Pam Smith went to Pinon Accelerated Middle School and Tsehootsooi Middle School on November 2.
She led the following activities:
- 4 4s, i.e. make as many different numbers as possible by inserting operations in a list of 4 4s.<\li>
- The date game, i.e., make as many true equations as possible with symbols and today’s date
- Tile Trials: the puzzle consists of several (6 or so) mathematical statements (equations or inequalities) so that there are 10 blank squares. Students must place tiles with 0 – 9 into the blank spots so that each statement is true. Can adapt for younger students by just using tiles 1 – 4 for 4 blank spots, etc.
- Puzzling Pathways:
- Give students a grid (say 4 by 4), with a dot in one of the cells. Challenge students to create a path that starts in the cell with a dot and travels through the grid, getting to every other cell, without duplication or crossing the path.
- Spirolaterals: Start with any periodic sequence, e.g. 5n mod 9. Now draw segments of lengths given by the sequence numbers separated by right turns (90 degrees is a good first choice.) Repeat, color. This is from
- Futoshiki from KrazyDad
- Martinetti Dice:
This game is for 2 players. Each player uses a token. Different colors should be used. Start with the tokens off of the board.
The youngest player shall go first.
The players take turns. The goal is to move one’s token one square at a time. To advance to the next square, the player uses the numbers on the dice to create the number in the next square. The first to reach 24 wins the contest.
On each turn, the player rolls the three dice. The player may use one die, two dice or three dice to advance to the next square. Any of the 4 basic operations can be used. When combining dice with operations, the number on a die cannot be repeated. A player can advance more than one square on a turn. If the player is unable to advance, it is the other player’s turn.
Player A rolls 2, 4, and 6. Since 6 divided by (4 + 2) is 1, the player advances to square 1. Since 6 – 4 = 2, the player advances to square 2. Since 6 divided by 2 is 3, the player advances to 3. The player uses the die with 4 to advance to square 4. Since (6 + 4)/2 = 5, the player advances to square 5. Then the player uses the die with 6 to advance to square 6. Since 4 + 6/2 = 7, the player advances to square 7. Since 6 + 2 = 8, the player goes to square 8. Since there is no way to make a 9, player A’s turn is finally over.
Player B rolls 1, 2, 5. The player advances to square 1 and then to square 2, because of the dice with the 1 and the 2. Then since 5 – 2 = 3, the player goes to square 3. Since 5 – 1 = 4, the player goes to square 4. The player uses the 5 to advance to square 5. Because 5 + 1 = 6, the player goes to square 6. 5 + 2 = 7, so the player goes to square 7. 5 + 2 + 1 = 8, so the player goes on to square 8. Since 5 * 2 – 1 = 9, the player goes to square 9. Then on to square 10, since 5 * 2 = 10. Then on to square 11, since 5 * 2 + 1 = 11. (5 + 1) * 2 = 12, so the player goes on to square 12. This turn is now over, since 13 cannot be made.
Player A rolls 3, 3, 5. Since 3 * 3 = 9, the player advances to square 9. Since 10 cannot be made, the turn ends.
Player B rolls 1, 4, 6. Since 13 cannot be made, this turn is over.
Players continue until someone reaches 24.
Matthias Kawski went to
Many Farms HS on November 15. He was at DEAP on November 16.