It seemed as though this one could be just as fun. I started by introducing the problem and then proposing that we explore a simplified (2d) version. I was excited to hear that the boys had some interesting ideas about the complicated problem:

Next we went down to the living room to explore the easier problem. The 2d version, , is an interesting way to talk about both absolute value and lines with kids:

Next we returned to the computer to view two of Nassim Taleb’s ideas about the problem. I don’t know why the tweets aren’t embedding properly, so here are the screen shots of the two tweets we looked at in this video. They can be accessed via Alexander Bogomolny’s tweet above (which is embedding just fine . . . .)

The first tweet reminded the boys of a different (and super fun) project about hypercubes inspired by a Kelsey Houston-Edwards video that we did over the summer:

The connection between these two projects is actually pretty interesting and maybe worth an entire project all by itself.

Next we returned to the living room and made a rhombic dodecahedron out of our zometool set. Having the zometool version helped the boys see the square in the middle of the shape that they were having trouble seeing on the screen. Seeing that square still proved to be tough for my younger son, but he did eventually see it.

After we identified the middle square I had to boys show that there is also a cube hiding inside of the shape and that this cube allows you to see surprisingly easily how to calculate the volume of a rhombic dodecahedron:

Finally, we wrapped up by using some 3d printed rhombic dodecahedrons to show that they tile 3d Euclidean space (sorry that this video is out of focus):

Definitely a fun project. I love showing the boys fun connections between algebra and geometry. It is also always tremendously satisfying to find really difficult problems that can be made accessible to kids. Thanks to Alexander Bogomolny and Nassim Taleb for the inspiration for this project.