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A Mathematics Teacher’s Responsibility – Beyond the Curriculum

A Mathematics Teacher’s Responsibility – Beyond the Curriculum. o. Univ. Prof. Dr. Alfred S. Posamentier Dean, The School of Education The City College The City University of New York. The Extra Responsibilities. Identifying the problem Most parents are ill-informed about mathematics:

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A Mathematics Teacher’s Responsibility – Beyond the Curriculum

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  1. A Mathematics Teacher’s Responsibility –Beyond the Curriculum o. Univ. Prof. Dr. Alfred S. Posamentier Dean, The School of Education The City College The City University of New York

  2. The Extra Responsibilities • Identifying the problem • Most parents are ill-informed about mathematics: • They may have had bad experiences with mathematics. • They may not like mathematics. • They may not know the true purpose of learning mathematics. • They may not be able to help their children with mathematics.

  3. The Extra Responsibilities • Make the parents true partners in the teaching of mathematics • Provide them with the mathematics curriculum • Help them understand the role they are to play at home to support in-class instruction • Provide them (if necessary) with the information they will need (e.g. arithmetic algorithms) • Have their children bring home examples of mathematics that demonstrate its power and beauty

  4. The Extra Responsibilities • To enrich the curriculum • Acceleration: provide future topics earlier • Expansion: enlarging a topic beyond the requirement • Extension: move to a related topic beyond the requirement • Expose the astonishing in mathematics!

  5. The Most Beautiful Magic Square The “Melencolia I” by Albrecht Dürer (1471 -1528)

  6. The Magic Square

  7. Some properties of this magic square:Sum of all rows, columns and diagonals is 34 The four corner numbers have a sum of 34. 16 + 13 + 1 + 4 = 34 Each of the four corner 2 by 2 squares has a sum of 34. 16+3+5+10 = 34 2+13+11+8 = 34 9+ 6+ 4+15 = 34 7+12+14+1 = 34 The center 2 by 2 square has a sum of 34. 10 + 11 + 6 + 7 = 34 The sum of the numbers in the diagonal cells equals the sum of the numbers in the cells not in the diagonals. 16+10+7+1+4+6+11+13 = 3+2+8+12+14+15+9+5 = 68.

  8. More properties of this magic square! The sum of the squares of the numbers in the diagonal cells equals the sum of the squares of the numbers not in the diagonal cells. The sum of the cubes of the numbers in the diagonal cells equals the sum of the cubes of the numbers not in the diagonal cells. The sum of the squares of the numbers in the diagonal cells equals the sum of the squares of the numbers in the first and third rows.

  9. The Fabulous Fibonacci NumbersLeonardo Pisano

  10. The Rabbit Problem

  11. a pair of baby (B) rabbits matures in one month to become offspring-producing adults (A), then we can set up the following chart: This problem generates the sequence of numbers 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377,

  12. The Fibonacci Numbers 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, . . .

  13. Spiral arrangement of the bracts of a pine cone

  14. Take any four consecutive numbers in the sequence: 3, 5, 8, 13 Find the difference of the squares of the middle two numbers: Then find the product of the outer two numbers:

  15. The Golden Rectangle

  16. The Golden Ratio

  17. There is a single-elimination basketball tournament with 25 teams competing. How many games must be played in order to get a winner? Typical Solution: Any 12 teams vs. any other 12 teams leaves 12 teams in the tournament. 6 winners vs. 6 otherwinners leaves 6 teams in tournament. 3 winners vs. 3 other winners leaves 3 teams in tournament. 3 winners + 1 team which drew a bye = 4 teams. 2 teams remaining vs. 2 teams remaining leaves 2 teams in tournament 1 team vs. 1 team to get a champion!

  18. Use a chart: The total number of games played is: 12+6+3+2+1=24

  19. Solution using another point of view: Consider the losersin the tournament. There must be 24 losers to get one champion. Therefore there must be 24 games played

  20. An amazing result:The sum of the squares of the digits of a given number You will always end up with either 89 or 1

  21. A (shorter) version that ends up with 1 • This time begin with the number 23:

  22. Consider the sum of the cubes of the digits of a number • There are only five numbers that revert back: • Others will also form a loop – in more steps

  23. The Ulam-Collatz Loop • Select any arbitrary number • If the number is odd, then multiply by 3 and add 1 • If the number is even, then divide by 2 • Surprise: You will always end up with 1

  24. An example of the “3n+1” phenomenon Consider the number: 18 – follow the path: 18 – 9 – 28 – 14 – 7 – 22 – 111 – 34 – 17 – 52 – 26 – 13 – 40 – 20 – 10 – 5 – 16 – 8 – 4 – 2 – 1

  25. Palindromes RADAR REVIVER ROTATOR LEPERS REPEL MADAM I’M ADAM STEP NOT ON PETS NO LEMONS, NO MELON DENNIS AND EDNA SINNED ABLE WAS I ERE I SAW ELBA A MAN, A PLAN, A CANAL, PANAMA SUMS ARE NOT SET AS A TEST ON ERASMUS

  26. Palindromic numbers Here are some palindromic numbers: 121 1331 12345654321 55555555555

  27. To generate palindromic numbers: • Take any two-digit number and add it to its reversal. • For example 92 + 29 = 121. • If you don’t get a palindrome (93 + 39 = 132), then continue the process (132 + 231 = 363). • Continue till you get a palindrome. • Caution: 97 requires 6 reversals 98 requires 24 reversals!

  28. The Amazing Number 1089 • 1. Choose any three-digit number (where the unit and hundreds digit are not the same). • We will do it with you here by arbitrarily selecting: 825 • 2. Reverse the digits of this number you have selected. • We will continue here by reversing the digits of 825 to get: 528 • 3. Subtract the two numbers (the larger minus the smaller) • Our calculated difference is: 825 – 528 = 297 • 4. Once again, reverse the digits of this difference. • Reversing the digits of 297 we get the number: 792 • 5. Now, add your last two numbers. • We then add the last two numbers to get: 297 + 792 = 1089 • Their result should be the same as ours even though their starting numbers were different from ours. • If not, then you made a calculation error. Check it.

  29. Let’s look at the first ten multiples of 1089 • Can you see a pattern?

  30. Getting into an Endless Loop • Choose a 4-digit number (not one with all four digits the same). • Rearrange the digits to make the biggest and smallest number. • Subtract the two numbers. • With this new number, continue this process. • Soon you will get 6,174. • But keep going! • What do you notice?

  31. We will (randomly) select the number 3,203 • The largest number formed with these digits is: 3320. • The smallest number formed with these digits is: 0233. • The difference is: 3087. • The largest number formed with these digits is: 8730. • The smallest number formed with these digits is: 0378. • The difference is: 8352. • The largest number formed with these digits is: 8532. • The smallest number formed with these digits is: 2358. • The difference is: 6174. • The largest number formed with these digits is: 7641. • The smallest number formed with these digits is: 1467. • The difference is: 6174. • And so the loop is formed, since you keep on getting 6174 if you continue

  32. When is the sum of the digits of a number, taken to a power, equal to the number? • Consider these two examples:

  33. Some Beautiful Relationships

  34. More Interesting Relationships Amazing!

  35. Notice how the powers reflect the original number.

  36. Friendly Numbers • A pair of friendly numbers: 220 and 284. • The divisors of 220 are: 1, 2, 4, 5, 10, 11, 20, 22, 44, 55, and 110. Their sum is 1+2+4+5+10+11+20+22+44+55+110 = 284. • The divisors of 284 are: 1, 2, 4, 71, and 142 Their sum is 1+2+4+71+142 = 220.

  37. More pairs of friendly numbers: 1,184 and 1,210 2,620 and 2,924 5,020 and 5,564 6,232 and 6,368 10,744 and 10,856 9,363,584 and 9,437,056 111,448,537,712 and 118,853,793,424

  38. The Monty Hall Problem (“Let’s Make a Deal”) There are two goats and one car behind three closed doors. You must try to select the car. You select Door #3 1 2 3

  39. Monty Hall opens one of the doors that you did not select and exposes a goat. He asks : “Do you still want your first choice door, or do you want to switch to the other closed door”? 1 2 3 Your selection

  40. To help make a decision, Consider an extreme case: Suppose there were 1000 doors 1 2 3 4 997 998 999 1000 You choose door # 1000. How likely is it that you chose the right door? Very unlikely: How likely is it that the car is behind one of the other doors: 1-999? “Very likely”:

  41. 3 997 1000 1 2 4 998 999 Monty hall now opens all the doors except one (2-999), and shows that each one had a goat. A “very likely” door is left: Door #1 • Which is a better choice? • Door #1000 (“Very unlikely” door) • Door #1 (“Very likely” door.)

  42. 1 2 3 4 997 998 999 1000 These are all “very likely” doors! So it is better to switch doors from the initial selection.

  43. Morley’s Theorem for the Angle Trisectors of a Triangle

  44. A Reminder! It is the teacher’s responsibility to have their students bring home information to excite their parents about mathematics – so that the parents can then support the importance of mathematics in their child’s education.

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