Saw a neat post from John Cook about using a fun fact about the Fibonacci numbers to prove there are an infinite number of primes:
Infinite Primes via Fibonacci numbers by John Cook
Funny enough, we’ve played with the Fibonacci idea before thanks to Dave Radcliffe:
Dave Radcliffe’s Amazing Fibonacci GCD post
That project was way too long ago for the kids to remember, so today we started by just trying to understand what the Fibonacci identity means via a few examples:
Next we looked at the idea from Cook’s post that we need to understand to use the Fibonacci identity to prove that there are an infinite number of primes. The ideas are a little subtle, but I think the are accessible to kids with some short explanation:
We got hung up on one of the subtle points in the proof (that is pointed out in the first comment on Cook’s post). The idea is that we need to find a few extra prime numbers from the Fibonacci sequence since the 2nd Fibonacci number is 1. Again, this is a fairly subtle point, but I thought it was worth trying to work through it so that the boys understood the point.
Finally, we went upstairs to the computer to explore some of the results a bit more using Mathematica. Luckily Mathematica has both a Fibonacci function and a Prime function, so the computer exploration was fairly easy.
One thing that was nice here was that my older son was pretty focused on the idea that we might see different prime numbers in the Fibonacci list than we saw in the list of the first n primes. We saw quickly that his idea was, indeed, correct.
This project made me really happy 🙂 If you are willing to take the Fibonacci GCD property for granted, Cook’s blog post is a great way to introduce kids to some of the basic ideas you need in mathematical proofs.
Yesterday Art Benjamin gave a talk at the Museum of Math. One neat tweet from from the talk was this one:
It is a pretty neat problem and I thought it would make a fun project for the boys today. I didn’t show them the tweet, though, because I wanted to start by exploring the numbers with increasing digits:
Next we tried to figure out what was going on. My older son wanted to try to study the problem in general, but then my younger son noticed a few things that at least helped us understand why the sum should be divisible by 9.
For the third video we started looking at the problem in general. The computations here tripped up the boys a bit at first, but these computations are really important not just for this problem but for getting a full understanding of arithmetic in general.
For the last part of the project we looked at two things. First was returning to a specific example to make sure that we understood how borrowing and carrying worked. Next we applied what we learned to the slightly different way of multiplying by 9 -> multiplying by 10 first and then subtracting the number.
After the project I quickly explored Dave Radcliffe’s response to MoMath’s tweet:
It took a bit of thinking for the boys to see what “works in any base” meant, but they did figure it out.
I love this Benjamin’s problem – it makes a great project for kids!
Saw a neat tweet from Dave Radcliffe a few weeks ago:
I’d played around with it a bit on Mathematica and the code was still up on my computer screen when we were playing with base 3/2 yesterday, so the kids asked about it.
Radcliffe’s proof is a bit too difficult for kids, I think, but the general idea is still fun to explore. I stumbled through a few explanations throughout this project (forgetting to say the series should be finite, and saying “denominator” rather than “numerator” at one point), but hopefully the videos are still clear.
I started by explaining the problem and looking at a few simple examples:
Next we looked at how it could be possible for a finite sum of distinct numbers of the form 1 / (an integer) could add up to 100, or 1000, or some huge number:
Now that we understood a bit about the Harmonic series, we jumped to Mathematica. I sort of half explained / half skipped over the “greedy algorithm” procedure that Radcliffe uses in his paper. I thought seeing the results would explain the procedure a bit better.
We played around with adding up to 3 and then a couple of numbers that the boys picked.
After playing around with a sum adding up to 3, we tried 4 and the boys got a big surprise. We then tried 5 and couldn’t get to then end!
After we turned off the camera we played around with the sum going up to 5 a bit more sensibly and found that there are (from memory) 102 terms and “n” in the last 1/n term has 142,548 digits!
So, a little on the complicated side, but still a fun math fact (and computer project!) for kids to explore.
During a twitter conversation earlier in the week, Dave Radcliffe presented this question:
The question is a really deep and really challenging one for kids. Truthfully it is probably a little over the head of my kids, but I thought I’d give it a try anyway. I’ll revisit this one (hopefully!) several times over the course of this school year – although the question confused my kids a little bit, I really like it.
Here’s my older son’s (started 7th grade today!) thoughts on Dave’s question:
Here’s my younger son’s thoughts – he’s in 5th grade. I took a little extra time at the beginning with him to work through some examples with numbers so that the abstract symbols wouldn’t be so confusing:
We’ve spent the last two days talking about a math activity that I saw in a Dave Radcliffe tweet:
Those two project are here:
Dave Radcliffe’s polynomial activity day 1
Dave Radcliffe’s polynomial activity day 2
My younger son had a few ideas that we didn’t get to finish, so this morning we talked through a few of them. He was exploring (using Mathematica) in mod 3. We started by looking at Radcliffe’s picture:
We wrapped up today’s project by trying to find the pattern in the row numbers that had all 1’s for coefficients. This idea was a little bit of a struggle yesterday, but today we did find the pattern:
So, a really fun computer math project for kids. It was really fun to use Dave’s pictures to motivate the project and to help the kids explore some of the patterns that they found playing around in Mathematica.
Last week I saw some really neat tweets from Dave Radcliffe. For example:
Those tweets led to a fun project yesterday:
Dave Radcliffe’s polynomial activity day 1
Today I had each of the boys explore mod 2 and mod 3. This is a harder exploration to do by hand (and made harder because I was out this morning and they worked on it alone). Still, it was interesting to hear what they had to day.
My younger son chose the more complicated activity of looking at the powers mod 3. Here’s what he found:
We then went to the computer to check if any of the patterns he thought were there would continue. He had some ideas but unluckily none of them worked. We’ll play more later to see if we can crack the code on the patterns:
Next I talked to my older son. He looked at powers of the polynomial mod 2.
Here’s what he noticed:
He didn’t have any conjectures, so I showed him the picture that Dave Radcliffe tweeted and that led to him seeing some additional patterns in what he’d written down on the sheet of paper:
So, I’m glad I saw Dave’s tweets because this project is a great computer math exercise. Exploring powers of these polynomials would have been next to impossible without the computer help, but with the computer help we were able to explore a few patterns. It’ll be fun to try to find ways to explore the patterns a bit more and see what we can find.
Saw this really fun tweet from Dave Radcliffe yesterday:
This looked like a fun project for kids, though it wasn’t obvious how to get started. It turns out that Mathematica has a handy function called PolynomialMod that tells you what a polynomial looks like modulo an integer – so that made life easier!
I decided that for today’s project we’d explore using Mathematica and see what patterns we could find. The introduction to today’s project involved introducing basic polynomial multiplication. Luckily, a natural way to multiply polynomials looks a lot like multiplying 2-digit numbers. I used that connection to introduce the project:
After the introduction I had the boys play on Mathematica and compute various powers of starting with . We got a little confused between Fibonacci numbers and Pascal’s triangle, but here is what they saw:
For the last part of the project today we used PolynomialMod to look at the various powers of in mod 2. I wanted to get them used to this Mathematica function to make it easier to explore mod 2 tomorrow. After they explored the powers of mod 2 up to n = 8, we talked about patterns in the numbers:
So, a fun little computer math project. It was fun to hear the kids talk about the patterns and also fun to talk about some basic ideas like polynomial multiplication and modular arithmetic. Definitely excited to explore some of the more complicated patters tomorrow.