducing the number of cards in the deck. For example, play a demonstration game with only 6 cards: A, 2, 3 for two suits.

Saturday, January 30, 2016

Ratchaphruek and Nakhon-In (BKK intersections part 2)

On a recent errand, I was reminded of another wonderful Bangkok "intersection" between Ratchaphruek and Nakhon-In. I use the word "intersection" loosely, since these two roads don't actually touch directly.

This actually is a cool intersection to drive through, assuming that you are only planning to go straight through, especially driving straight on Ratchaphruek through the <hint>underpass</hint>.


Here is a link to the location on Google Maps: intersection2. If you want to answer my questions about the intersection (what does the graph look like, how many transitions are possible, etc), you probably need to go to the interactive map. Frankly, I'm not even sure I included all of the relevant pieces in the picture above. This is one of the charming features of intersections here: sometimes, you have to prepare well in advance of clear signage and may find that you've gotten stuck and can't cleanly make the desired transition.


Tuesday, January 19, 2016

How many ways through the intersection?

Here is a "typical" intersection between main commuting roads in Bangkok:


Googlemaps link for this location: Ratchapruek and Boromarachachonani

I use quotes because it has a typical level of complexity, but almost every intersection is structured differently. Apparently, the civil engineers here wanted each interchange to be its own special little snowflake. One implication is that, for the drivers, it is very difficult to correctly navigate through the first time you encounter a new interchange. Also, if you are used to one transition through the interchange, you may be completely lost coming from a different direction or leaving a different direction.

Your mathematical challenge, should you accept it:
Count how many ways there are to go through this interchange

It might help to draw a diagram that abstracts the roads a bit, but makes it more clear. At least it will make it more clear to me what you've gotten wrong when I go to correct your work!

Sunday, January 17, 2016

Bitter pills (some unfortunate math)

During a hike in the south, J1 tripped and cut his forehead badly. This incident lead to the following conversation snippets and math observations about taking medicine.

How many ways

J1 has to take three different pills, a white one, an orange one, and a cream one. How many ways can he take them? 6, of course, 3 choices for the first, 2 for the second, and then whatever is left at the end. Follow-up: why do we multiple the choices instead of adding them?

However, our answer is 12. The twist is that one pill is broken into two halves because it is so big. That means we have 4 pieces, so 4! ways of arranging, but two pieces are identical, so 4!/2 distinct ways of ordering the pieces.

For those who are more advanced: what if we allow taking more than one pill at a time?

Cut in half and comparisons

As noted above, the white pill is pretty large, 375 mg. We break it in half, so how large is each half?
The next largest pill, the orange one is 25mg. How many times larger is the white compared with the orange?

The smallest, the cream one, is 5mg. How many times larger is the orange? How many times larger is the white?

Some pictures

Sorry to disappoint you, if you are looking for pictures of the wound. It really is too gruesome to spring on the math lovers of the internet.

Not our favorite ten frames:



Which sequences of pattern blocks close up?







Peg Board Fun


Primes and Powers

Saw this tweet and did a short investigation with J2.


His immediate reaction was a great one: "Let's try 2 and 3."
For uniqueness, we verbally talked through 5 and 3, but I guided him to recognize that these would both be odd. That led him to recognize that the only possibilities were an odd prime and 2, so we worked through some more cases and came up with a related conjecture: