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	<title>Comments for math for love</title>
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	<link>http://mathforlove.com</link>
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	<lastBuildDate>Tue, 14 Feb 2012 08:52:38 +0000</lastBuildDate>
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		<title>Comment on Math Pickle by Gordon Hamilton</title>
		<link>http://mathforlove.com/2012/01/math-pickle/#comment-7607</link>
		<dc:creator>Gordon Hamilton</dc:creator>
		<pubDate>Tue, 14 Feb 2012 08:52:38 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566553#comment-7607</guid>
		<description>Thanks for the publicity - I&#039;m glad to be part of your blog ;-)</description>
		<content:encoded><![CDATA[<p>Thanks for the publicity &#8211; I&#8217;m glad to be part of your blog <img src='http://mathforlove.com/wp-includes/images/smilies/icon_wink.gif' alt=';-)' class='wp-smiley' /> </p>
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		<title>Comment on The Dr Square Puzzle by kb</title>
		<link>http://mathforlove.com/2011/11/the-dr-square-puzzle/#comment-7539</link>
		<dc:creator>kb</dc:creator>
		<pubDate>Sat, 11 Feb 2012 21:08:55 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566469#comment-7539</guid>
		<description>This is similar to happy and sad numbers
see http://nrich.maths.org/513</description>
		<content:encoded><![CDATA[<p>This is similar to happy and sad numbers<br />
see <a href="http://nrich.maths.org/513" rel="nofollow">http://nrich.maths.org/513</a></p>
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		<title>Comment on Midpoints of a quadrilateral form a parallelogram by Fawn Nguyen</title>
		<link>http://mathforlove.com/2012/02/midpoints-of-a-quadrilateral-form-a-parallelogram/#comment-7431</link>
		<dc:creator>Fawn Nguyen</dc:creator>
		<pubDate>Wed, 08 Feb 2012 16:04:58 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566660#comment-7431</guid>
		<description>What Peter said :-).  My geometry kids &quot;discover&quot; this on Geometer&#039;s Sketchpad, but they are done exploring too quickly.  So what Peter said is so important, that we can expose kids to a lot of rich problems at an early age, without expecting the &quot;formal&quot; conjectures.  Thanks for the great post, Dan.</description>
		<content:encoded><![CDATA[<p>What Peter said <img src='http://mathforlove.com/wp-includes/images/smilies/icon_smile.gif' alt=':-)' class='wp-smiley' /> .  My geometry kids &#8220;discover&#8221; this on Geometer&#8217;s Sketchpad, but they are done exploring too quickly.  So what Peter said is so important, that we can expose kids to a lot of rich problems at an early age, without expecting the &#8220;formal&#8221; conjectures.  Thanks for the great post, Dan.</p>
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		<title>Comment on Julia Robinson Festival for 4th-12th Graders, March 18 by Fawn Nguyen</title>
		<link>http://mathforlove.com/2012/02/julia-robinson-festival-for-4th-12th-graders-march-18/#comment-7430</link>
		<dc:creator>Fawn Nguyen</dc:creator>
		<pubDate>Wed, 08 Feb 2012 16:00:50 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566704#comment-7430</guid>
		<description>One of the best math festivals out there.  Very worthwhile, I went the last two years here at UCLA, definitely will go again [with my students and/or my daughter].  Glad to see it coming to the Pacific Northwest, my home.</description>
		<content:encoded><![CDATA[<p>One of the best math festivals out there.  Very worthwhile, I went the last two years here at UCLA, definitely will go again [with my students and/or my daughter].  Glad to see it coming to the Pacific Northwest, my home.</p>
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		<title>Comment on Midpoints of a quadrilateral form a parallelogram by Peter Price</title>
		<link>http://mathforlove.com/2012/02/midpoints-of-a-quadrilateral-form-a-parallelogram/#comment-7395</link>
		<dc:creator>Peter Price</dc:creator>
		<pubDate>Mon, 06 Feb 2012 04:58:48 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566660#comment-7395</guid>
		<description>Well explained, Dan.
This really looks like a fairly advanced concept, including as it does formal geometry and proofs. My focus is in elementary-middle years, where we want students to explore and discover without having to get to the really formal side of math. Your post does that really nicely: You can intuitively feel that the new shape is a parallelogram, and go a step further to thinking logically about it, without going the whole hog and proving it. This is &lt;i&gt;such&lt;/i&gt; a good discussion and investigation starter.</description>
		<content:encoded><![CDATA[<p>Well explained, Dan.<br />
This really looks like a fairly advanced concept, including as it does formal geometry and proofs. My focus is in elementary-middle years, where we want students to explore and discover without having to get to the really formal side of math. Your post does that really nicely: You can intuitively feel that the new shape is a parallelogram, and go a step further to thinking logically about it, without going the whole hog and proving it. This is <i>such</i> a good discussion and investigation starter.</p>
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		<title>Comment on The Dr Square Puzzle Part III by Dan</title>
		<link>http://mathforlove.com/2012/01/the-dr-square-puzzle-part-iii/#comment-7238</link>
		<dc:creator>Dan</dc:creator>
		<pubDate>Thu, 26 Jan 2012 07:26:51 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566496#comment-7238</guid>
		<description>Hi Nick,

It sounds like you&#039;re answering a much more sophisticated question than I meant to ask. I had discovered the final loop (which goes 5-&gt;26-&gt;8-&gt;65-&gt;122-&gt;5) and proved that no matter where you start you have to end up in that loop. It sounds like you&#039;re asking the additional questions of which number (of 5, 8, and 11) you hit first, and how long it takes to arrive. I haven&#039;t given any thought to that, though it strikes me as a subtle and potentially interesting question.

It may be simply a matter of timing. If you look at the loop mod 9, you see that you always end up in the 5-&gt;8-&gt;2 (or 11) loop. It may be that if you just have to pick number that are larger to end up further along in that loop. In other words, higher tier may change your conjectures (maybe 8 is a common root at certain tiers).

For example, look at what happens when you square the following numbers and then add 1, and reduce mod 9

1-&gt;2-&gt;5-&gt;8-&gt;2
2-&gt;5
3-&gt;1-&gt;2
4-&gt;8
5-&gt;8
6-&gt;1-&gt;2
7-&gt;5
8-&gt;2
0-&gt;1-&gt;2

If you end quickly (i.e., if you&#039;re starting with a small number), then it seems like you&#039;ll often hit an 11 (i.e., 2) or a 5 first. On the other hand, if you start a little larger, you might give yourself time to loop around a little more. I&#039;m pretty sure your multiple-of-three observation won&#039;t hold for larger numbers. Both 87 and 93 hit 11 before 5 or 8.

Short answer: I don&#039;t have any good way off the top of my head to predict root or tier either. My guess is that you can approximate tier decently by the size of a number, but that it&#039;s a hard problem to get a precise formula for it.</description>
		<content:encoded><![CDATA[<p>Hi Nick,</p>
<p>It sounds like you&#8217;re answering a much more sophisticated question than I meant to ask. I had discovered the final loop (which goes 5->26->8->65->122->5) and proved that no matter where you start you have to end up in that loop. It sounds like you&#8217;re asking the additional questions of which number (of 5, 8, and 11) you hit first, and how long it takes to arrive. I haven&#8217;t given any thought to that, though it strikes me as a subtle and potentially interesting question.</p>
<p>It may be simply a matter of timing. If you look at the loop mod 9, you see that you always end up in the 5->8->2 (or 11) loop. It may be that if you just have to pick number that are larger to end up further along in that loop. In other words, higher tier may change your conjectures (maybe 8 is a common root at certain tiers).</p>
<p>For example, look at what happens when you square the following numbers and then add 1, and reduce mod 9</p>
<p>1->2->5->8->2<br />
2->5<br />
3->1->2<br />
4->8<br />
5->8<br />
6->1->2<br />
7->5<br />
8->2<br />
0->1->2</p>
<p>If you end quickly (i.e., if you&#8217;re starting with a small number), then it seems like you&#8217;ll often hit an 11 (i.e., 2) or a 5 first. On the other hand, if you start a little larger, you might give yourself time to loop around a little more. I&#8217;m pretty sure your multiple-of-three observation won&#8217;t hold for larger numbers. Both 87 and 93 hit 11 before 5 or 8.</p>
<p>Short answer: I don&#8217;t have any good way off the top of my head to predict root or tier either. My guess is that you can approximate tier decently by the size of a number, but that it&#8217;s a hard problem to get a precise formula for it.</p>
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		<title>Comment on The Dr Square Puzzle Part III by Nick</title>
		<link>http://mathforlove.com/2012/01/the-dr-square-puzzle-part-iii/#comment-7235</link>
		<dc:creator>Nick</dc:creator>
		<pubDate>Thu, 26 Jan 2012 06:45:08 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566496#comment-7235</guid>
		<description>Dan-
I&#039;ve been working on the Dr. Square +1 problem like mad. At first, I thought that I would see the elegant pattern emerge after trying a few.  Now I&#039;m up to two spreadsheets and a sprawling table with arrows flowing.  I know that there&#039;s a final loop of 5, 8 and 11. I know that some numbers go to each of these &quot;roots&quot;. 8 seems to be the rare root, while multiples of three seem to go to 5.  In addition to the root, some numbers take more steps to get down to the root. Because of how I arranged the numbers, I call this &quot;tier&quot;.  Given an integer, I can&#039;t predict either root or tier.  I look forward to more posts.</description>
		<content:encoded><![CDATA[<p>Dan-<br />
I&#8217;ve been working on the Dr. Square +1 problem like mad. At first, I thought that I would see the elegant pattern emerge after trying a few.  Now I&#8217;m up to two spreadsheets and a sprawling table with arrows flowing.  I know that there&#8217;s a final loop of 5, 8 and 11. I know that some numbers go to each of these &#8220;roots&#8221;. 8 seems to be the rare root, while multiples of three seem to go to 5.  In addition to the root, some numbers take more steps to get down to the root. Because of how I arranged the numbers, I call this &#8220;tier&#8221;.  Given an integer, I can&#8217;t predict either root or tier.  I look forward to more posts.</p>
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		<title>Comment on Perfect Number Comedy by Fawn Nguyen</title>
		<link>http://mathforlove.com/2012/01/1009566548/#comment-7059</link>
		<dc:creator>Fawn Nguyen</dc:creator>
		<pubDate>Wed, 11 Jan 2012 05:18:04 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566548#comment-7059</guid>
		<description>Really enjoy your blog, Dan, and have included it in my blogroll and RSS feed.  Thank you!!  Too bad for the language, otherwise I&#039;d love to share this clip with my students because I DO talk to them about perfect and friendly numbers!</description>
		<content:encoded><![CDATA[<p>Really enjoy your blog, Dan, and have included it in my blogroll and RSS feed.  Thank you!!  Too bad for the language, otherwise I&#8217;d love to share this clip with my students because I DO talk to them about perfect and friendly numbers!</p>
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		<title>Comment on Review: A History of Pi, by Petr Beckmann by King Red</title>
		<link>http://mathforlove.com/2010/12/review-a-history-of-pi-by-petr-beckmann/#comment-6866</link>
		<dc:creator>King Red</dc:creator>
		<pubDate>Wed, 28 Dec 2011 02:30:48 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009565969#comment-6866</guid>
		<description>the book is ill, i did a hw report on it and its my favorite book now, u must read it</description>
		<content:encoded><![CDATA[<p>the book is ill, i did a hw report on it and its my favorite book now, u must read it</p>
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		<title>Comment on The Dr Square Puzzle by Weekly Picks &#171; Mathblogging.org &#8212; the Blog</title>
		<link>http://mathforlove.com/2011/11/the-dr-square-puzzle/#comment-6067</link>
		<dc:creator>Weekly Picks &#171; Mathblogging.org &#8212; the Blog</dc:creator>
		<pubDate>Wed, 16 Nov 2011 22:55:53 +0000</pubDate>
		<guid isPermaLink="false">http://mathforlove.com/?p=1009566469#comment-6067</guid>
		<description>[...] the educator-blogs, Angrymath wants to reasonably discuss 1=0.999&#8230; in the classroom, and Math 4 Love proposes a nice puzzle that is similar to the Collatz Conjecture (but easier), with a [...]</description>
		<content:encoded><![CDATA[<p>[...] the educator-blogs, Angrymath wants to reasonably discuss 1=0.999&#8230; in the classroom, and Math 4 Love proposes a nice puzzle that is similar to the Collatz Conjecture (but easier), with a [...]</p>
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