Download the answers to Puzzle 17

I just received an email from a teacher named Dustin Stoddart, who turned the Wizard Standoff Riddle I created with TED-Ed into an interactive classroom game. This is an appealing way to explore the intuition behind the probability and game theory of the original riddle. I’m sharing the original riddle and Dustin’s lesson below.

Thanks, Dustin!

View FullscreenI just add a fascinating conversation on twitter, and I made a video to pose it to you. In particular, if you’ve got upper elementary or middle school students (or high school, or college), and want to explore whether this pattern keeps working, I’d love to hear how it goes.

Here’s the original tweet, and my video synopsis below.

I like this 1: find the sum of 10 numbers with a pattern of: a+b=c, b+c=d, c+d=e etc.

Take the 7th answer (g) & multiply by 11

Example:

a) 12

b) 2

c) 14

d) 16

e) 30

f) 46

g) 76

h)122

I) 198

j)320

Ans:836

Divide the answer by 7th number it will always b 11.#Math #DOMATH— Lil’MathGirl (@lilmathgirl) June 14, 2018

Last spring I received a letter from a student who wanted to know more about me, and more, especially, about Fibonacci numbers. I wrote him back, and shared a bit more about Fibonacci numbers and their twin sibling, the Lucas numbers. Fibonacci numbers get a lot more attention, but, like real and imaginary numbers, there are many things about them that remain invisible until you put both together.

I’m including the letter below, and I hope you enjoy reading it, or sharing it with students in your life who might be interested in the Fibonacci numbers. Eddie Woo recently included some beautiful Fibonacci-related images in his TEDx Talk. These images, the “magical” connections are the bait we mathematician-educators use to draw people toward our topic. (Mystics do this too.) But you really see the magic and the meaning when you dig into them and do the math.

Fibonacci is the blueprint of the cosmos 🌀💫 pic.twitter.com/8h8hvcsiad

— Lexy Paim (@lexypaim) May 20, 2018

Here’s the letter.

_______________________________________________

Dear M-,

Thanks for writing. I’m happy to hear about your passion for Fibonacci numbers! They deserve your excitement.

I grew up in Olympia, Washington, and have loved math for as long as I can remember. I’m a big fan of graph theory and combinatorics, which is the mathematics of how things connect, and counting. I’m quite familiar with Fibonacci numbers, though, and I’ve explored and even taught about them.

Here’s something really important about the Fibonacci numbers: they’re only half of the picture. There’s another sequence called the Lucas numbers that go like this:

1, 3, 4, 7, 11, 18, 29, …

(see what’s happening there?)

The Lucas numbers are like the twin sibling of the Fibonacci numbers. They really belong together, and you can see things when you put them together that are invisible with just one.

For example, have you ever added every other Fibonacci number together?

The Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, 21, …

The sum of every other Fibonacci number is: 1 + 2 = 3, 1+ 3 = 4, 2 + 5 = 7, 3 + 8 = 11.

It’s the Lucas sequence! It was in there all along.

What if we add every other Lucas number together?

1 + 4 = 5, 3 + 7 = 10, 4 + 11 = 15, 7 + 18 = 25, 11 + 29 = 40, …

Notice anything about the sequence 5, 10, 15, 25, 40, … ?

For starters, all those numbers are multiples of 5. If we divide them by 5, we would get… (drumroll) the Fibonacci sequence again.

Once you have these two sequences, you can play away in almost any way you want to, and there’s some connection to find. Take the sums of every third, fourth, or fifth Fibonacci number or Lucas number. Or try the differences! Or square the numbers and add them together. Or cube them and take the difference. You won’t always be able to find a connection, but you’ll be surprised how often it works out.

Here’s one more to notice, just so you see how weird this all is. Write both sequences, one above the other, and then take the product of each number on top by each number on the bottom.

1, 1, 2, 3, 5, 8, 13

1, 3, 4, 7, 11, 18, 29

1, 3, 8, 21, 55, 144, 377

Notice anything about that bottom row? It’s every other Fibonacci number.

This is all fun, but I’m not explaining why this happens. I don’t have a book to provide that does, but if you feel like you can hack it, there’s a great video/essay series from James Tanton that you can get at. He talks fast, and some of the math is a little higher level, but it’ll give you a lot of cool ideas and connections to explore.

As for me, I’m working on all kinds of puzzles and games, most of which are about math but not about the Fibonacci numbers. There are a lot more neat connections to discover, though, and if you’re willing to put in the time to follow your passion, and don’t mind being stuck for a while when the going gets tough, I think you’ll be happy with what you get out of the exploration. Some of the connections related to Fibonacci numbers seem almost like magic. For example, if you want to know, say, the 50th Fibonacci number, just take the golden ration (approximate 1.618), raise it to the 50th power, divide by the square root of 5 (approximately 2.236), and round off your answer to the nearest whole number. It seems like magic, but it all makes sense once you develop the right tools, and put the time in. Once you do, you get to be the magician.

All the Best,

Dan

I had a lovely experience last spring after a workshop with elementary teachers in a nearby school district. I thought I’d share.

It began with saying yes to a teacher’s idea, and is such a perfect example of how saying yes can plant a seed that grows into a problem people can’t let go.

Early in the workshop I shared some unit chats, which remain my favorite opener. (You can see my writeup on unit chats here, along with images). One of the unit chats I shared was from Lee Dawson; it’s an arrangement of 21st Century Pattern Blocks (from Christopher Danielson) that gives a lot of things to see and count. In unit chats, students say *how many* they see, which requires that they identify a unit as well. How many triangles/rhombuses/holes/blocks/etc. are there? Depending on your choice of unit, there are lots of choices of what to count.

One teacher, perhaps jokingly, said he saw “1 square” in the picture. The whole thing is a square!

It’s easy to wave away these kinds of comments. After all, I wanted people to warm up by counting something that was tricky to count. If there’s just 1 square, there’s not much counting to do.

But we should beware saying no and shutting down the contribution. Students often test teachers to see how they will or won’t accept ideas. There’s an enormous strength in taking even silly contributions seriously, because it sets the tone for what you expect, how you intend to react, and how students are expected to react. So I said: “One square… very interesting! Except now I’m wondering… is that really a square? How do you know?”

And of course, there followed a spirited debate, since determining whether this shape is actually a square is beyond the purview of elementary mathematics, meaning people had hunches but didn’t have immediate access to the kinds of tools that would convincingly answer the question. After a few minutes I cut off the conversation to focus us in another direction, but I left the question open. (See: Don’t be the answer key.) And because it was unresolved, there were a few people who couldn’t let it go.

The fundamental issue is whether the height of three rhombuses (each made from two equilateral triangles) is the same as the width of five rhombuses. A table of teachers recreated a version of the image from pattern blocks later on.

And just to be clear, we’re done with the session. All the other teachers have gone home. But there’s a group that can’t let it go. They’re pulling out mathematical tools that they haven’t used in a long time, like algebra and the Pythagorean theorem, and they’re attacking this problem with everything they’ve got. They want to know if this thing is a square or not. And they’re not leaving until they figure it out.

With their permission, I taped them as they worked through the problem. Here they are translating the problem into algebraic equations.

And here they are deciding that, as long as they’re choosing a number to set the scale in their drawings, 2 might be a better choice than 10.

I’m happy to say that they solved the problem to their satisfaction in the end. I’ll leave it open in case you’d like to try too.

The deeper takeaway for me here is that I like it when people decide that some problem is *theirs*. I like when it becomes personal. And look at how focused they are, and how they’re valuing and testing each others’ ideas as they try to work it out. Look how they’re having fun even as they’re struggling!

Part of doing this is to realize that this level of “stay-in-from-recess”/”don’t go home at the end of the sessions”-type focus isn’t something you can guarantee. You have to find the opportunities when they arise, and nurture those seeds as they get planted. I’ve realized that I’m always trying to notice those seeds when they get scattered in my classes, and trying to help them find soil to take root. Because when you can’t let it go, that means it belongs to you.