SlideShare une entreprise Scribd logo
1  sur  13
Télécharger pour lire hors ligne
INTERSECTION MATH
And more!
James Tanton
www.jamestanton.com
The following represents a sample activity based on the December 2006 newsletter of the
St. Mark’s Institute of Mathematics (www.stmarksschool.org/math). It also appears in
chapter 2 of:
THINKING MATHEMATIS!
Volume 1: Arithmetic = Gateway to All
available at www.jamestanton.com.
CONTENTS:
Weird Multiplication ……………………………………… Page 2
Triangle Numbers ……………………………………… Page 5
Solutions ……………………………………… Page 8
Wild Explorations ……………………………………… Page 11
© 2010 James Tanton
2
© James Tanton 2010
I: WEIRD MULITPLICATION!
MULTIPLICATION 1:
Here’s a new type of math called intersection math. To compute the product of two
numbers, say four times three, draw two horizontal lines, place four dots on the top line,
three on the bottom, and then connect each dot on the top line to each and every dot on
the bottom line. The number of intersections that occur between the two horizontal lines
is the product. (One must make sure that the dots are sufficiently spaced so that no point
of intersection is crossed multiple times.) In intersection math, 4 3 18× = .
a) Is 3 4× also 18 in intersection math? If so, why?
b) What is 1 107× in intersection math?
c) Draw a six-by-six multiplication table for intersection math. What patterns do you
notice?
d) What’s 963 4036× in intersection math?
MULTIPLICATION 2:
Here’s another mathematical invention called rectangle math. To compute the product of
two numbers, say, four times three, draw a four-by-three array of dots and count the
number of (horizontal/vertical) rectangles one can draw with vertices on the grid.
(Squares are also considered rectangles.)
3
© James Tanton 2010
Here there are six 1 1× rectangles, three 1 2× s, four 2 1× s, two 2 2× s, two 3 1× s, and one
3 2× , giving a total of eighteen rectangles:
4 3 18× = .
a) Is it a coincidence that four times three in rectangle math is the same as four times
three in intersection math?
b) Draw a six-by-six multiplication table for rectangle math. What do you notice?
c) What’s 963 4036× in rectangle math?
MULTIPLICATION 3:
Here’s yet another type of math, called dinner party math. To compute the product of two
numbers, say, four times three(!), imagine you are the host of a dinner party. You have
four male friends (Albert, Bilbert, Cuthbert, and Dilbert) and three female friends
(Edwina, Fellina, and Gina) but can only invite two men and two women to your party. Now
ask: How many different dinner parties could you host? Here’s a list of all the options:
AB|EF AB|EG AB|FG AC|EF AC|EG AC|FG AD|EF AD|EG AD|FG
BC|EF BC|EG BC|FG BD|EF BD|EG BD|FG
CD|EF CD|EG CD|FG
That’s eighteen possibilities. We thus say, in dinner party math, four times three is
eighteen!
a) Coincidence?
b) Is 3 4× also 18 in dinner party math?
c) Draw a six-by-six multiplication table for dinner party math.
d) What’s 963 4036× in dinner party math?
4
© James Tanton 2010
TOWARDS SOLUTIONS:
a) List all the ways to select two friends from the list: A B C D E F G H.
Do this in a systematic way so that you can see that the answer is the number
7 6 5 4 3 2 1+ + + + + + .
b) Explain why each “product” in dinner party math is the ordinary product of two
numbers of this type.
c) Show how to convert a rectangle math problem into a dinner party math problem.
Give each row of the rectangular array of dots a label, A, B, C, … and give each
column a label E, F, G, …
.
d) Show how to convert an intersection math problem into a dinner party problem. Give
each dot on the top line a label A, B, C, … and each dot on the bottom line a label E,
F, G… .
5
© James Tanton 2010
II: BRIEF ASIDE ON TRIANGLE NUMBERS
[A fuller version of these concepts appears in THINKING MATHEMATICS! Volume 1.]
The triangle numbers and square numbers are the numbers that arise from arranging dots
into triangular and square configurations:
The N -th square number is given by 2
NS N= and the N -th triangle number is the sum of
the first N counting numbers:
1 2 3NT N= + + + +⋯
Write this sum forwards and backwards and sum column-wise:
This shows that ( 1) 2 NN N T+ = yielding:
( 1)
2
N
N N
T
+
=
6
© James Tanton 2010
There are some remarkable relationships twixt square and triangular numbers.
Two consecutive triangle numbers always sum to a square number.
A single picture reveals why.
Here we see that the fourth triangular number and the fifth triangular number fit
together to make a 5 5× square.
Doubling a triangle number and adding its matching square number always yields
another triangle number.
Reason: Two triangles and square make another triangle!
Multiply any triangle number by 8 and add1. The result is always an (odd) square
number.
EXERCISE: Here’s a 9 9× square array.
Can you find in this grid eight copies of the fourth triangular number
leaving behind one single dot?
7
© James Tanton 2010
Try to come up with a design of eight triangles and a single dot that has a sense of
symmetry to it and would clearly and easily generalize to 11 11× , 13 13× , and other square
arrays of odd side-length. (HINT: Before you begin, what dot in the square array do you
think might be the one singled out as special?)
TOUGH CHALLENGE: The numbers 1, 36 and 1225 are both square and triangular. Any
more?
8
© James Tanton 2010
III: SOLUTIONS TO WEIRD MULTIPLICATION
The three different weird multiplications – intersection math, rectangle math, and dinner
party math - are identical! To explain …
To compute 4x3 in intersection math imagine we labeled the four points on one line Albert,
Bilbert, Cuthbert and Dilbert, and the three points on the second line, Edwina, Fellina and
Gina:
Choosing a dinner party arrangement – two men and two women – identifies a unique
intersection point and, conversely, each intersection point corresponds to a unique dinner
party arrangement. (Check this! Choose a random intersection point and be clear that it
does determine a specific dinner party arrangement.)
This shows that the number of intersection points matches the number of dinner parties.
These two types of math are the same.
9
© James Tanton 2010
To compute 4x3 in rectangle math imagine we label the four rows of the diagram Albert,
Bilbert, Cuthbert and Dilbert, and the three columns Edwina, Fellina and Gina.
Each dinner party configuration corresponds to a rectangle in the grid and each rectangle
to a dinner party! Thus rectangle math is identical to dinner party math.
Here’s the multiplication table for each type of math:
If you are observant you may have noticed an ordinary multiplication table sitting inside
the design. It looks like intersection/rectangle/dinner-party math is the ordinary
multiplication of triangle numbers!
10
© James Tanton 2010
To be clear about this, notice that the number of ways to select two people from a group
of four really corresponds to the sum 1 2 3+ + , the third triangle number:
In general, systematically listing pairs of men from a group of N options corresponds to
the sum ( )1 2 3 1N+ + + + −⋯ , the ( )1N − th triangle number.
In dinner party math with N men and M women to choose from there are 1NT − pairs of
men to consider and 1MT − pairs of women. The number of possible dinner party options in
all is:
1 1N MT T− −×
indeed the ordinary product of two triangle numbers!
In particular, in any of these maths:
962 4035
962 963 4035 4036
963 4036 3,771,690,643,890
2 2
T T
× ×
× = × = × =
EXTRA CHALLENGES:
These maths are commutative: a b b a× = × . Does the associative law also hold:
( ) ( )a b c a b c× × = × × ? Is there a multiplicative identity? That is, a special number e with
the property that a e a× = for all a ?
11
© James Tanton 2010
IV: WILD EXPLORATIONS
Let’s go back to intersection math, but instead of counting points of intersection, let’s
count other things! Here again is the diagram for 4 3× :
How many lines (apart from the original horizontal pair) did we draw in this diagram?
Answer: 12.
Let’s say: In line math we have 4 3 12× = .
CHALLENGE 1: Work out other products in “line math.” Is there anything to observe?
How many spaces appear between the horizontal lines in the diagram for 4 3× ?
There is an issue here: Do we wish to include the infinitely long regions to the left and to
the right, or just count the finite regions? Since I need to continue writing this essay I
need to make a choice now(!), but do not feel you have to go with what I do here!
Here’s my choice: I will only count the finite regions.
In this case I see 29 regions. I will say:
In region math we have 4 3 29× = .
CHALLENGE 2: Work out other products in “region math.” Any patterns?
12
© James Tanton 2010
ALL THREE TOGETHER!
In the previous diagram for 4 3× we have:
Intersections 18I =
Lines 12L =
Regions 29R =
Collect data of this type for other product diagrams.
CHALLENGE 3: Is there a remarkable formula that seems to always hold true for the
numbers I , L and R ? Can you prove your formula must be true? (See challenge 4.)
OKAY … GOING WILD!
Who said lines have to be straight? Do we really have to connect each dot on the top line
with each and every top on the bottom line?
Consider the following diagram:
It has:
8
4
11
I
L
R
=
=
=
Does this fit your formula from challenge 3?
CHALLENGE 4: My personal instinct suggests it might be easier to prove the formula for
challenge 3 in this context of allowing non-straight lines. Am I right? Try considering the
results of adding one line at a time to the diagram.
13
© James Tanton 2010
What about multiple intersections?
Should these intersections still count as “one intersection” or should they be worth more?
CHALLENGE 5: Is there a good way to count multiple intersections so that your formula
from challenge 3 is still appropriate?
What about curvy lines that connect dots on the same horizontal line?
What about lines that wander outside the space between the horizontal lines?
CHALLENGE 7: Is there an ultimate general formula that makes good and appropriate
sense for all possible scenarios?
And one final question …
CHALLENGE 8: What about those two infinite regions?
How does everything change if you do decide to include them in your counting?

Contenu connexe

Tendances

 Igcse international mathematics extended standards
 Igcse international mathematics   extended standards Igcse international mathematics   extended standards
 Igcse international mathematics extended standardsRoss
 
Equations and tilings
Equations and tilingsEquations and tilings
Equations and tilingsnavajomath
 
123a ppt-all-2
123a ppt-all-2123a ppt-all-2
123a ppt-all-2math123a
 
Section 3.3 the real number system (math)
Section 3.3 the real number system (math)Section 3.3 the real number system (math)
Section 3.3 the real number system (math)Algebra / Mathematics
 
Lesson 16
Lesson 16Lesson 16
Lesson 16NRWEG3
 
Quadratic equations lesson 3
Quadratic equations lesson 3Quadratic equations lesson 3
Quadratic equations lesson 3KathManarang
 
Squares & square roots - class 8th
Squares & square roots -  class 8th Squares & square roots -  class 8th
Squares & square roots - class 8th sanarajar786
 
The real Number system
The real Number systemThe real Number system
The real Number systemRawabi Alz
 
Chapter 1 rational numbers
Chapter 1 rational numbersChapter 1 rational numbers
Chapter 1 rational numbersGIREESHA5
 
2.1 use inductive reasoning
2.1 use inductive reasoning2.1 use inductive reasoning
2.1 use inductive reasoningdetwilerr
 
SAT-PAPER
SAT-PAPER SAT-PAPER
SAT-PAPER Haridh
 

Tendances (17)

 Igcse international mathematics extended standards
 Igcse international mathematics   extended standards Igcse international mathematics   extended standards
 Igcse international mathematics extended standards
 
Equations and tilings
Equations and tilingsEquations and tilings
Equations and tilings
 
123a ppt-all-2
123a ppt-all-2123a ppt-all-2
123a ppt-all-2
 
Formula book
Formula bookFormula book
Formula book
 
Section 3.3 the real number system (math)
Section 3.3 the real number system (math)Section 3.3 the real number system (math)
Section 3.3 the real number system (math)
 
Lesson 16
Lesson 16Lesson 16
Lesson 16
 
Quadratic equations lesson 3
Quadratic equations lesson 3Quadratic equations lesson 3
Quadratic equations lesson 3
 
Math 'e' Magic
Math 'e' MagicMath 'e' Magic
Math 'e' Magic
 
Squares & square roots - class 8th
Squares & square roots -  class 8th Squares & square roots -  class 8th
Squares & square roots - class 8th
 
The real Number system
The real Number systemThe real Number system
The real Number system
 
Algebra tiles graphic organizers
Algebra tiles graphic organizersAlgebra tiles graphic organizers
Algebra tiles graphic organizers
 
Chapter 1 rational numbers
Chapter 1 rational numbersChapter 1 rational numbers
Chapter 1 rational numbers
 
MULTIPLYING BINOMIALS USING ALGEBRA TILES
MULTIPLYING BINOMIALS USING ALGEBRA TILESMULTIPLYING BINOMIALS USING ALGEBRA TILES
MULTIPLYING BINOMIALS USING ALGEBRA TILES
 
Square roots
Square rootsSquare roots
Square roots
 
Factoring (2)
Factoring (2)Factoring (2)
Factoring (2)
 
2.1 use inductive reasoning
2.1 use inductive reasoning2.1 use inductive reasoning
2.1 use inductive reasoning
 
SAT-PAPER
SAT-PAPER SAT-PAPER
SAT-PAPER
 

En vedette

Orbit stabilizer theorem chart
Orbit stabilizer theorem chartOrbit stabilizer theorem chart
Orbit stabilizer theorem chartnavajomath
 
Orbit stabilizer theorem_chart_answer_key
Orbit stabilizer theorem_chart_answer_keyOrbit stabilizer theorem_chart_answer_key
Orbit stabilizer theorem_chart_answer_keynavajomath
 
Digit fidgets
Digit fidgets Digit fidgets
Digit fidgets navajomath
 
March 3 6 2015
March 3   6 2015March 3   6 2015
March 3 6 2015navajomath
 
Math enrichment-resources
Math enrichment-resourcesMath enrichment-resources
Math enrichment-resourcesnavajomath
 
Number bracelets
Number braceletsNumber bracelets
Number braceletsnavajomath
 

En vedette (12)

Tiling
TilingTiling
Tiling
 
Orbit stabilizer theorem chart
Orbit stabilizer theorem chartOrbit stabilizer theorem chart
Orbit stabilizer theorem chart
 
Nim games
Nim gamesNim games
Nim games
 
Orbit stabilizer theorem_chart_answer_key
Orbit stabilizer theorem_chart_answer_keyOrbit stabilizer theorem_chart_answer_key
Orbit stabilizer theorem_chart_answer_key
 
Digit fidgets
Digit fidgets Digit fidgets
Digit fidgets
 
Distances
DistancesDistances
Distances
 
Tangle
TangleTangle
Tangle
 
Fractions
FractionsFractions
Fractions
 
March 3 6 2015
March 3   6 2015March 3   6 2015
March 3 6 2015
 
Math enrichment-resources
Math enrichment-resourcesMath enrichment-resources
Math enrichment-resources
 
Set overview
Set overviewSet overview
Set overview
 
Number bracelets
Number braceletsNumber bracelets
Number bracelets
 

Similaire à Intersection math

Middle school math quiz
Middle school math quizMiddle school math quiz
Middle school math quizITfC-Edu-Team
 
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdf
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdfCBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdf
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdfShavetaSharma37
 
Basic Math review sheet.pdf
Basic Math review sheet.pdfBasic Math review sheet.pdf
Basic Math review sheet.pdfNoraima2
 
Chapter 3: Figurate Numbers
Chapter 3: Figurate NumbersChapter 3: Figurate Numbers
Chapter 3: Figurate NumbersNathan Trillo
 
Presentation Math Workshop#May 25th New Help our teachers understa...
Presentation Math Workshop#May 25th New            Help our teachers understa...Presentation Math Workshop#May 25th New            Help our teachers understa...
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
 
mathplus-module-FINALREVISED-2023.pdf
mathplus-module-FINALREVISED-2023.pdfmathplus-module-FINALREVISED-2023.pdf
mathplus-module-FINALREVISED-2023.pdfAdonisBrutas
 
From Square Numbers to Square Roots (Lesson 2)
From Square Numbers to Square Roots (Lesson 2) From Square Numbers to Square Roots (Lesson 2)
From Square Numbers to Square Roots (Lesson 2) jacob_lingley
 
Factoring Non-Perfect Square Trinomial Lesson Plan
Factoring Non-Perfect Square Trinomial Lesson PlanFactoring Non-Perfect Square Trinomial Lesson Plan
Factoring Non-Perfect Square Trinomial Lesson PlanLorie Jane Letada
 
tutorial5.ppt
tutorial5.ppttutorial5.ppt
tutorial5.pptjvjfvvoa
 

Similaire à Intersection math (20)

Middle school math quiz
Middle school math quizMiddle school math quiz
Middle school math quiz
 
Hemh101
Hemh101Hemh101
Hemh101
 
1059331.pdf
1059331.pdf1059331.pdf
1059331.pdf
 
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdf
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdfCBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdf
CBSE-Class-8-NCERT-Maths-Book-Rational-Numbers-chapter-1.pdf
 
ch1.pdf
ch1.pdfch1.pdf
ch1.pdf
 
G4ww1 4
G4ww1 4G4ww1 4
G4ww1 4
 
Digital
DigitalDigital
Digital
 
Math blocks
Math blocksMath blocks
Math blocks
 
Mth10revsheets (1)
Mth10revsheets (1)Mth10revsheets (1)
Mth10revsheets (1)
 
Basic Math review sheet.pdf
Basic Math review sheet.pdfBasic Math review sheet.pdf
Basic Math review sheet.pdf
 
Chapter 3: Figurate Numbers
Chapter 3: Figurate NumbersChapter 3: Figurate Numbers
Chapter 3: Figurate Numbers
 
Presentation Math Workshop#May 25th New Help our teachers understa...
Presentation Math Workshop#May 25th New            Help our teachers understa...Presentation Math Workshop#May 25th New            Help our teachers understa...
Presentation Math Workshop#May 25th New Help our teachers understa...
 
8th grade packet c
8th grade packet c8th grade packet c
8th grade packet c
 
Mathematical Statistics Homework Help
Mathematical Statistics Homework HelpMathematical Statistics Homework Help
Mathematical Statistics Homework Help
 
mathplus-module-FINALREVISED-2023.pdf
mathplus-module-FINALREVISED-2023.pdfmathplus-module-FINALREVISED-2023.pdf
mathplus-module-FINALREVISED-2023.pdf
 
Chapter 3
Chapter 3Chapter 3
Chapter 3
 
From Square Numbers to Square Roots (Lesson 2)
From Square Numbers to Square Roots (Lesson 2) From Square Numbers to Square Roots (Lesson 2)
From Square Numbers to Square Roots (Lesson 2)
 
Factoring Non-Perfect Square Trinomial Lesson Plan
Factoring Non-Perfect Square Trinomial Lesson PlanFactoring Non-Perfect Square Trinomial Lesson Plan
Factoring Non-Perfect Square Trinomial Lesson Plan
 
PEA 305.pdf
PEA 305.pdfPEA 305.pdf
PEA 305.pdf
 
tutorial5.ppt
tutorial5.ppttutorial5.ppt
tutorial5.ppt
 

Dernier

Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin ClassesCeline George
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.christianmathematics
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdfQucHHunhnh
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdfQucHHunhnh
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibitjbellavia9
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxJisc
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseAnaAcapella
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxVishalSingh1417
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17Celine George
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxVishalSingh1417
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Jisc
 
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...pradhanghanshyam7136
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentationcamerronhm
 
Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdf
Vishram Singh - Textbook of Anatomy  Upper Limb and Thorax.. Volume 1 (1).pdfVishram Singh - Textbook of Anatomy  Upper Limb and Thorax.. Volume 1 (1).pdf
Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdfssuserdda66b
 

Dernier (20)

Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
 
Spatium Project Simulation student brief
Spatium Project Simulation student briefSpatium Project Simulation student brief
Spatium Project Simulation student brief
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdf
Vishram Singh - Textbook of Anatomy  Upper Limb and Thorax.. Volume 1 (1).pdfVishram Singh - Textbook of Anatomy  Upper Limb and Thorax.. Volume 1 (1).pdf
Vishram Singh - Textbook of Anatomy Upper Limb and Thorax.. Volume 1 (1).pdf
 

Intersection math

  • 1. INTERSECTION MATH And more! James Tanton www.jamestanton.com The following represents a sample activity based on the December 2006 newsletter of the St. Mark’s Institute of Mathematics (www.stmarksschool.org/math). It also appears in chapter 2 of: THINKING MATHEMATIS! Volume 1: Arithmetic = Gateway to All available at www.jamestanton.com. CONTENTS: Weird Multiplication ……………………………………… Page 2 Triangle Numbers ……………………………………… Page 5 Solutions ……………………………………… Page 8 Wild Explorations ……………………………………… Page 11 © 2010 James Tanton
  • 2. 2 © James Tanton 2010 I: WEIRD MULITPLICATION! MULTIPLICATION 1: Here’s a new type of math called intersection math. To compute the product of two numbers, say four times three, draw two horizontal lines, place four dots on the top line, three on the bottom, and then connect each dot on the top line to each and every dot on the bottom line. The number of intersections that occur between the two horizontal lines is the product. (One must make sure that the dots are sufficiently spaced so that no point of intersection is crossed multiple times.) In intersection math, 4 3 18× = . a) Is 3 4× also 18 in intersection math? If so, why? b) What is 1 107× in intersection math? c) Draw a six-by-six multiplication table for intersection math. What patterns do you notice? d) What’s 963 4036× in intersection math? MULTIPLICATION 2: Here’s another mathematical invention called rectangle math. To compute the product of two numbers, say, four times three, draw a four-by-three array of dots and count the number of (horizontal/vertical) rectangles one can draw with vertices on the grid. (Squares are also considered rectangles.)
  • 3. 3 © James Tanton 2010 Here there are six 1 1× rectangles, three 1 2× s, four 2 1× s, two 2 2× s, two 3 1× s, and one 3 2× , giving a total of eighteen rectangles: 4 3 18× = . a) Is it a coincidence that four times three in rectangle math is the same as four times three in intersection math? b) Draw a six-by-six multiplication table for rectangle math. What do you notice? c) What’s 963 4036× in rectangle math? MULTIPLICATION 3: Here’s yet another type of math, called dinner party math. To compute the product of two numbers, say, four times three(!), imagine you are the host of a dinner party. You have four male friends (Albert, Bilbert, Cuthbert, and Dilbert) and three female friends (Edwina, Fellina, and Gina) but can only invite two men and two women to your party. Now ask: How many different dinner parties could you host? Here’s a list of all the options: AB|EF AB|EG AB|FG AC|EF AC|EG AC|FG AD|EF AD|EG AD|FG BC|EF BC|EG BC|FG BD|EF BD|EG BD|FG CD|EF CD|EG CD|FG That’s eighteen possibilities. We thus say, in dinner party math, four times three is eighteen! a) Coincidence? b) Is 3 4× also 18 in dinner party math? c) Draw a six-by-six multiplication table for dinner party math. d) What’s 963 4036× in dinner party math?
  • 4. 4 © James Tanton 2010 TOWARDS SOLUTIONS: a) List all the ways to select two friends from the list: A B C D E F G H. Do this in a systematic way so that you can see that the answer is the number 7 6 5 4 3 2 1+ + + + + + . b) Explain why each “product” in dinner party math is the ordinary product of two numbers of this type. c) Show how to convert a rectangle math problem into a dinner party math problem. Give each row of the rectangular array of dots a label, A, B, C, … and give each column a label E, F, G, … . d) Show how to convert an intersection math problem into a dinner party problem. Give each dot on the top line a label A, B, C, … and each dot on the bottom line a label E, F, G… .
  • 5. 5 © James Tanton 2010 II: BRIEF ASIDE ON TRIANGLE NUMBERS [A fuller version of these concepts appears in THINKING MATHEMATICS! Volume 1.] The triangle numbers and square numbers are the numbers that arise from arranging dots into triangular and square configurations: The N -th square number is given by 2 NS N= and the N -th triangle number is the sum of the first N counting numbers: 1 2 3NT N= + + + +⋯ Write this sum forwards and backwards and sum column-wise: This shows that ( 1) 2 NN N T+ = yielding: ( 1) 2 N N N T + =
  • 6. 6 © James Tanton 2010 There are some remarkable relationships twixt square and triangular numbers. Two consecutive triangle numbers always sum to a square number. A single picture reveals why. Here we see that the fourth triangular number and the fifth triangular number fit together to make a 5 5× square. Doubling a triangle number and adding its matching square number always yields another triangle number. Reason: Two triangles and square make another triangle! Multiply any triangle number by 8 and add1. The result is always an (odd) square number. EXERCISE: Here’s a 9 9× square array. Can you find in this grid eight copies of the fourth triangular number leaving behind one single dot?
  • 7. 7 © James Tanton 2010 Try to come up with a design of eight triangles and a single dot that has a sense of symmetry to it and would clearly and easily generalize to 11 11× , 13 13× , and other square arrays of odd side-length. (HINT: Before you begin, what dot in the square array do you think might be the one singled out as special?) TOUGH CHALLENGE: The numbers 1, 36 and 1225 are both square and triangular. Any more?
  • 8. 8 © James Tanton 2010 III: SOLUTIONS TO WEIRD MULTIPLICATION The three different weird multiplications – intersection math, rectangle math, and dinner party math - are identical! To explain … To compute 4x3 in intersection math imagine we labeled the four points on one line Albert, Bilbert, Cuthbert and Dilbert, and the three points on the second line, Edwina, Fellina and Gina: Choosing a dinner party arrangement – two men and two women – identifies a unique intersection point and, conversely, each intersection point corresponds to a unique dinner party arrangement. (Check this! Choose a random intersection point and be clear that it does determine a specific dinner party arrangement.) This shows that the number of intersection points matches the number of dinner parties. These two types of math are the same.
  • 9. 9 © James Tanton 2010 To compute 4x3 in rectangle math imagine we label the four rows of the diagram Albert, Bilbert, Cuthbert and Dilbert, and the three columns Edwina, Fellina and Gina. Each dinner party configuration corresponds to a rectangle in the grid and each rectangle to a dinner party! Thus rectangle math is identical to dinner party math. Here’s the multiplication table for each type of math: If you are observant you may have noticed an ordinary multiplication table sitting inside the design. It looks like intersection/rectangle/dinner-party math is the ordinary multiplication of triangle numbers!
  • 10. 10 © James Tanton 2010 To be clear about this, notice that the number of ways to select two people from a group of four really corresponds to the sum 1 2 3+ + , the third triangle number: In general, systematically listing pairs of men from a group of N options corresponds to the sum ( )1 2 3 1N+ + + + −⋯ , the ( )1N − th triangle number. In dinner party math with N men and M women to choose from there are 1NT − pairs of men to consider and 1MT − pairs of women. The number of possible dinner party options in all is: 1 1N MT T− −× indeed the ordinary product of two triangle numbers! In particular, in any of these maths: 962 4035 962 963 4035 4036 963 4036 3,771,690,643,890 2 2 T T × × × = × = × = EXTRA CHALLENGES: These maths are commutative: a b b a× = × . Does the associative law also hold: ( ) ( )a b c a b c× × = × × ? Is there a multiplicative identity? That is, a special number e with the property that a e a× = for all a ?
  • 11. 11 © James Tanton 2010 IV: WILD EXPLORATIONS Let’s go back to intersection math, but instead of counting points of intersection, let’s count other things! Here again is the diagram for 4 3× : How many lines (apart from the original horizontal pair) did we draw in this diagram? Answer: 12. Let’s say: In line math we have 4 3 12× = . CHALLENGE 1: Work out other products in “line math.” Is there anything to observe? How many spaces appear between the horizontal lines in the diagram for 4 3× ? There is an issue here: Do we wish to include the infinitely long regions to the left and to the right, or just count the finite regions? Since I need to continue writing this essay I need to make a choice now(!), but do not feel you have to go with what I do here! Here’s my choice: I will only count the finite regions. In this case I see 29 regions. I will say: In region math we have 4 3 29× = . CHALLENGE 2: Work out other products in “region math.” Any patterns?
  • 12. 12 © James Tanton 2010 ALL THREE TOGETHER! In the previous diagram for 4 3× we have: Intersections 18I = Lines 12L = Regions 29R = Collect data of this type for other product diagrams. CHALLENGE 3: Is there a remarkable formula that seems to always hold true for the numbers I , L and R ? Can you prove your formula must be true? (See challenge 4.) OKAY … GOING WILD! Who said lines have to be straight? Do we really have to connect each dot on the top line with each and every top on the bottom line? Consider the following diagram: It has: 8 4 11 I L R = = = Does this fit your formula from challenge 3? CHALLENGE 4: My personal instinct suggests it might be easier to prove the formula for challenge 3 in this context of allowing non-straight lines. Am I right? Try considering the results of adding one line at a time to the diagram.
  • 13. 13 © James Tanton 2010 What about multiple intersections? Should these intersections still count as “one intersection” or should they be worth more? CHALLENGE 5: Is there a good way to count multiple intersections so that your formula from challenge 3 is still appropriate? What about curvy lines that connect dots on the same horizontal line? What about lines that wander outside the space between the horizontal lines? CHALLENGE 7: Is there an ultimate general formula that makes good and appropriate sense for all possible scenarios? And one final question … CHALLENGE 8: What about those two infinite regions? How does everything change if you do decide to include them in your counting?