Category: Math Around Us

  • Does Santa Exist — Mathematically?

    Does Santa Exist — Mathematically?

    Every year people try to prove or disprove the existence of Santa. There are sites like iCaughtSanta.com for grownups to create “proof” and write-ups like Keith Devlin’s The Mathematics of Christmas that counter any proof that photos might provide.

    I used the super cute service at www.iCaughtSanta.com to create this. You gotta love how Husband doesn’t even see Santa because he’s too busy on the iPhone!

    But to really prove anything about Mr. Jolly-Red-Boy, we must think about what it really means to prove something — mathematically.

    Say what you want to prove.

    The first thing you need for a nice mathematical proof is a “conjecture.”

    A conjecture is a statement that you think can be proven. Or that you want to prove. According to the google dictionary a conjecture is

    an opinion or conclusion formed on the basis of incomplete information

    Our working conjecture here is: Santa exists.

    It’s pretty straight up. But this isn’t quite enough. We need to know what “Santa” means.

    Then define and refine.

    Before we can work with the conjecture, it’s important to know the details. The details are usually definitions and assumptions.

    So this is where it gets fun. I often tell people that mathematicians “make all this crap up.” This is because we start with definitions and assumptions — not reality.

    So define Santa to be a human male who can enter the living room of every house with Christian children within a span of 24 hours.

    We can refine our conjecture to be:

    In the set of all human males, there exists x such that x can enter the living room of every house with Christian children within a span of 24 hours.

    Now think about how to prove it.

    There are many ways to prove something. Some of the common ones are:

    • Direct proof
    • Proof by contradiction
    • Proof by blatant assertion

    Here is a quick definition of each:

    Direct proof — proving it without using any fancy logical methods. This is more difficult that you would think.

    Proof by contradiction — proving it by saying if the conclusion weren’t true, then it would be really stupid. Or the earth would implode. Or 1 would be the same as 0. Etc.

    Proof by blatant assertion — proving it by saying it is true. Usually in a really loud voice and with a shaking of the fist. It’s helpful in this method to use swear words, but not required. (Note: all mathematicians attempt this type of proof at least once in their lives. But they never accept this method from others.)

    A myth is that mathematicians (and math teachers) know how to do something before they tackle it. In fact, they typically never know how to do something or what will happen when they try something.

    So as good Christmas mathematicians, we’ll give these our best shots…

    Play with the proofs and see what shakes out!

    A direct proof would be to show that everything in our known world supports the existence of Santa. Without doing any calculations, we can easily see that no standard human would be able to visit every living room in a small country, much less the whole world.

    So a direct proof won’t work for us.

    A proof by contradiction would be “if Santa doesn’t exist, then the world doesn’t really exist either. Well, at least in the way we know it.”

    This one doesn’t quite work either.

    Of course if we adjust our conjecture to say the opposite of what it does, a proof by contradiction would work.

    New Conjecture: In the set of all human males, there does not exist x such that x can enter the living room of every house with Christian children within a span of 24 hours.

    Proof: Suppose Santa does exist. Using some calculations regarding physics (found in this article on the Math in Christmas), we can see that Santa must be able to time travel or break the general laws of physics.

    Since breaking the laws of physics cannot be done, we have just shown (by contradiction) that Santa doesn’t exist.

    Well that’s certainly not good for our original, and preferred, conjecture. But we have one more proof method left.

    Say “Santa exists!” regardless of what the logic says.

    Now we get to turn to proof by blatant assertion.

    I believe in Santa in a way that can’t be shaken. But to be honest, my belief uses a different definition.

    It doesn’t matter — if you want to believe you can. People all over believe in God, the spirit of the trees and some people even believe that the real line doesn’t exist. There are tons of ways to “prove” the opposite of all of these.

    But these are things from the heart. Not from any logical or mathematical standpoint.

    So go ahead, believe in Santa. Ignore the physics and go print out proof of Santa for your kids!

    And don’t forget to talk about logic and proofs. At least on the surface.

    Share your thoughts in the comments or on twitter/x.

    You might also like:
  • Salvation Army Donation Math

    Salvation Army Donation Math

    I have the privilege to be one of The Salvation Army Angel Tree Ambassadors this season. This is especially meaningful because my family benefited from the Angel Tree when I was a kid.

    But of course, donating also has math in it. So if you donate to those in need, you can integrate math learning into it.

    And if you haven’t had a chance to donate in a while, check out the math below to see how easy it is!

    Donate your time.

    Volunteering with Qpon Junkie at The Salvation Army Angel Tree Secret Warehouse

    Head to a local shelter, Salvation Army, or church to volunteer. Talk to your kids about how much time they spend each week playing, doing sports and gaming.

    1. Suppose your family donates a half day — how much of their free time will they be giving up?

    Say they have 18 hours a week to play: 1-2 hours/day during the week and 3-5 hours/day on the weekend.

    A half day, or four hours, is \(\frac{4 \text{ hours}}{18 \text{ hours}}\) or 22%. So less than a quarter of their free time is taken as a volunteer.

    If that’s the only time all year you volunteer, the math is a little different. The play time for the year is 52 weeks x 18 hours/week = 936 hours.

    Volunteering 4 of those hours means they’ve given \(\frac{4 \text{ hours}}{936 \text{ hours}}\) or 0.5% (less than 1%) of their free time away!

    Donate some money.

    How much money are you budgeting for gifts this holiday season? $250? $500?

    2a. If you donate $5 to The Salvation Army online, what percentage of your budget of $250 would be donated to them?

    Five dollars out of $250 is \(\frac{\$5}{\$250}\) or 2% of your budget.

    2b. What percentage of your budget of $500 would be donated to The Salvation Army online if you gave $50?

    Fifty dollars out of $500 is \(\frac{\$50}{\$500}\) or 10%.

    3. If the average present cost for you is $25 and you donated 10% of that to The Salvation Army online, what would the new average present cost be?

    Ten percent of $25 is the same as 10% x $25 (remember “of” means multiply). This is 0.10 x $25 or $2.50.

    So your new average present cost is $25 – $2.50 or $22.50. That’s still pretty good!

    Share the experience.

    Suppose you just don’t have a half day, and you’re working on a budget of $0 this Christmas. You can still help your children see the beauty of giving and share some math with them.

    4. The Houston Salvation Army Secret Warehouse (where they keep all the toys) is 24,000 square feet. It serves about 6,000 families. About how much space is that for the toys for each family?

    So \(\frac{24,000 \text{ square feet}}{6,000 \text{ families}} = 4 \text{ square feet/family}\) in that warehouse! That’s the size of a square with each side roughly the length of your arm.

    Check out the bags of donated gifts behind the bike in the picture and you can see that it’s totally true!

    Share a smile.

    Michael J. Ivery, one of the famous Salvation Army Bell Ringers

    The Salvation Army Bell Ringers have a tough job encouraging people to drop their loose change into the famous Red Kettle. They spend hours on their feet. And many times people don’t even look their way.

    So give them a big smile when you pass by. Have your children stop and shake their hand and tell them thanks for helping others.

    When you leave, talk about how big the bell ringer’s smile was at having someone interact with them. Remember, the size of a smile could be measured in inches (another math thing) — but often it’s measured in happiness!

    Create a math model.

    A math model is an equation that represents reality. Or something close to reality.

    You can model how good you would feel based on how you share.

    5. Can you create a formula for how good you feel when you donate your time, money or do other nice things for others?

    For me, I used a scale from 1 to 10. I assigned numbers to each of the activities:

    • Giving one toy makes me feel as good as 6.
    • Giving one book makes me feel as good as an 8.
    • Giving one hour of my time makes me feel a 4.
    • Giving a smile and handshake to a bell ringer makes me feel like a 10.
    • Giving one dollar makes me feel like a 5.

    So my formula for how good I feel this season looks like this:

    \(\frac{(6 \times \text{Toys}) + (8 \times \text{Books}) + (4 \times \text{Hours}) + (10 \times \text{Smiles}) + (5 \times \text{Dollars})}{\text{Toys } + \text{ Books } + \text{ Hours } + \text{ Smiles } + \text{ Dollars}}\)

    Your turn!

    So how about it? What will you do this holiday season to help you feel good and teach your children math? Share your thoughts in the comments and don’t forget to tweet about it.

    And of course, visit your local Salvation Army and donate online!

    You might also like:
  • Fractions Aren't Exact!

    Fractions Aren't Exact!

    I make Texas shaped waffles every Saturday morning. But this weekend I ran into a snag. The recipe called for 2 cups of Bisquick and I only had 1 1/4 cups left!

    Break out the fractions!

    “This shouldn’t be a problem,” I thought. “I’m good with fractions. I’ll just scale down the whole recipe.”

    2 cups is the same as 8 quarter cups. I have 1 1/4 cups of Bisquick — or five quarter cups.

    So I need to break the other ingredients down into eight pieces and only use five of them.

    This is the thinking that most math people would translate into, “I need 5/8 of the whole recipe.”

    Sounds good!

    Until I saw the other ingredients…

    • 1 1/3 cups milk
    • 1 egg
    • 2 tablespoons oil

    For real?!

    Here’s how I thought about the fractions in the 1 1/3 cups milk:

    Since I need 5 of the eight pieces, I need 5 of the 1/6 cups. Grief!

    “Don’t panic,” I thought, “4 of the 1/6 cups give me 2/3. And 5/6 is pretty close to 1. So let’s just estimate the milk as almost a cup.”

    Now what about the egg?

    I was not about to find 5/8 of an egg. So I thought:

    The recipe doesn’t say a large egg or a medium egg. And the variations of eggs are huge. So what would it matter if I used one egg or 5/8 of an egg? It’s still pretty close.

    I dumped the whole egg in.

    And I threw caution to the wind.

    At this point, my fractions were so far gone I just tipped the bottle of oil up and let it go.

    And wouldn’t you know — we had some pretty awesome waffles!

    Share your thoughts in the comments or on twitter/x.

    You might also like:
  • Math Words — Start Using Them Early

    Math Words — Start Using Them Early

    Every parent is concerned that their children will not get what they need to be successful. Especially in math.

    Instead of worrying, you can take action. And it’s not hard.

    Use “big” math words.

    Don’t refrain from teaching your child math words just because they’re big or seem complicated to you.

    This sentence, “May I have milk, please,” has five simple words. To a grown-up.

    But to a child, a five word sentence is no different than a five syllable word. Like, “parallelogram.”

    In fact, if you teach your child to count to 10, it’s the same as teaching your child an eleven syllable word. (Seven has two syllables.)

    To put this in perspective, the word overintellectualization has only ten syllables!

    O – ver – in – tel – lec – tu – a – li – za – tion

    One – two – three – four – five – six – seven – eight – nine – ten

    In fact, overintellectualization is easier to say when you look at it like this.

    Try some words!

    Give these math words a shot with your little ones:

    Parallelogram (pear-uh-lell-uh-gram)

    A parallelogram is a shape. It has four sides. The sides that are across from each other are parallel to each other. Which means a square is a type of parallelogram. And so is a rectangle.

    So the next time you see a square or a rectangle, say to your child, “Hey, there’s a rectangle. It’s also a parallelogram. Can you say parallelogram?”

    Hypotenuse (hi-pot-uh-news)

    The hypotenuse is any diagonal that you take instead of walking first to the left and then to the right (or vice versa). So the next time you walk across the street at a diagonal, say to your child, “Were walking the hypotenuse. Can you say hypotenuse?”

    Coplanar (co-plane-er)

    Any two things that are on the same flat surface are coplanar. Like two people standing on the floor together.

    When you’re around stairs, stand on a different step than your child. Say, “Look, we are not coplanar.

    Then move to the same step as your child and say, “Now we are coplanar. We are on the same flat surface. Can you say coplanar?”

    Go do it. Have fun!

    You don’t have to know the formal definitions of your math words. Just know a place or two where you can demonstrate them in your own world.

    Remember, getting your child familiar with math words will make a big difference.

    So pull out some big words, and try them on for size. Your little ones can handle it!

    You might also like:
  • Lands' End f(x) Collection — What's the Message?

    Lands' End f(x) Collection — What's the Message?

    I was told about the Lands’ End f(x)™ Collection by a reader a few days ago. She was excited to see that Lands’ End had used the traditional function notation for a line of clothing that was very functional.

    And indeed it is. If we didn’t live in Houston, this coat, and all it’s functional bits, would be a perfect coat for K8.

    I wanted to know more.

    I was excited to be able to write about this line of clothing — and be able to quote Lands’ End on how “functional” it was. I wanted to share how “up on math” this very popular clothing store was.

    So I started searching.

    During the search, Husband peeked over my shoulder. I told him about it and showed him the ad.

    “They probably mean effects,” he said calmly.

    I was horrified. “What do you mean?”

    “You know,” he explained, “When you put F and X together, it is effects. That’s probably what they mean by it.”

    So I dug deeper!

    I found nothing written to support the naming of the Lands’ End f(x)™ Collection after anything math or even claiming functionality. But I wasn’t deterred.

    After all, they are using the standard notation, right down to the italics.

    So off to twitter I went.

    According to a tweet from @LandsEnd, the official pronunciation is FX (like effects) not “f of x” as the math world knows it. Husband was right!

    What’s the message?

    Does the presence of the italicized f(x) in popular print help us to be more familiar with the notation? Absolutely.

    And since familiarity leads to comfort and then engagement, this advertisement is a definite cultural boost for math.

    But what effect does the mispronunciation have? And since the branding has minimal (or no) association to math functions — what message does that send?

    I look forward to hearing your thoughts. Please share them in the comments or on twitter/x.

    P.S. I also find it strange that they trademarked it. Can you really trademark functional notation?

    You might also like:
  • Extreme Sports with Extreme Math — Kitesurfing

    Extreme Sports with Extreme Math — Kitesurfing

    While at the beach, we got to see an amazing sport in action: kitesurfing!

    I couldn’t help but marvel at all the math this guy was doing automatically and at great speed.

    And he did it effortlessly!

    He probably didn’t even recognize he was doing math the whole time.

    He was managing the angles of his board on the waves and calculating the angle of the kite with the wind.

    And every so often he had to recalculate to turn and surf in the other direction!

    Everyone does this with normal activities.

    Do you know anyone who thinks they don’t do math? Watch their activities carefully, you’ll soon see that even in walking, they’re doing fast and furious calculations!

    Share your thoughts in the comments or on twitter/x.

    You might also like:
  • Time Zone Math: Using the Fret & Grind Method

    Time Zone Math: Using the Fret & Grind Method

    It took me a long time to learn how to figure out what time it was in Los Angeles when it was at 7 AM in Houston.

    Notice on this time zone map that the numbers count in a very intuitive way across the US:

    This works just fine if you’re managing locally.

    Global time zones are more of a challenge.

    I used to send out a weekly newsletter. Generally it was set to arrive in people’s inboxes between 3 PM and 6 PM Thursdays — in their local time zone.

    Which means any changes that I had to do would have to happen before they got the e-mail at 3pm on Thursday.

    But not everybody lives in Texas. So my deadline was not 3 PM on Thursday, really. It was the first time anyone in the world encountered 3 PM Thursday.

    In order for me to make the deadline for a global audience, it was essential to figure out what time in Houston that is.

    Greenwich Mean Time -6

    According to the website Greenwich Mean Time:

    Greenwich Mean Time (GMT) was established in 1884 at the International Meridian Conference, when it was decided to place the Prime Meridian at Greenwich, England.

    All time zones range from GMT -12 hours GMT +12 hours. Houston is Greenwich Mean Time -6 hours. Which means it should be a rather easy exercise.

    All I have to do is add my six hours on the left side of the Meridian to the 12 hours on the right side to see that I’m 18 hours difference.

    I subtract 18 hours from 3 PM Thursday to arrive at 9 PM Wednesday as my true deadline.

    But we all know what happens when you say, “all you have to do is.”

    I used maps, charts and a lot of time.

    As I mentioned in the discussion of the book What Your Math Problem?, I often use very crude methods to solve problems.

    I opened up a world time zone map, started counting and making charts:

    I didn’t solve the problem traditionally.

    Often when grownups present math problems to kids, they’ve prepared. They demonstrate working a problem like I worked it above:

    Add my six hours on the negative side of Greenwich Mean Time to the 12 hours on the positive side. I’m 18 hours difference. Subtract 18 hours from 3 PM Thursday to arrive at 9 PM Wednesday as my true deadline.

    But that’s not the real way we do math. We often use the Fret & Grind method. Fret about what’s going on, grind out some rough sketches. Then fret some more…

    So why do we show kids the nice way?

    If they see the “all you have to do is” way, then they won’t gain the confidence to use the Fret & Grind method.

    And the Fret & Grind method is the best way — sometime the only way.

    How do you teach time zone math? Do you encourage Fret & Grind?

    Share your thoughts in the comments or on twitter/x.

    You might also like:
  • Furry Fibonacci Numbers

    Furry Fibonacci Numbers

    A strange mixture of birthday party planning, birthday present searching and math magic landed the new #MathShack mascots in my house. Seems the “Furry Fibonaccis” are here to stay.

    They are Fibonacci numbers in action!

    Notice there is one white bunny (already named Abek). And one is a Fibonacci number.

    There are two brown bunnies (yet to be officially named). And two is a Fibonacci number.

    And there are three total bunnies, another Fibonacci number.

    My friend Lisa Pennington assured me that a fluffy addition would not break the bank. Apparently, she didn’t realize that I would end up with three of these furry cuties.

    We’ll see…

    It’s not so easy to determine the sex of these three little guys.

    Assuming there’s an equal probability of a rabbit giving birth to a male as a female, I have a one in four chance that they won’t be able to reproduce.

    Keep your fingers crossed for me!

    According to the traditional Fibonacci rabbits explanation, each pair of rabbits can reproduce every month.

    Keep your fingers crossed that I get lucky, and we don’t end up with 987 bunnies a year from now!

    But they ARE cute!

    K8 totally loves them. And they’re a great way to teach caring, responsibility and, well… maybe the facts of life.

    And if we do end up with 987 bunnies next year, we’ll have an economics lesson too. After all, I paid $10 for each of these — that could be a significant profit!

    Have you ever had bunnies? What do you think’s going to happen with Kate’s Furry Fibonaccis? Share your thoughts in the comments, and on twitter.

    You might also like:
  • Science Shows Math Too!

    Science Shows Math Too!

    The 2012 STEMie Award competition is open to all schools and homeschools in the United States and is sponsored by McGraw-Hill. The deadline to enter has passed.


    I work hard to convince you to see math around you — in even the most obscure things like lipstick, tattoos and cheese.

    You may not have noticed that none of these, or any other articles I’ve written about the math you can find around us, contain science. At least not in the textbook sense.

    But one of the fastest and easiest ways to see math around you is through science. So it’s kinda ridiculous that I haven’t really talked about it.

    My Nephew is Learning Science

    I received an e-mail from my dad today encouraging me to vote for my nephew’s school’s science program, SMORE. Turns out, they’re in competition to win a grant from McGraw-Hill, and 30% of their score comes from online voting for their video. (BTW, that’s math too!)

    Knowing that he’ll be learning a lot of math when he’s learning the science, I’m supporting his school.

    Make sure to support your kids and schools in science — they’re doing math!

    Share your thoughts in the comments.

    You might also like: