Tag Archives: Elementary school

Infinite Cake: Don Cohen’s Infinite Series for Kids

Math Concepts: division as equal sharing, naming fractions, adding fractions, infinitesimals, iteration, limits
Prerequisite: able to identify fractions as part of a whole

This is how I tell the story:

  • We have a cake to share, just the two of us. It’s not TOO big a cake, ‘cuz we don’t want to get sick. A 8 × 8 or 16 × 16 square on the graph paper should be just right. Can you cut the cake so we each get a fair share? Color in your part.

Bobby Flay German Chocolate Cake

  • How big is your piece compared to the whole, original cake?
  • But you know, I’m on a diet, and I just don’t think I can eat my whole piece. Half the cake is too much for me. Is it okay if I share my piece with you? How can we divide it evenly, so we each get a fair share? How big is your piece?
  • How much of the whole, original cake do you have now? How can you tell?
  • I keep thinking of my diet, and I really don’t want all my piece of cake. It looks good, but it’s still just a bit too big for me. Will you take half of it? How big is that piece?
  • Now how much of the whole, original cake do you have? How could we figure it out?
    [Teaching tip: Don’t make kids do the calculation on paper. In the early stages, they can visualize and count up the fourths or maybe the eighths. As the pieces get smaller, the easiest way to find the sum is what Cohen does in the video below‌—‌identify how much of the cake is left out.]
  • Even for being on a diet, I still don’t feel very hungry…

For more precalculus fun, explore Don Cohen’s Map of Calculus for Young People: hands-on activities featuring advanced ideas, for students of any age.

The Next Day

  • Your best friend comes over to visit, and we share a new cake. If you, me, and the friend all get a fair share, how much of the cake do you get?
  • But you know, I’m still on that diet. My piece of cake looks too big for me. I’ll share it with the two of you. Let’s cut my piece so each of us can have a share. How big are those pieces?
  • How much of the whole, original cake do you have now? …

Can Young Kids Really Understand This?

how tall is triangle
We did infinite cakes in Princess Kitten’s fifth-grade year, if I remember right. Three years later, I gave my middle-school math club kids this geometry puzzle from James Tanton:

  • Two circles are tangent to each other and to an isosceles triangle, as shown. The large circle has a radius of 2, and the smaller circle’s radius is 1. How tall is the triangle?

I really didn’t expect my then-8th-grade-prealgebra daughter to solve this. But I thought it might launch an interesting discussion along the lines of “What do you notice? What do you wonder?

She stared at the diagram for a minute or two, while I bit my tongue to keep from breaking her concentration.

Then she said, “Oh, I see! It’s an infinite cake.”

It took me much longer to understand what she had seen so quickly: Imagine stacking up smaller and smaller circles in the top part of the triangle. Because all the proportions stay the same, each circle is exactly half as wide as the one below it. To find the height of the triangle, we can just add up all the diameters of the circles.

The puzzle is adapted from an AMC 10/12 Practice Quiz and is available here, with Tanton’s problem-solving tips for high school students. Tanton used similar triangles to find the height, but Princess Kitten’s infinite series approach is quicker and doesn’t require algebra.

Infinite Cake


Cake photos by Kimberly Vardeman via Flickr (CC BY 2.0): Strawberry Cream Cake and Bobby Flay German Chocolate Cake.

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Socks Are Like Pants, Cats Are Like Dogs

Support This New Book from Natural Math

Socks Are Like Pants, Cats Are Like Dogs by Malke Rosenfeld and Gordon Hamilton is filled with a diverse collection of math games, puzzles, and activities exploring the mathematics of choosing, identifying and sorting. The activities are easy to start and require little preparation.

The publisher’s crowdfunding goal is $4,000. The book is almost ready to go to press, and I can hardly wait to see it!


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Review Game: Once Through the Deck

[Feature photo above by Shannon (shikiro famu) via Flicker (CC BY 2.0).]

Math Concepts: basic facts of addition, multiplication.
Players: one.
Equipment: one deck of math cards (poker- or bridge-style playing cards with the face cards and jokers removed).

The best way to practice the math facts is through the give-and-take of conversation, orally quizzing each other and talking about how you might figure the answers out. But occasionally your child may want a simple, solitaire method for review.

How to Play

Shuffle the deck and place it face down on the table in front of you. Flip the cards face up, one at a time.

For each card, say out loud the sum (or product) of that number plus (or times) the number you want to practice. Don’t say the whole equation, just the answer.

Go through the deck as fast as you can. But don’t try to go so fast that you have to guess! If you are not sure of the answer, stop and figure it out.

History

Brian at The Math Mojo Chronicles demonstrates the game in this video, which my daughter so thoroughly enjoyed that she immediately ran to find a deck of cards and practiced her times-4 facts. It’s funny, sometimes, what will catch a child’s interest.


Multiplication-Games

This game first appeared as part of my Times Table Series and will be included in the upcoming Math You Can Play multiplication book, planned for late 2015.


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They’re Here! Math You Can Play Weekend Sale

Finally, the first two books of my math games series are finished and loaded up on Amazon.com (and the other Amazons worldwide). To celebrate, I’m offering an introductory sale price this weekend: US$2.99 per book, now through Monday.

Math Your Kids WANT To Do

Are you tired of flashcards and repetitive worksheets? Now your children can practice their math skills by playing games.

Math games pump up mental muscle, reduce the fear of failure, and develop a positive attitude toward mathematics. Through playful interaction, games strengthen a child’s intuitive understanding of numbers and build problem-solving strategies. Mastering a math game can be hard work, but kids do it willingly because it is fun.

Counting & Number Bonds: Math Games for Early Learners, Preschool to 2nd Grade

Counting-Games

Counting & Number Bonds features 21 kid-tested games, offering a variety of challenges for preschool and early-elementary learners. Young children can play with counting and number recognition while they learn the basic principle of good sportsmanship, to respond gracefully whether they win or lose. Older students will explore place value, build number sense, and begin practicing the math facts.

Buy now at:

Addition & Subtraction: Number Games for Elementary Students, Kindergarten to 4th Grade

Addition-Games600x800

Addition & Subtraction features 22 kid-tested games, offering a variety of challenges for elementary-age students. Children will strengthen their understanding of numbers and develop mental flexibility by playing with addition and subtraction, from the basic number facts to numbers in the hundreds and beyond. Logic games build strategic thinking skills, and dice games give students hands-on experience with probability.

Buy now at:

Don’t Have a Kindle?

You don’t need a Kindle device to read Amazon ebooks. Click here to download the Kindle program for your computer, phone, or tablet.

For those of you who prefer to buy ebooks from iTunes, Barnes & Noble, Kobo, etc.‌—‌those versions are coming soon! The epub book format takes a bit more work, but I’m hoping for time to finish it up within a week or so.

Paperback editions are also in the works.


Featured photo above by Richard Riley via Flickr (CC BY 2.0).


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Math Game: Chopsticks

Feature photo above by Harry (Phineas H) via Flicker (CC BY 2.0).

Math Concepts: counting up to five, thinking ahead.
Players: two or more.
Equipment: none.

How to Play

Each player starts with both hands as fists, palm down, pointer fingers extended to show one point for each hand. On your turn, use one of your fingers to tap one hand:

  • If you tap an opponent’s hand, that person must extend as many extra fingers on that hand (in addition to the points already there) as you have showing on the hand that tapped. Your own fingers don’t change.
  • If you force your opponent to extend all the fingers and thumb on one hand, that makes a “dead hand” that must be put behind the player’s back, out of the game.
  • If you tap your own hand, you can “split” fingers from one hand to the other. For instance, if you have three points on one hand and only one on the other, you may tap hands to rearrange them, putting out two fingers on each hand. Splits do not have to end up even, but each hand must end up with at least one point (and less than five, of course).
  • You may even revive a dead hand if you have enough fingers on your other hand to split. A dead hand has lost all its points, so it starts at zero. When you tap it, you can share out the points from your other hand as you wish.

The last player with a live hand wins the game.

When a two-points hand taps a one-point hand, that player must put out two more fingers.
When a two-points hand taps a one-point hand, that player must put out two more fingers.

Variations

House Rule: Do you want a shorter game? Omit the splits. Or you could allow ordinary splits but not splitting fingers to dead hands.

Nubs: All splits must share the fingers evenly between the hands. If you have an odd number of points, this will leave you with “half fingers,” shown by curling those fingers down.

Zombies: (For advanced players.) If a hand is tapped with more fingers than are needed to put it out of the game, it comes back from the dead with the leftover points. For instance, if you have four fingers out, and your opponent taps you with a two-finger hand, that would fill up your hand with one point left over. Close your fist, and then hold out just the zombie point. In this variation, the only way to kill a hand is to give it exactly five points.

History

Finger-counting games are common in eastern Asia—and they must be contagious, since my daughters caught them from their Korean friends at college. Middle school teacher Nico Rowinsky shared Chopsticks (which is simpler than the version my daughters brought home) in a comment on the “Tiny Math Games” post at Dan Meyer’s blog.


Counting-Games

This post is an excerpt from my book Counting & Number Bonds: Math Games for Early Learners, available now in bookstores all over the Internet.


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The Math Student’s Manifesto

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

Note to Readers: Please help me improve this list! Add your suggestions or additions in the comment section below…

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.

Continue reading The Math Student’s Manifesto

Teaching the Standard Algorithms

[Feature photo above by Samuel Mann, Analytical Engine photo below by Roͬͬ͠͠͡͠͠͠͠͠͠͠͠sͬͬ͠͠͠͠͠͠͠͠͠aͬͬ͠͠͠͠͠͠͠ Menkman, both (CC BY 2.0) via Flickr.]

Babbage's Analytical Engine

An algorithm is a set of steps to follow that produce a certain result. Follow the rules carefully, and you will automatically get the correct answer. No thinking required — even a machine can do it.

This photo shows one section of the first true computer, Charles Babbage’s Analytical Engine. Using a clever arrangement of gears, levers, and switches, the machine could crank out the answer to almost any arithmetic problem. Rather, it would have been able to do so, if Babbage had ever finished building the monster.

One of the biggest arguments surrounding the Common Core State Standards in math is when and how to teach the standard algorithms. But this argument is not new. It goes back at least to the late 19th century.

Here is a passage from a book that helped shape my teaching style, way back when I began homeschooling in the 1980s…

Ruth Beechick on Teaching Abstract Notation

Understanding this item is the key to choosing your strategy for the early years of arithmetic teaching. The question is: Should you teach abstract notation as early as the child can learn it, or should you use the time, instead, to teach in greater depth in the mental image mode?

Beechick-EasyStartArithmetic

Abstract notation includes writing out a column of numbers to add, and writing one number under another before subtracting it. The digits and signs used are symbols. The position of the numbers is an arbitrary decision of society. They are conventions that adult, abstract thinkers use as a kind of shorthand to speed up our thinking.

When we teach these to children, we must realize that we simply are introducing them to our abstract tools. We are not suddenly turning children into abstract thinkers. And the danger of starting too early and pushing this kind of work is that we will spend an inordinate amount of time with it. We will be teaching the importance of making straight columns, writing numbers in certain places, and other trivial matters. By calling them trivial, we don’t mean that they are unnecessary. But they are small matters compared to real arithmetic thinking.

If you stay with meaningful mental arithmetic longer, you will find that your child, if she is average, can do problems much more advanced than the level listed for her grade. You will find that she likes arithmetic more. And when she does get to abstractions, she will understand them better. She will not need two or three years of work in primary grades to learn how to write out something like a subtraction problem with two-digit numbers. She can learn that in a few moments of time, if you just wait.

— Ruth Beechick
An Easy Start in Arithmetic (Grades K-3)
(emphasis mine)


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