In teams, participants will create body movements related to geometry facts and will use their body to create a convincing argument as to why the statement is true. Please bring your fun-meter, your creativity, your body, and open physical space (for moving) to this session.
Supporting Material: References
A teacher challenges students to a game. The rules are explained as the game progresses. The player with the highest total wins! Students then play against each other. Afterwards, while analyzing the game, prime, composite, perfect, deficient, and abundant numbers are discovered and defined. Students again play the game using the strategies they determined.
In a professional development video, teachers focus on the topic of number systems and number theory using a game setting to investigate the properties of prime, composite, abundant, deficient, and perfect numbers. This video can be used in conjunction with The Factor Game lesson plan.
The Pancake Problem, first posed in 1975, is a sorting problem with connections to computer science and DNA rearrangements, which leads to discussions of algorithms, sequences, and the usefulness of approximations and bounds.
The original problem was first posed by mathematician Jacob Goodman under the pen name “Harry Dweighter” (read it quickly) in 1975, and it has delighted math enthusiasts (including undergraduate Bill Gates) ever since!
The rules are simple: you want to place the sheep on the board so that the wolves can’t eat them. A wolf can eat a sheep if it has a direct path to it – or is in same row, column, or diagonal as that sheep. Can you place all your wolves and sheep on an nxn grid so all the sheep are safe?
Each puzzle is a rectangle made up completely of smaller squares. These squares have numbers inside that represents the length of their sides. Just knowing a few of the squares side lengths, can you figure out all the size of all the squares in the puzzle?
You’re Mondrian’s mathematical boss. Instead of allowing Mondrian to randomly draw rectangles and colors -you lay out requirements: 1) Mondrian must cover an N by N canvas entirely with rectangles. 2) Every rectangle in the painting must have different dimensions. 3) Mondrian must use as few colors as possible, and rectangles with the same color cannot touch one another.
Under these rules, Mondrian must try to minimize his score. A painting’s score is the area of its largest rectangle minus the area of its smallest rectangle.
Your regular commute begins at your house and ends at your office at the corner of 5th street and 6th avenue. You have been making this trip for years, but you are the restless (or adventurous) type, and you try to take a different route each day. At some point, you start to wonder how long it will take you to try all of the routes.
Oh, did I mention that you have to avoid the zombies?
Students will explore a game between two players moving a chess Queen from place to place on a square grid. The Queen may move any number of spaces to the left, any number of spaces downward, and any number of spaces on the downward-left pointing diagonal. Each player takes turns using these moves. Whoever gets the Queen to the bottom-left square first wins!
Developed as part of the Math Circles of Inquiry project, this session is a good introduction to the 8th grade or Algebra Math curriculum using inquiry based instruction. Students are asked to use their problem solving skills in order to determine the relationship between the number of Supreme Court justices and handshakes that occur when each pair shakes hands exactly once. Students will begin exploring with simpler numbers and work up to creating an algebraic expression to represent the function. This lesson allows for multiple representations by using a table, list, circle diagram, matrix and manipulatives.
Place our numbers into the cauldrons in ascending order – you can choose which cauldron each one goes in. However, if two numbers in one cauldron add up to a third number in that same cauldron, they bubble up and cause an explosion! This means that all the numbers, leave the cauldrons, and you must start all over again.
Our goal is to find the largest number we can place in our cauldrons without them exploding… do you think you’re up for this daunting task?