
What’s washing dishes got to do with math? The answer is in this week’s Math Goggles. Oh, and you get a chance to get your home cleaner and mathy-er. If you are new to Math Goggles and not sure what to do and why do it, check out this page first.
Ever since my dishwasher broke, I’ve been washing a whole lot of dishes. Doing dishes by hand is not especially complicated and leaves plenty of time for thinking about math and other things. But don’t worry, I’m not going to talk about counting dishes, estimating the per-plate cost of detergent or calculating the volume of water in the sink given the rate of inflow and outflow. What I was thinking about was one of the games in our upcoming book, the game we call Silly Robot. Particularly, I imagined creating an algorithm for a robot to wash my dishes.
My algorithm started with the robot checking whether there were any dishes in the sink. If no, it’d stand by or, ideally, switch to a different chore. If yes, then it would turn water on. Then it would soap up the scrubby and pick up the first dirty plate. Scrub, rinse, check, put on a drying rack. Repeat until the sink is empty.
Are those the smallest steps that my dish-washing algorithm can be broken into? Of course, not. Next time I do a sink-full of dishes, I’ll work on refining it. Besides, I might be able to re-use parts of this dish washing algorithm for another one of my “I wish I had a robot that would do this for me” dreams – doing laundry.
In the mean time, I invite you to join me. Think of a household task you do a lot and wouldn’t mind giving it to a robot. Next time you do it, pretend you are creating an algorithm for it. So what’s your robot going to help you with?

Welcome to adventurous math for the playground crowd! I am Moby Snoodles, and I love to hear from you at moby@moebiusnoodles.com
Carol Cross, our awesome copy editor, is finishing the work this weekend. We should have the printed book pre-order form up in the next few days, as well. The first print run will be for those people who crowd-funded the project at the level of paper book copies, as well as the pre-orders.
School your kids (and yourself) in the art of asking questions, build chains of attributes, and study home patternomics with our new series of mini-games called Math Goggles.

Want some sage advice from a ten-year-old math club leader? Check out the guest blog post by Marie!
My name is Marie, and I am ten years old. Since I was six years old, I have attended a math circle. Last year I started to help out with the class for little kids. This year, I decided that I could start teaching a math circle on my own. Now, I am teaching a Pre-K math circle for little kids that are about four or five years old. The kids are used to me now, and I am really enjoying the teaching experience.
Kids are much more involved in the class when:

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Talk to you again on February 28th!
Moby Snoodles, aka Dr. Maria Droujkova
The first few Math Goggles challenges were all about noticing math around us. Let’s do something different today. Today, join me in the game of asking questions. If you are new to Math Goggles and not sure what to do and why do it, check out this page first.
How hard could it be, to ask questions? Well, it depends on the types of questions and why you are asking them. We are pretty good about asking practical question such as “How to remove grass stains from shirts?” or “How to fix a leaky faucet?” We are also very good at “How many times have I told you?” and “When are you going to clean up your toys?” Another category we excel at are questions that we already know the answers to, such as “How much is 8+3?” or “What are the colors of the rainbow?”
This time around, we will try to ask very different questions:
You are not being evaluated. It is not a test of your creativity, intelligence, math skills or anything like that. So here is an even more important rule:
One final thing before we get started. Sometimes we are afraid to ask questions because we think we will end up having to figure out answers to them. Not in this game. Sure, some questions you come up with, you might want to investigate further. But there is no requirement or expectation to do so. So, the last rule of the game is
Here’s how to play this week’s challenge. Find a beautiful image (in a magazine, online or just look out of a window) that makes you feel good – energized, relaxed, entertained, curious, so on. Come up with just one question about what you see. If you feel like coming up with more than one question, do it. If you want to try asking questions about another image, do it. If you want to stop and investigate possible answers, do it. If you want to play this game online, check out Dan Meyer’s 101 Questions.
The question I asked myself is “how many shades of green exist and how many of those can I notice around my house?”

My name is Marie, and I am ten years old. Since I was six years old, I have attended a math circle. Last year I started to help out with the class for little kids. This year, I decided that I could start teaching a math circle on my own. Now, I am teaching a Pre-K math circle for little kids that are about four or five years old. The kids are used to me now, and I am really enjoying the teaching experience.
This is what I observed during one of the classes; it’s very funny. When I told the kids that the problem they were solving was a game, even if it was a just an ordinary problem, the kids started getting much more involved in it, because they thought that they weren’t actually solving a problem, but that they were playing a game! An example of when this happened was when we were using the board and pieces of the game, “Othello” (we weren’t actually playing the game though). The kids were reluctantly solving geometric problems using Othello pieces, until I told them that we were playing a game. “A game? Let’s play!” yelled the kids, excitedly going back to the exact same problems they were solving before.
Kids are much more involved in the class when:
For example, when the class was doing Venn diagrams, I made the diagrams about who in the class had sisters, brothers, or both. The kids were delighted with the very idea that they would be inside a mathematical problem!
I observed that warm-ups and easy problems that kids can solve on their own, correctly, help the kids relax and build more confidence in themselves, when encountering harder problems later in the lesson. Discussions and introductory examples to the topic are a good way to start a lesson. DO NOT start a lesson with a game! Kids will lose their attention, become over-excited, and be unable to return to the topic.
Teaching a math circle turned out being much more fun and interesting than I expected. I enjoy listening to the kids’ ideas and thoughts, and observing how they react. The kids consider me adult enough that they listen to me, but they see that I am still a child, so they are not afraid to share their ideas, and make mistakes.
If you would like to see the lessons of the math circle, and more details, please visit my blog at:
http://trickyprekmath.blogspot.com/
Thank you.