Robinson Center Class Registration Open Today!

We are expanding our class offerings at the Robinson Center, with Saturday classes now available for students K-11. Registration opened today, and these classes have a way of filling up fast!

Registration and class info is here: http://depts.washington.edu/cscy/programs/saturday/. The math classes we’re responsible for are below. There are also Saturday writing classes.

Spring Courses 

Grades K-1 and Parents

Nurturing the Math Instinct:  A Parent-Child Adventure in Mathematics

We are all born with the capacity to love mathematics. This class explores how to cultivate a child’s innate interest in mathematics by creating a culture of mathematics at home. Through puzzles and games that capture the quality of play in math, we’ll learn how to think creatively, support each other, and keep the spark of joy alive and well in our mathematical lives.

This class is designed to engage both kids and parents. Each child will register and attend with one or two parents, and the classes will be divided between discussions with the parents about how to encourage their child’s interest in mathematics, and time spent learning new games and puzzles that can be played at home.

Time:  10:00-10:50 am
Instructor:  Katherine Cook

Grades K-1

Games, Puzzles, and Play

In this course, we will explore games and puzzles, both new and old, that tap into mathematical ways of thinking. The emphasis will be on creative play and adapting games and puzzles to players’ interests.  We will play group games, ask questions, play with ideas, and have fun!

Time:  11:00-11:50 am
Instructor:  Katherine Cook

Grades 2-3

Hip to be Square 

The square numbers (1, 4, 9, 16, 25, …) are one of the most amazing sequences in mathematics. In this class, we’ll explore puzzles and problems related to squares and square numbers, from extraordinary geometric constructions (how can you double a square?) to arithmetic astonishments (why is 1+2+3+4+3+2+1 = 4 x 4 = 1+3+5+7?).

By the end, we’ll have laid down many of the fundamentals of area, scaling, and number patterns, and gotten a glimpse of the beautiful interplay between geometry and arithmetic.

Times: 
Section A: 10:00-10:50 am
Section B:  11:00-11:50 am
Instructor:  Daniel Finkel

 Games and Strategy

Games are everywhere. We love to play them and we love to win, but we don’t always know how to win. In this class, we’ll use mathematical insights to deconstruct a range of games and puzzles.  We’ll learn new games, play them in class, and then develop different strategies that help us master them.  Bring your enthusiasm for play!

Times: 
Section A: Girls Only, 12:30-1:20 pm
Section B: 1:30-2:20 pm
Section C: 2:30-3:20 pm
Instructor:  Katherine Cook

Grades 6-8

Counting for Experts

Counting is at the heart of mathematics, and advanced counting (or combinatorics) is the place to find some of the most elegant and powerful problems in mathematics. In this class, we’ll learn how experts count. Topics include:

  • Double Counting
  • Permutations and Combinations
  • Pascal’s Triangle
  • Fibonacci Numbers
  • The Pigeonhole Principle

By the end of the class, we’ll be able to prove that two people in New York have the same number of hairs on their head, that there are more games of chess than particles in the known universe, and why two powers of 10 must differ by a multiple of 2012.

Some exposure to algebra is recommended.

Times:  Section A: 12:30-1:20 pm
            Section B:  1:30-2:20 pm
Instructor:  Daniel Finkel 

 

Grades 9-11

High School Combinatorics

In this project- and presentation-centric class, students will pose and solve tough mathematical questions from combinatorics, or advanced counting. We’ll start with fundamentals of the subject–permutations and combinations, Pascal’s triangle, and the pigeonhole principle–and branch into beautiful examples of recursion and elegant counting. Potential topics include the towers of Hanoi, generating functions and partitions, Fibonacci numbers and the golden mean, and more.

This class will challenge the most advanced high school students, but will be accessible to any student with a firm grasp of algebra and an interest in math.

Time:  2:30 – 3:20 pm
Instructor:  Dan Finkel
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A Poem by Neruda

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A hand made a number.
It joined one little stone
to another, one thunderclap
to another,
one fallen eagle
to another, one
arrowhead to another,
and then with the patience of granite
the hand
made a double incision, two wounds
and two grooves: and a
number was born.

Then came the numeral two, then
a four;
one hand kept making them all–
the five, the six,
the seven,
the eight, the nine–zeroes
like bird’s eggs,
unbreakable,
solid
as rock,
printing the numbers
without wearing away; and inside
that number, another,
and another inside that other,
teeming, inimical,
prolific, acerb,
counting and spawning,
filling mountains, intestines,
gardens, and cellars,
falling from books,
flying over Kansas, Morelia,
blinding us, killing us, covering all:
out of wallets, off tables:
the numbers, the numbers,
the numbers.

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A motivation for fractions: is it fair?

I was asked last week to teach a guest lesson for 3rd graders on fractions using Everyday Math. The book had some nice lessons, including one that involved building pattern block

designs and then figuring out what fraction of them are triangles, hexagons, etc. A sweet little lesson, no complaints (though a caveat for those who use pattern blocks to talk about area: begin by using only the pattern blocks shown here. The squares and tan rhombuses have incomparable areas.)

Before I’m ready to bring this in, I’m plagued by a question: why am I asking students to answer this question? By which I mean, why should they care?

The question comes down to motivation, as it so often does, and I give myself a hard time. It doesn’t strike me as fair to ask students to do arbitrary activities, even if there’s some idea I want them to get out of it. There has to be some reason for us to want to understand, be it internal (some fundamental curiosity about the math itself, i.e. pure math) or external (some reason the math is useful for helping us make sense of another issue we care about, i.e. applied math).

Now my background is in pure math, and I tend to lean toward pure motivation. In this case, though after long discussions with Katherine and after mulling over different possibilities, I ended up launching the lesson in the following way.

I chose two volunteers and explained to the class that they lived in a world where pattern blocks were wealth. I gave the first student 1 hexagon and 2 trapezoids, and the second 2 hexagons and 4 trapezoids. Then I explained that due to a national emergency, the government needed all the trapezoids of their citizens, and I took all of their trapezoids.

Every kid immediately felt the immediacy of the question, because it’s a question kids deal with constantly: was this fair?

There was a spirited debate right away: some students declared the tax unfair because one student had to give up twice as many trapezoids as the other; others said it was fair because they had each given up half of their wealth. Other proposals were put forward, defended, disposed of. Eventually I told them that I didn’t have the answer to what was fair, but that it came down to an issue of what “one” equals (was it a trapezoid? Or was it the amount of wealth you start with?), and to talk to each other for real we would need to understand how fractions work.

Then I asked some questions about fractions and launched into the book’s lesson; they built shapes from pattern blocks,  and missed a huge opportunity.

The lesson went fine, so it wasn’t a calamity, but in retrospect, I had given myself a gift and then dropped it. Instead of asking:

“What fraction of this shape does a trapezoid represent?” as the book suggest, I could have said:

Our classroom government has decided to tax you in the amount of all your trapezoids.

And then the question becomes not just “what fraction of your shape is made from trapezoids?” but a whole host of questions that circle the overwhelming question: is this fair? Are all the students in the class treated fairly? Would their have been a fairer way to collect a tax to get the same total amount of pattern block area from the classroom? Who is worst off from the tax? Who is best off? How do you compare these things?

There’s a real discussion there, and more so, it’s one that echos the national discussion of the moment. Kids can get in and say something real here, and understanding fractions and comparing them is what enables them to make powerful arguments. The need here is clear, and I bet the understanding of fractions that results would be much more substantial and long lasting. After all, you don’t need the “right” answer because your teacher says so; you need it to convince your classmates of something you care about. In fact, you need them to make sense of whether what’s happening is really fair or not.

Ah, well. There will always be missed opportunities. I’ll get this one next time. I will say that in terms of the original intention—motivating the students to learn about fractions using the pattern blocks—the class went great, with students describing the fraction of their shape that was a particular shape (or, for those need a greater challenge, color) beautifully. The lesson also offered a spectrum of difficulty: for those who needed more practice with easier shapes, they had it; for those who wanted a real challenge, they could get that for themselves as well.

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Wolfram, computer-based math, “and making maths beautiful”

I’ve had Conrad Wolfram on my mind for some time. He gave a TED talk on computer-based math a while back, and just gave an updated talk at Learning Without Frontiers. Here’s the link: http://www.youtube.com/watch?v=gsWKyFg9IdM

His premise is challengingly obvious: teaching should be motivated by good problems, and they should use every tool at their disposal to solve them. In fact, he goes–happily–the extra step of saying that even posing the problem should be part of the student’s responsibility. Here’s the breakdown:

In our education system, we spend most of our energy teaching step 3 (sensibly, from a pre-computer perspective: that used to be the limiting step). But, Wolfram says, now that we have computers, computation is a breeze. So, why waste our time learning ancient and defunct computer methods (think: long division on pencil and paper, quadratic equations, etc.)? Why not pose and solve real problems?

Wolfram’s real problems tend to be on the applied side. But he makes room for aesthetically motivated pure math questions too, like exploring the geometry behind the golden ratio (“What’s a beautiful shape”). The other ideas for motivating problems below run the gamut from social network theory to compression to cryptography.

I am intrigued by Wolfram’s message, and I find myself agreeing with a lot of what he says. I believe, for example, in motivated mathematics, and one way to motivate a math is with a great problem. He also is careful to say that certain fundamentals still need to be taught; estimation, for example, is critical in a computer-based approach, and rightly, since without it you won’t notice if you mis-enter your data your computer starts spurting out gibberish.

At the same time, I can already imagine how his message will be garbled as it gets translated into schools and curriculum.

More fundamentally, though, I think there’s a critical age cutoff in all this. I’ve gone back and forth on the question of calculators and computers, but for young kids, I see them do more harm than good. Kids shouldn’t need to reach for a calculator to do simple arithmetic, and the fact that they do if they’re available encourages lazy and disengaged thinking, rather than free them up to do more with their minds.

I’m pretty sure I could get on board Wolfram’s project if it kicked into gear in 7th or 8th grade.  I’ve helped 11th graders to “learn” how to do polynomial long division of some nonsense with functions, and I’m left with the distinct sense that they are being asked to waste a whole lot of their time for no reason at all. If I, as a mathematician, don’t care, why should they? There are certain things that I appreciate students knowing (and long division and the quadratic formula are in this category), but are they so important?

I’m reminded of a moment when a student of mine was trying to find the diagonal of a regular 7-gon. This involved deriving a cubic polynomial. To solve it, all he had to do was plug it into the cubic formula:

Now tell me, what kind of human being would ever choose to work that out by hand when we could just enter it into Wolfram Alpha and get the answer instantly? And more, by getting the answer instantly, you keep your eyes on what you actually want to know–what’s motivating you–rather than waste your time with a pointless calculation. What would mathematicians in the old days do? We know the answer: hire a human computer. (The deeper observation is that the cubic formula, horrible as it may be, was actually a breakthrough tool to allow cubic equations to be solved without much more agonizingly difficult work. It was cutting edge tech in the 16th century.)

What I’d like to see, I guess, is a K-6 curriculum with no computers or calculators whatsoever, followed by a middle and high school (and college) program that looks a lot like what Wolfram is proposing.

Can we get the implementation right, is the question. As soon as you introduce computers and video into the class, there are so many ways for teachers and students to get lazy. You need to be motivated, and disciplined.

A parting thought. When I first taught differential equations, it was to an audience of engineers and scientists who needed the tools, but didn’t necessarily need to know how it worked. I wrote down on the board almost exactly what Wolfram noted in his talk:

The goal of differential equations is to predict the future. Here’s how it works:

Step 1: Translate your situation into a differential equation
Step 2: Solve the differential equation
Step 3: Translate the solution back into the real world.

I was chained to a curriculum that demanded that we spend the majority of our time on Step 2 (and I didn’t even mention posing your own questions in the context, though it was already very important to me). What I told them, again and again, was that understanding steps 1 and 3 is what would make them successful scientists, engineers, and problem solvers. Insofar as I demanded from them that they do that, I think I taught them something they could use. The rest was academic.

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Pythagorean Theorem Part 1 (Video)

I finally tried my hand at a video explanation of a mathematical idea I like. This is part 1 in a short series on the Pythagorean Theorem. It starts where I’ve always felt the story should start: with the question of how to double the square.

What do you think? I’d love feedback, since I’m planning more. What works, what doesn’t?

Here’s the link if you prefer watching directly on youtube: http://www.youtube.com/watch?v=IG6aT3kFZf0.

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Julia Robinson Festival for 4th-12th Graders, March 18

Seattle’s first Julia Robinson Mathematics Festival is coming up, and you are invited!

What fraction of the regular star is shaded?

  • What: The Julia Robinson Math Festival, a noncompetitive event featuring an abundance of inspiring mathematical challenges and puzzles that require creativity and persistence to solve.
  • Who: 4th-12th graders who are interested in math, games, and puzzles; students who prefer thecollaborative, noncompetitive aspects of math, or contest-goers looking to see what else math is about; parents and teachers are also welcome.
  • When: 9:00am – noon, Sunday, March 18, 2012
  • Where: The Evergreen School, 15201 Meridian Avenue North, Shoreline, WA
  • Cost: $10, with reduced and free admission available.

There are a limited number of spots. Register now.

At the festival, students will have an entire morning to explore a number of fascinating problems in mathematics with the help and encouragement of our volunteers. There will be tables, staffed by one or two volunteers, set up to introduce the students to a mathematical problem or puzzle that requires creativity and exploration to solve. The activities are designed to engage students for about 20-30 minutes.  These activities will range from levels that older elementary students will enjoy, to levels that will challenge the brightest high school students.

The Julia Robinson Festival is challenging but noncompetitive, highlighting rich mathematical problems curated by adults who love math. It’s a perfect place for students who love math, games, or puzzles; for contest-goers looking to see what else math is about; or students who prefer the collaborative, noncompetitive aspects of math to contests.

Reserve your spot at the festival. Click here.

Interested in volunteering? Click here.

Know others who would be interested in joining us? Please pass the word along to them.

We’ll see you at the festival!

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Midpoints of a quadrilateral form a parallelogram

Take any quadrilateral, like this one

then mark the midpoints, and connect them up.

It sure looks like a parallelogram, doesn’t it? The amazing fact here is that no matter what quadrilateral you start with, you always get a parallelogram when you connect the midpoints.

This is the kind of result that seems both random and astonishing. You have to draw a few quadrilaterals just to convince yourself that it even seems to hold. How do you go about proving it in general?

Some students asked me why this was true the other day. I had totally forgotten how to approach the problem, so I got the chance to play around with it fresh. I had two ideas of how to start. The first was to draw another line in the drawing and see if that helped.

Doesn’t it look like the blue line is parallel to the red lines above and below it? If that were true, that would give us a powerful way forward. It also presages my second idea: try connecting the midpoints of a triangle rather than a quadrilateral.

Here’s what it looks like for an arbitrary triangle.

It sure looks like connecting those midpoints creates four congruent triangles, doesn’t it? In fact, that’s not too hard to prove. Once we know that, we can see that any pair of touching triangles forms a parallelogram. That means that we have the two blue lines below are parallel.

Lemma. The blue lines are parallel.

Theorem. The red shape above is a parallelogram.

Proof.

It’s the same as the triangle picture from above! Can you see it? Let’s erase the bottom half of the picture, and make the lines that are parallel the same color:

skitched-194

See that the blue lines are parallel? The top line connects the midpoints of a triangle, so we can apply our lemma!

But the same holds true for the bottom line and the middle line as well! So all the blue lines below must be parallel.

skitched-193

The same holds true for the red lines, by the same argument.

skitched-193

So it’s a parallelogram!

I found this quite a pretty line of argument: drawing in the lines from opposite corners turns the unfathomable into the (hopefully) obvious. That resolution from confusion to clarity is, for me, one of the greatest joys of doing math.

The next question is whether we can break the result by pushing back on the initial setup. Does our result hold, for example, when the quadrilateral isn’t convex?

Looks like it will still hold. I’ll leave that one to you.

 

Addendum: Proof that the blue lines are parallel.

For those who are interested, I’ll try to prove this in slightly more detail.

Lemma. Take a triangle, draw in the midpoint P as show above, and draw in a line segment from P parallel to the base of the triangle. The point Q, where the line segment meets the triangle, is also the midpoint of its side.

Proof. I’ll leave the details to you, but briefly, parallel lines produce like angles when they intersect the same line, so we can get that the top triangle is similar to the entire triangle, because their angles are the same size.

But the left side of the top triangle is half of the corresponding side of the entire triangle. That means the same must be true of the right side. In other words, we know that Q must be the midpoint of its side. Done!

What we’ve just proven is that the line you get by connecting the midpoints is the same as the line you get when you draw a parallel through one of the midpoints. Armed with this observation, we’re ready to prove our main result (which we did above).

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Beautiful Mathematics

“Beauty is the first test: there is no permanent place in the world for ugly mathematics.” – G. H. Hardy

I’ve been reading Proofs from THE BOOK  by Aigner and Ziegler, a paean to beautiful mathematics. The Book refers to a conceit of the mathematician Paul Erdős. From wikipedia:

[Erdős] spoke of “The Book”, an imaginary book in which God had written down the best and most elegant proofs for mathematical theorems. Lecturing in 1985 he said, “You don’t have to believe in God, but you should believe in The Book.”

Proofs from THE BOOK is a collection to these “book proofs,” some of the most elegant arguments in mathematics. One thing I like about this book is that it samples multiple, very diverse ideas to prove the same, often classic, result. For example, the book opens with six different proofs that there are infinitely many prime numbers. A number of these are classics, or variations on a classic: assume that there are only finitely many, and then find a contradiction by constructing a new prime, or showing one must exist. But some of the constructions are incredibly novel.

Now here’s the thing: this is a book that is decidedly not for the layperson. To read it, you need to be extremely comfortable with calculus and limits, infinite sums, and some serious subtleties, both conceptual and notational. But if you are, the surprises keep coming. The results on primes are nothing short of astonishing (especially to me, as a non-number theorist who’s always loved the subject).

For example, there are these incredible inequalities throughout the book. Bertrand’s Postulate states that there is always a prime number between any number n and its double 2n. I’ve always thought that this was a great result. But the proof is magical: a series of inequalities that leads to a contradiction that a quantity ends up growing larger than it should, unless there’s a prime between n and 2n. On the way, there’s this elegant proof of the remarkable fact that the product of all primes less than a number x is less than or equal to 4^{x-1}. The proof is too involved to get into here, but consider the depth of that statement: on one side, you’re going up number by number, multiplying primes when you come to them, ignoring nonprimes; on the other side, you’re putting in a factor of 4 for each number. No matter how large the primes get, the product of fours is always bigger.

These are the kind of details that at once make math rich and, sadly, inaccessible. For me, I read the book blown away, exclaiming aloud when a new idea is dropped into the mix, all the time with that sense of “how did anyone think of this?” I suppose that’s what happens whenever you’re looking at great art. How did Stravinsky compose The Rite of Spring? How did Picasso make Guernica? It takes a huge amount of work to get a sense of how they thought of it (though there’s always a path). It’s inspiring, and also leads to the despair that comes from idealism. There’s a prime between n and 2n! Wow! And no one knows if there’s always a prime between n^2 and (n+1)^2? I’ll solve that! And then, of course, you realize just how hard these unsolved problems are. It’s easy to go from surveying the best work to deciding that you don’t have what it takes. Still, these works of art are worth seeing.

There’s another way to appreciate the wonder of it all, and that’s with the results that connect things that seem like they shouldn’t even be remotely connected. Consider Stirling’s Approximation. We could ask, how different are N! and N^N? If you need to adjust one of them, what is the adjustment? The answer: the adjustment factor is roughly \sqrt{2\pi N}/e^N. What in the world is \sqrt{2}, e, and \sqrt{\pi} doing there?! It seems like magic that these terms are all connected. If you look at the proof, it makes more sense. Nevertheless, there’s a way that I continue to carry a sense of wonder that all these pieces fit together, again and again, unexpectedly and inevitably.

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The Dr Square Puzzle Part III

(Click here for Part I or Part II)

Recall the puzzle:

Step 1: Choose a starting number.

Step 2: Square the number.

Step 3: Sum up the digits of that number.

Step 4: Repeat steps 2 and 3 until you understand what’s going on.

and recall that we had three discovered loops, which we called the 1 loop, the 9 loop, and the 13-16 loop. The question was: are these the only loops?

Today, the solution to the puzzle.

First thing: what we don’t want to do here is check every number; that would take, literally, till the end of time. So our first priority in this case is to limit the amount of work we need to do. There’s a nice way to do this, it turns out, and it hinges on noticing that for most large numbers, taking a digit sum reduces the size of a number much faster than squaring a number increases its size.

A thought experiment: if you have a 50 digit number, what’s the largest it could be after you square it and then take it’s digit sum? In the worst case, all fifty digits would be 9s, which means it’s one less than a one followed by fifty zeroes (or 10^50). Squaring that latter number is easy: it’s just a one followed by 100 zeroes (10^100). So our number must be less than that, which means it has at most 100 digits (and in general, squaring a number roughly doubles the number of digits it contains).

Now let’s take the digit sum.  The greatest digit sum a hundred digit number could have is 9+9+…+9 one hundred times, or 900. Meaning if we start with a 50 digit number, we’ll be down to a three digit number in no time. From three digit number, we square to six digit number, and then take the digit sum to at most 54. If you follow this logic, you can see that no matter how large a number you start with, you’ll end up below 60 (or below 30 or so, if you want to continue) at some point, so all you need to do is check the first 60 (or 30 or so) numbers and see if they end up in one of those loops. I’ll leave the details to you, but I’ve checked, and there are indeed only three loops that numbers less than 60 end up in, so hence only three possible loops.

That’s a pretty nice argument*, I think. There’s more to this problem, though, like, is there any quick way to tell which loop a number ends up in? The answer is yes: it turns out that if you just take the digit sum over and over and forget squaring, it won’t affect which loop you end up in. In other words, 7561 ends up in the same loop as its digit sum, 19, which ends up in the same digit sum as its digit sum, 10, which ends up in the same loop as its digit sum 1. In other words, 7561 ends up in the 1 loop.

Here’s why: digit sums have a very nifty quality: they tell you when a number is divisible by 9 (remember the divisibility rule?). For example, 5904 has a digit sum of 18, which is divisible by 9… therefore 5904 is divisible by 9. Nifty, right? (Now any curious seeker of mathematical patterns will immediately want to know how this could possibly be true. I’m not going to answer that question here, but think about it. You can also check this out.)

In fact, digit sums are even better: they don’t change the remainder of a number divided by 9. For example, 5904 had remainder 0; so did its digit sum. 496 has the same remainder as its digit sum, which is 19, which has remainder 1 when divided by 9.

Now talking about remainders when you divide by 9 is so annoying to type that I’d like to shorten it. Let’s call a numbers remainder when divided by 9 that number “mod 9.” So 19 = 1 (mod 9). Also, 496 = 1 (mod 9). (I’d like to say 496 = 19 (mod 9) as well, since that’s how I like equals signs to work… but I suppose that my definition doesn’t quite allow it. Or does it? Is there a better definition I could have used?)

In any case, let’s look at this puzzle in mod 9. This is kind of like looking at the shadow of the numbers as they travel through the dr square puzzle. They sometimes lurch up or down, but they might seem to stay the same to us if we only care about their mod 9 shadow. Let’s see what happens.

41 –> 1681 –> 16 –> 256 –> 13 –> 169 –> 16 –> (13-16 loop)

(and in the shadow version mod 9, where 41 = 5)

5 –> 7 –> 7 –> 4 –> 4 –> 7 –> 7 –> …

Now this is interesting. First of all, it’s much simpler–which makes sense, since we’ve cut out a lot of information. Second of all, we seem to get repeated numbers. But that makes perfect sense. We already knew that taking the digit sum doesn’t change a number’s mod 9 shadow, so we’ll have to get repetition. This means that the only chance to change the mod 9 shadow comes when we square the number. What are the options when we square the numbers mod 9? Well, there’s not much work to do to find the loops. Of course, we have to remember to cross out the numbers above 9 and replace them with the mod 9 shadows.

0 –> 0 –> etc.

1 –> 1 –> etc.

2–> 4 –> 16  7 –> 49  4 –> 7 –> 4 –> etc.

3 –> 9 0 –> 0 –> etc.

4 –> 7 –> 4 –> 7–> etc. (we saw this loop already, up two lines)

5 –> 25 7 –> 4 –> etc.

6 –> 36 0 –> 0 –> etc.

7 –> 4 –> etc.

8 –> 64 1 –> 1 –> 1

Notice that we have only three loops in the mod 9 world. We might call them the 0 loop, the 1 loop, and the 4 – 7 loop. Might these correspond to the loops we saw before? In fact, they do: we even called them the same thing, except the 4-7 loop, which we called the 13-16 loop (notice the digit sum of 13 is 4, and the digit sum of 16 is 7). Since we know from our earlier argument that there are only three loops, we can tell from here which loop we end up in just by taking the digit sum. In other words, 187 has digit sum 16, which has digit sum 7, which means it has to end up in a loop that includes 7 (mod 9), and the only option is the 13-16 loop. So we shouldn’t be surprised to see that happens when we check it out:

187 –> 34969 –> 31 –> 961 –> 16 –> 256 –> 13 –> …

So that’s it!

Here’s a followup puzzle, which I call the DR Square Plus One.

Step 1: Choose a starting number.

Step 2: Square the number, and then add 1.

Step 3: Sum up the digits of that number.

Step 4: Repeat steps 2 and 3 until you understand what’s going on.

Can you find all the loops? Can you predict which loop a number might end up in?

I think the DR Square Plus One is an even neater puzzle than the previous. The solution is even a bit tidier than it’s predecessor.

Enjoy!

 

*For those who are interested, here’s the higher power mathematical method to show that you don’t need to test numbers higher than 30 (in fact, 26) to find the loops in the DR Square problem. Let x be your starting number. Your next two steps will take you to x^2, and then to something less than 9log(x^2) = 9(2log x) = 18 log(x). (Here log is log base 10.) We can see that 18 log(x) > x will be true only if x is sufficiently small, and playing around with this will give us a bound. For example, x = 100, gives 18log(x) = 36, which means we can assume that x must be less than 36. Iterating or graphing gives us the final result that we only need to check up to x < 26.

x = 18log(x) - Wolfram|Alpha

 

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Math Pickle

There are a lot of great websites on math education, but some really stand out. I’m happy to report a new one which promises to be an incredible resource: mathpickle.com. In particular, Dr. Gord–who runs the site–has produced some beautiful activities for math classrooms that feature solvable forays into unsolved problems. The emphasis on elegant graphical design and solid mathematics makes everything here a pleasure. This site will now have a place on our blogroll.

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