Saw Matt Parker’s latest video via an Evelyn Lamb tweet yesterday:

Here’s the video:

Watching the video last night I thought that there’d be a lots of different ways to use this one with kids. I chose to use it as a way to talk about fractions and scaling. Kids, I think, will be surprised by the result involving $\latex \pi$ but diving into that part is probably too much for kids. They can appreciate the result, though, and the discussion of fractions and scaling leads right up to the Wallis formula.

I started by asking the kids what they thought about Parker’s video. We talked about their thoughts as well as a few other fractal shapes that the knew:

Next we talked about Sierpinski’s carpet and walked through the calculations for the area. The boys saw the area essentially as a subtraction problem, so I spent a lot of time trying to help them understand how to see it as a multiplication problem:

I think that the boys still didn’t really see the area change from one step to the next as a product, so we spent a little more time talking about that idea in the modified Sierpinski’s carpet that Parker talks about in the video. The way the area changes from step to step is a great fraction problem for kids.

I’m sorry that we got a little bogged down in the calculations here, but I really wanted to be sure that the kids saw the relationship between the subtraction and multiplication approaches to calculating the area.

Finally, we looked at the complete calculation for the area of this modified Sierpinski carpet. The boys noticed a pattern in the products, which was cool, and we were able to transform our product into the famous Wallis product.

So, a fun project for kids. Parker’s video is great and serves as a great motivation for diving into the calculations. The calculations themselves are a great exercise in fractions for kids.

I’d like to try to work through the 3d version, too, so maybe we’ll do that tomorrow. My back of the envelope calculation tells me that the 4d version doesn’t have the same property of having the “volume” of the 4-d sphere (which is , though I may not have done the calculations correctly the first time around and will revisit them later this weekend, too.

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