httpv://www.youtube.com/watch?v=sBMhZfBzqyQ
Some time ago Maria and I had a chance to present the Moebius Noodles project at an Open Source/Creative Commons event hosted by Red Hat. As we tried to distill our big ideas into a 3-minute presentation, we had to choose the most important points to cover. They are
Want details? Check out a video of our presentation.
If you are developing, teaching, or playing rich early math games, we want to hear from you!
P.S. Can you tell this was my first public presentation?
This is the game my son and I are calling “Gummy Bear Go!” even though most of the time we play it with paperclips instead of treats. I got this game from the Russian mathematician Alexander Zvonkin’s book “Math from Three to Seven: The Story of a Mathematical Circle for Preschoolers“.
To play the game all you need is a piece of paper with a grid drawn on it, a pair of dice, and some counters. The grid has 7 rows and 15 columns, although you can certainly make more rows for a longer game. Each cell in the bottom row is numbered 1 through 15.
Decide how many counters each player will have. The first few rounds we played, we each had 3 counters (make sure you can tell your counters apart from the other player’s). Place the counters on the numbered cells. Make sure to not put more than one counter in each cell. Now, roll the dice, add up the dots, find the counter with the cell number corresponding to the rolled sum and move the counter up one row. Repeat until one of the counters reaches the top row. The first to reach the top row wins the game.
When we first played the game, my son placed his first counter on 6, but his other counter – on 1 and his third counter – on 15. If this happens when you try this game, don’t rush to correct your little one. Instead, play along and let him learn from experience. If your child, like mine, doesn’t do well with loosing a game, you can level the field a bit by placing your counters on “impossible” (1, 13, 14, 15) or unlikely to win numbers (2, 3, 11, 12).
Rolling two dice means that there’s a lot of addition work in this game. Which is great, but keep in mind that practicing additions is not the main goal of the game. I didn’t want to give the answers to my son, but he did need help with the larger sums. So I gave him a ruler that he used as a number line.
Of course, since there were just the two of us playing with a total of 6 counters in the game, most of the numbers were left open. When we happened to roll a sum equal to an unoccupied number, I’d make sure to say things like “ah, too bad neither one of us had a counter on 7” or “hey, 9 again?! I just might play it in the next round!”
At the end of each round we’d stop to survey the game board and note which counters didn’t move at all and which ones “put up a good fight”. I had the idea to mark each round’s winning number.
After the first round, my son’s choice of numbers to place counters on became much more interesting. He clearly understood that his best chance at winning was on the middle numbers – 5, 6, 7, 8, 9. He abandoned the impossibles and after one or two games moved away from the marginal 2, 11 and 12.
Finally, after playing this game for a few days on and off, we played one last round that I called “the grand parade”. We put one counter in EACH cell in the bottom row. This way, every time we rolled the dice, something moved. And once the game was over, we surveyed the battle field.
And then we filled out this little table of all the possible roll combinations. That’s a whole lot of additions which gets pretty boring. So instead I suggested to look for patterns. My son quickly noticed the horizontal and vertical patterns.
Finally, I suggested we try to figure out what’s the most likely winning number. To do that, I asked my son to find the smallest sum in the table, 2. Which explained why placing a counter on 1 was a waste of time. Then I asked him to find the largest sum, 12. Which ruled out 13, 14 and 15 once and forever.
Next, we started counting how many of each sum we had in the table. The 2 and the 12 were easy-peasy. It was interesting to see that although he noticed the horizontal and vertical patterns right away, he failed to see the diagonals. But after finding and counting all the 3s and 4s, he noticed the diagonals and after that counting was a breeze. But the best part was that once we were done counting all the different outcomes, he knew right away which three numbers were the likeliest to win. It was so awesome to see him go through the “Aha!” moment! Plus we got to have gummy bears and mini-marshmallows to celebrate!
It’s time to put on the Math Goggles (not sure what these are? Head over here to find out). This week’s Math Goggles challenge is to visit a library. Once there, start looking around for math-y stuff. Once you find it, snap a picture of it. Keep the picture private or share it with us. Remember, there are no wrong answers here and anything goes.
I wasn’t going to do a library challenge for a few weeks except a friend told me about this awesome brand-new university library that was practically a walking distance from me. And they had a BookBot that could find any of the 1.8 million books and get it to you in under 5 minutes. How could I NOT go?!
The BookBot and the stacks were impressive, made me think of all sorts of math, including algorithms, estimations, and perspective. But what really made me excited were the arm-chairs! This library has a ton of seating options (speaking of estimations), from ottomans and benches to stools and arm-chairs. So check out my math finds (actually, my son found most of them and pointed them out; I was the one who put them in order and took pictures):
Ok, so this is a single square ottoman. And four of them are put together to form… another 2×2 square.
On another square ottoman the upholstery pattern was made up of 16 smaller squares and 9 buttons!
1×1 = 12 = 1
2×2 = 22 = 4
3×3 = 32 = 9
4×4 = 42 = 16

These are all square numbers! I was all set to go look for the next square number (25), but got distracted by this awesome chair. My excuse for lounging in it is it’s my 0x0 = 02 = 0.
And now it’s your turn to look for math at a library. Put on your Math Goggles and be a Math-y Librarian this week!
My daughter and I have learned so much math by finding it wherever we are and in whatever we’re doing. For the last year we have been paying attention to the physical world around us and finding as many different examples of math in our lives as we can. It’s quite stunning how beautiful and full of math even a city sidewalk can be if you have your math glasses on.
Back in May, for example, I wanted to start looking for spirals but only found two examples, one in a garden and one in our local playground. Long story short, at some point my daughter picked up on the spiral thing and started pointing them out, only to have me say, “No, those are actually concentric circles,” which then lead to a few days of clarification about what a spiral is and isn’t. Now she sees them everywhere!
We’re a team, her and I. It’s really fun that things we have taken for granted all our lives suddenly have a new dimension. This is why, I think, that a recent return to reading familiar picture books from our home library made me notice math in books that are not obviously math readers.
My very favorite almost-hidden math story book is Five Creatures, by Emily Jenkins. It’s about the similarities and differences (attributes!) between the members of a lovely little family.
“Five creatures live in our house,” it begins, “Three humans and two cats. Three short, and two tall….Three with orange hair, and two with gray.” We read this book when my daughter was in preschool and it was fun for both of us to look at the pictures to see who matched each description. The categories of family attributes are not always straightforward, which makes this a wonderfully interactive read.
In Ezra Jack Keats’ The Snowy Day, cut paper illustrations show math from the very first pages. In addition to great spatial vocabulary (up and down the hills, tracks in the snow, on top of, snowballs flying over the boy’s head) patterns abound. Check out this wallpaper — I love how the pattern units are so different from each other, and yet the overall pattern is so regular:
Parallel lines made by sticks and feet and gates:
The foot prints alternate, making a kind of frieze pattern:
I love this grid pattern in the mother’s dress, and it’s not just a color pattern. If you look closely there’s another attribute of shading (solid and striped):
This background is a great example of ‘scattered’ like in a scatter plot. Which section has more dots, and which has less? How do you know?
In nature, every snowflake has the same structure yet each one is different from every other snowflake. That’s not exactly the case here. How many different kinds of snowflakes can you find? How are they different and how are they the same?
So, now I’m curious what other books are out there that have this kind of ‘hidden’ math? I just thought of one more book: My daughter listened to the novel Half Magic on CD back in the fall. In the story, the kids find a charm that gives them half their wish and they quickly learn to wish for twice as much as what they really want. It’s fabulous.
What other kinds of books have you found that have this kind of hidden math? I’d love to hear your ideas!