- Topics: Puzzles, Arithmetic: Book: Edgar Allan Poe’s Pie: Math Puzzlers in Classic Poems by J. Patrick Lewis. We read 5 or 6 of the poems and they solved the math puzzle. For some of the poems, I found the original version and read it to them first.
- Topics: Logic, Hard Problems: You have available an unlimited number of airplanes. Each airplane can hold 12 units of fuel, and the airplanes can refuel each other in midair. Each unit of fuel lets an airplane go 1000 miles. Airplanes can only land at the starting line — if they run out of fuel anywhere else they crash. I asked the kids to try to get as far from the starting line as possible without having any planes crash. I created a powerpoint with planes and distance track as a visual aid — the planes show the fuel units and the kids could fill in the units in pencil as they simulated their solution.
- Topics: Counting, Factors: We did the Robot Stepper activity from youcubed.org. I made a square grid of the numbers from 1-100 for the kids to fill in, and gave each kid a different starting number and number of steps. After each kid had done several different charts, we looked at them as a group to see what kind of patterns we could find.
How Did It Go?
We had all five kids this week.
Edgar Allan Poe’s Pie
The kids liked the puzzles and did a pretty good job listening and trying to solve them. However, they weren’t very interested in hearing the original poems, some of them said they were boring or “Why are we doing this?” I was surprised because I thought they might like the change of pace.
As is often the case on this kind of problem, a couple of the kids tried hard and the rest were distracted most of the time. They all liked the planes — one kid was even grabbing other kids’ planes :(. One of the kids made quite a bit of progress. I gave the kids a way to get to 7 using 2 planes (they both move 4 spaces, one plane gives 2 fuel and returns home, other plane has enough to get to 7 and then back home); the one kid quickly figured out you can get to 8 using 2 planes, and kept improving until they got a plane to distance 12 and back (using 5 or 6 planes, can’t remember). Framing the problem as “How far can you get?” rather than “Can you get to X?” was good, I think, because it took the pressure off.
Everyone was into making the charts. One kid made a couple mistakes, decided to X out the mistakes, and then decided to go ahead and X out every skipped square. All the kids noticed patterns as they were coloring, and often stopped actually counting and just used the pattern instead. The best insight on this problem was one kid was able to explain why stepping by 9 created a backwards diagonal (going down adds 10, going to the left subtracts 1). Unfortunately the kids weren’t super interested at the end when we laid out all the diagrams and analyzed them, but maybe it’s just because circle was almost over at that point.