1+1=5 Round two of the game!

What objects can you add, and what do you get as a result? I will re-post this game once in a while, as we find more good examples. Check out what Moebius Noodles readers submitted:

  • 1+1=7 One square plus one pentagon equals to seven diagonals (JJ Rodríguez)
  • 1+1=1 One car traveling east plus one car traveling west equals to one crash! (David)
  • 1+1=45 One mother plus one daughter equals forty-five years old (Pei Lee)

Here is an example that makes me go “awww” – found via Arithmetic Village:

Sand Arithmetic 1 and 1

Moby Snoodles says: “Add your own example!”

These are examples we have so far. It takes about five minutes for your answer to appear here. Wait and then reload the page to see.

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Math Goggles #8 – Make a Puzzle

5-Room Lego Puzzle

This week’s challenge is a bit late, but better late than never. And the reason it’s late is because I was too busy playing  exploring math with my son’s Legos. Anyway, are you ready for this week’s Math Goggles Challenge? If you’re not sure what I’m talking about, then here’s a helpful “what’s this all about” post.

This week, let’s work on some math and logic puzzles. If you do not like or avoid such puzzles because they make you feel anxious, nervous, stressed, harassed, tricked, lost, confused, insecure or otherwise remind you of a pop-quiz the day after you didn’t do your homework, relax. It’s not going to be like this. In fact, this challenge is not about solving puzzles (but if you do, that’s perfectly fine).

Here’s what to do this week. Find a math and logic puzzle that you’ve not seen or solved before. Now, build it with whatever it is you have handy – cardboard, wrapping paper and glue; modeling clay; marshmallows and toothpicks; building blocks. You might like the challenge of recreating a pen-and-paper puzzle with 3-dimensional objects. Or you might like the idea of taking a 3D puzzle and drawing it.

I got the idea for this week’s Challenge from MathFour’s 5-Room Puzzle post. I thought it’d be interesting to turn this puzzle into a little Lego adventure for my child. And so I sat down to build it. Admittedly, I didn’t do a very good job copying the puzzle exactly. But here’s what did happen. As I was building the puzzle, snapping Legos together, it occurred to me how I could check whether the puzzle I built had a solution. And that was a huge “AHA!” moment, I tell you and it felt great too!

So there you go. Find a puzzle that looks interesting, build it and concentrate on the process of building instead of on solving it. Enjoy!

 

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Math Goggles #7 – It is News to Me

Newspapers B&W (3)

This week’s Math Goggles Challenge is inspired by Dr. Keith Devlin and his Introduction to Mathematical Thinking course on Coursera.org. By the way, if you are not sure what Math Goggles are and why wear them, here’s a good intro into the challenge.

Back to Dr. Devlin and this week’s challenge. In his very first lecture in the Intro to Math Thinking course, Dr. Devlin draws attention to the news headlines or, more specifically, to the rather common misuse of language in them. We, the readers, generally do not notice such misuse, unless it’s either a really glaring one or we are acting nitpicky. After all, we all know what the headline “Stolen Painting Found by Tree” means.

But in math precision is extremely important. Which explains, in large part, the time we took to craft definitions of the terms used in the Moebius Noodles book. Mathematicians have to be very literal. So this week, let’s look for ambiguous headlines. If you are pressed for time, you can always enter “ambiguous headlines” in the search bar of whatever Internet browser you use.

Otherwise, check out your daily paper or online news sites. Here are a few I spotted today:

Once you find the headlines, see if you can figure out a way to fix them to remove the unintended meaning. Don’t forget to share your finds with us.

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Posted in Grow

Humanizing numbers

In a course I am leading for future teachers, one of the discussions was about comparing math, sciences and the humanities. I always encourage my students to read (and to write) Wikipedia. Lisa R. quoted the definition of the humanities from there, namely: “The humanities are academic disciplines that study the human condition, using methods that are primarily analytical, critical, or speculative” – and then she talked about humanizing numbers. What a neat idea!

The “analytical” part is common between math and the humanities. I realized that one of well-loved activities I do with young kids is all about adding critical and speculative elements to numbers.

I ask kids to draw numbers as characters, and to tell their stories. What color is each number? Do numbers have tails or wings? What clothes do they wear? Which ones are kind and which ones are mean? What are some numbers you personally like? What note would you play for each number on the piano?

Have you ever done activities like this with kids? Do you have favorite books or movies that do it? One of my favorite childhood stories, “The Magister of Absent-Minded Sciences,” in addition to humans, had several characters who happened to be numbers! Zero was young, proud and prone to be spectacularly wrong about the world. One was more meticulous – she would always rescue him and help him save face, too. Here’s how Zero looked:

Magister Of Absent-Minded Sciences 0

 

Of course, you can do the same activity about any other object, like functions or equations.

Many mathematicians claim they hear melodies of equations, or see equations in color. The name for this effect is synesthesia.

 

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