Number gossip - try this with your kids : http://www.numbergossip.com/
Sunday, August 23, 2009
Non-standard problems
Going over non-standard math problems ( math riddles) books, I notice that they do repeat from book to book. Some of the problems are really ancient, they come to us from the indian and arabic tales, old monastery textbooks, etc. This makes me think that
1. they are non-trivial in any educational system
2. they tell us something about our brain
3. it is not trivial to come up with this type of problems.
So, my question is
1. what makes these problems non-trivial?
2. where are the people who know how to generate these problems?
3. how could I learn to generate these problems?
You inputs are welcome!
Best regards,
Julia
Saturday, July 4, 2009
with straight lines
There are different problems that involve cutting. This one is a good one for young kids: how many pieces you could get while cutting a pie with 3 straight cuts? ( try to find all the solutions)
My kids were happy to explore this, even my 4 year old.
Monday, June 29, 2009
Math and science links for kids
Here are some links I find useful:
Math Kangaroo Olympiad
AIMS Educational Foundation
National Associations of Math Circles
Puzzles.com
The Logic Zone
National Library of Virtual Manipulatives
Los Alamos Mega Mathematics Project
Brainboosters
Young Inventors' Competitions
TryEngineering.org Games
Rockville Consortium for Science
Kids Science Challenge
Discovery Education
Math Kangaroo Olympiad
AIMS Educational Foundation
National Associations of Math Circles
Puzzles.com
The Logic Zone
National Library of Virtual Manipulatives
Los Alamos Mega Mathematics Project
Brainboosters
Young Inventors' Competitions
TryEngineering.org Games
Rockville Consortium for Science
Kids Science Challenge
Discovery Education
Digits, loved and hated
Yesterday my 7 year old daughter told me that there are digits she loves, and digits she hates. There are also digits that are so-so.
So, we assigned each digit a score ( -1,0 or 1) and tried to analyse long numbers with those scores.
For example, she says that she loves 5, hates 7 and is OK with 4.
Will she love 5547? ( yes, t0tal score is 1+1+0-1=1)
Will she love 7745474?
And so on.
We had a lot of fun.
You could also make it more complicated introducing scores in between, etc, graphing it and so on.
So, we assigned each digit a score ( -1,0 or 1) and tried to analyse long numbers with those scores.
For example, she says that she loves 5, hates 7 and is OK with 4.
Will she love 5547? ( yes, t0tal score is 1+1+0-1=1)
Will she love 7745474?
And so on.
We had a lot of fun.
You could also make it more complicated introducing scores in between, etc, graphing it and so on.
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