12/8/2023 0 Comments Terence tao colbert![]() (The version of the game is explained in the project linked below.) The kids Zager was working with were asking lots of different questions about the game, and one set of questions was sort of surprising – does it matter what pieces you use to play the game? Last November I had an interesting twitter conversation with Tracy Johnston Zager that came up when she was talking about a simple version of the game of Nim with elementary school kids. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.ĭescribe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.įor 1st Graders – A simple version of the Game of Nim: They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. ![]() (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. The relevant pieces of the Common Core math standards for kindegarden are: So, I think coloring is a great way to get young kids talking about shapes and patterns. Using a Richard Green Google Plus Post to talk about Geometry with my sonįinally, the amazing book Patterns of the Universe was written by mathematicians Alex Bellos and Edmund Harriss! Then, a Google Plus post from mathematician Richard Green got me thinking more about how you could use advanced mathematical ideas to get kids talking about shapes: If you like great math for kids, check out Math Munch I used Wang’s coloring sheets with my kids here: They published some coloring sheets made by math artist Dearing Wang. I first saw the idea of mathematical coloring sheets from the online math magazine Math Munch. All of the information about the Common Core math standards comes from this page: The Common Core Math Standardsįor Kindergarten – mathematical coloring sheets: Finally, with a hat tip to Lior Patcher, I point out how the ideas fit into the Common Core math standards for grades K – 8. These ideas don’t require anything too fancy or $1,000 math clubs or anything like that – just an internet connection and some pencil and paper. Hearing that story sort of tipped me over the edge and made me want to write about sharing fun math ideas with kids. That sum was the subject of an interesting (and quite controversial!) video from Numberphile. = -1/12 was one of the ideas that caught Hardy’s attention when Ramanujan first wrote to Hardy. Second, Cathy O’Neil’s piece How do we make math enrichment less elitist which discusses Peg Tyre’s article in the Atlantic The Math Revolution made me think even more about how to share math with kids – all kids.įinally, just yesterday at the gym I was re-listening to Marcus de Sautoy’s wonderful series podcasts: “A Brief History of Mathematics.” One part of the section on Hardy and Ramanugan basically stopped me in my tracks – de Sautoy claims that Ramanujan’s discussion of the sum 1 + 2 + 3 +. The 2nd and 3rd graders excitement over Larry Guth’s “no rectangles” problem (to be described in more detail below) was incredible. It was amazing to see how excited and enthusiastic everyone was about topics from pure math. First, I ran five “Family Math” nights for the kids and parents at my younger son’s elementary school. In the last several weeks a few other experiences have had me thinking more about sharing math with kids. The line about 50 seconds in to the video, in particular, really resonated with me – “How do we make people realize that mathematics is this incredible archipelago of knowledge?”
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