# The Math Student’s Manifesto

[Feature photo above by Texas A&M University (CC BY 2.0) via Flickr.]

What does it mean to think like a mathematician? From the very beginning of my education, I can do these things to some degree. And I am always learning to do them better.

### (1) I can make sense of problems, and I never give up.

• I always think about what a math problem means. I consider how the numbers are related, and I imagine what the answer might look like.
• I remember similar problems I’ve done before. Or I make up similar problems with smaller numbers or simpler shapes, to see how they work.
• I often use a drawing or sketch to help me think about a problem. Sometimes I even build a physical model of the situation.
• I like to compare my approach to the problem with other people and hear how they did it differently.

### (2) I can work with numbers and symbols.

• I know how numbers relate to each other.
• I’m flexible with mental math. I understand arithmetic properties and can use them to make calculations easier.
• I’m not intimidated by algebra symbols.
• I don’t rely on memorized rules unless I know why they make sense.

### (3) I value logical reasoning.

• I can recognize assumptions and definitions of math terms.
• I argue logically, giving reasons for my statements and justifying my conclusion.
• I listen to and understand other people’s explanations.
• I ask questions to clarify things I don’t understand.

# Fractions: 1/5 = 1/10 = 1/80 = 1?

[Feature photo is a screen shot from the video “the sausages sharing episode,” see below.]

How in the world can 1/5 be the same as 1/10? Or 1/80 be the same as one whole thing? Such nonsense!

No, not nonsense. This is real-world common sense from a couple of boys faced with a problem just inside the edge of their ability — a problem that stretches them, but that they successfully solve, with a bit of gentle help on vocabulary.

Here’s the problem:

• How can you divide eight sausages evenly among five people?

Think for a moment about how you (or your child) might solve this puzzle, and then watch the video below.

# Reblog: Solving Complex Story Problems

[Dragon photo above by monkeywingand treasure chest by Tom Praison via flickr.]

Over the years, some of my favorite blog posts have been the Word Problems from Literature, where I make up a story problem set in the world of one of our family’s favorite books and then show how to solve it with bar model diagrams. The following was my first bar diagram post, and I spent an inordinate amount of time trying to decide whether “one fourth was” or “one fourth were.” I’m still not sure I chose right.

I hope you enjoy this “Throw-back Thursday” blast from the Let’s Play Math! blog archives:

Cimorene spent an afternoon cleaning and organizing the dragon’s treasure. One fourth of the items she sorted was jewelry. 60% of the remainder were potions, and the rest were magic swords. If there were 48 magic swords, how many pieces of treasure did she sort in all?

[Problem set in the world of Patricia Wrede’s Enchanted Forest Chronicles. Modified from a story problem in Singapore Primary Math 6B. Think about how you would solve it before reading further.]

How can we teach our students to solve complex, multi-step story problems? Depending on how one counts, the above problem would take four or five steps to solve, and it is relatively easy for a Singapore math word problem. One might approach it with algebra, writing an equation like:

$x - \left[\frac{1}{4}x + 0.6\left(\frac{3}{4} \right)x \right] = 48$

… or something of that sort. But this problem is for students who have not learned algebra yet. Instead, Singapore math teaches students to draw pictures (called bar models or math models or bar diagrams) that make the solution appear almost like magic. It is a trick well worth learning, no matter what math program you use …

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# Reblog: Putting Bill Gates in Proportion

[Feature photo above by Baluart.net.]

Seven years ago, one of my math club students was preparing for a speech contest. His mother emailed me to check some figures, which led to a couple of blog posts on solving proportion problems.

I hope you enjoy this “Throw-back Thursday” blast from the Let’s Play Math! blog archives:

## Putting Bill Gates in Proportion

A friend gave me permission to turn our email discussion into an article…

Can you help us figure out how to figure out this problem? I think we have all the information we need, but I’m not sure:

The average household income in the United States is $60,000/year. And a man’s annual income is$56 billion. Is there a way to figure out what this man’s value of $1mil is, compared to the person who earns$60,000/year? In other words, I would like to say — $1,000,000 to us is like 10 cents to Bill Gates. ### Let the Reader Beware When I looked up Bill Gates at Wikipedia, I found out that$56 billion is his net worth, not his income. His salary is $966,667. Even assuming he has significant investment income, as he surely does, that is still a difference of several orders of magnitude. But I didn’t research the details before answering my email — and besides, it is a lot more fun to play with the really big numbers. Therefore, the following discussion will assume my friend’s data are accurate… [Click here to go read Putting Bill Gates in Proportion.] ## Bill Gates Proportions II Another look at the Bill Gates proportion… Even though I couldn’t find any data on his real income, I did discover that the median American family’s net worth was$93,100 in 2004 (most of that is home equity) and that the figure has gone up a bit since then. This gives me another chance to play around with proportions.

So I wrote a sample problem for my Advanced Math Monsters workshop at the APACHE homeschool conference:

The median American family has a net worth of about $100 thousand. Bill Gates has a net worth of$56 billion. If Average Jane Homeschooler spends \$100 in the vendor hall, what would be the equivalent expense for Gates?

# Multiplication Models Card Game

[Poster by Maria Droujkova of NaturalMath.com. This game was originally published as part of the Homeschooling with a Profound Understanding of Fundamental Mathematics Series.]

Homeschooling parents know that one of the biggest challenges for any middle-elementary math student is to master the multiplication facts. It can seem like an unending task to memorize so many facts and be able to pull them out of mental storage in any order on demand.

Too often, we are tempted to stress the rote aspect of such memory work, which makes our children lose their focus on what multiplication really means. Before practicing the times table facts, make sure your student gets plenty of practice recognizing and using the common models for multiplication.

To help your children see what multiplication looks like in real life, explore the multitude of Multiplication Models collected at the Natural Math website. Or try some of the hands-on activities in the Family Multiplication Study.

You may want to pick up this poster and use it for ideas as you play the Tell Me a (Math) Story game. Word problems are important for children learning any new topic in math, because they give children a mental “hook” on which to hang the abstract number concepts.

And for extra practice, you can play my free card game…

# A Math Major Talks About Fear

I’ve dipped my toes in Twitter lately (as part of the Explore #MTBoS program) and been swept up in a crashing tsunami of information. There’s no way to keep up with it all, but I’ll let the tide wash over me and enjoy the tidbits I happen to notice as they float by. For instance, yesterday I discovered a writer who offers tip on writing about injuries and was able to get some great advice for Kitten’s sequel to her first novel.

And then today, Steven Strogatz posted a link to Saramoira Shields, a new blogger I might never have discovered on my own. I think you’ll enjoy her video:

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# Parents, Teachers: Learn about Teaching Decimals

Many children are confused by decimals. They are convinced 0.48 > 0.6 because 48 is obviously ever so much bigger than 6. Their intuition tells them 0.2 × 0.3 = 0.6 has the clear ring of truth. And they confidently assert that, if you want to multiply a decimal number by 10, all you have to do is add a zero at the end.

What can we do to help our kids understand decimals?

Christopher Danielson (author of Talking Math with Your Kids) will be hosting the Triangleman Decimal Institute, a free, in-depth, online chat for “everyone involved in children’s learning of decimals.” The Institute starts tomorrow, September 30 (sorry for the short notice!), but you can join in the discussion at any time:

Past discussions stay open, so feel free to jump into the course whenever you can. Here is the schedule of “classes”: