For meetings prior to Fall 2017, visit the Circle Archive.
|Advanced||Beginners||Breaking Numbers into Parts||Early Elementary||High School I||High School II||Junior Circle|
|10/8/2017| [Show less]
We begin our exploration of Egyptian Fraction Representation by studying the details of unit fractions. How do they add? What types of fractions can they represent (all of them!)? We close off by analyzing a recursive algorithm which allows us to slowly construct any fraction by smaller and small unit fractions that will (hopefully) terminate at some point.
|10/15/2017| [Show less]
We continued our study of unit fractions, and showed that all fractions can be written as a finite sum of unit fractions, showing that the Egyptian Fraction Representation exists for all fractions. We then wrapped up by proving other interesting properties of EFR.
|10/22/2017| [Show less]
We did many word problems associated with percentages that required them to be written as fractions and a small degree of algebra to keep track of percent/fractional multipliers. We wrapped up with a brief visit to compound interest, hinting towards continuous compound interest.
|10/29/2017| [Show less]
We explored the strange hexahexaflexagon which has many more sides than a flat object normally does, 6 in total. We studied the patterns of the hexahexaflexagon: differeing orientations, which sides are connected to others, and what sides compose "main circuits" of the hexahexaflexagon.
|11/5/2017| [Show less]
We solved classic problems of how long it takes multiple people to accomplish a single task at different rates. Pipes filling pools, rabbits eating carrots, and non-uniform burning strings. Through this, the students learned that adding together varying rates of time is not straightforward and required quite a bit of algebra, percentages, and fractional multipliers.
|11/12/2017| [Show less]
We began the study of what many computer scientists call the remainder operator. Modulation of numbers over a given base, which leads to the development of equivalence relations where we can find numbers such as 2 and 8 equal to 0.
|11/19/2017| [Show less]
We continued our study of modular arithmetic, and rigorously defined the equivalence relation between numbers under a given modulo. We found that this equivalence relation obeys many of the same properties as the traditional equals sign, which leads to a new structure of numbers.
|12/3/2017| [Show less]
We will played subtraction games such as Nim, Epmty and Divide, Chomp, and Dynamic Nim. All of these games could be solved using parity, powers, and inductive gamestate reduction, as the students quickly learned so they could beat their instructors!
|12/10/2017| [Show less]
We end the quarter by playing Hackenbush, Toads and Frogs, Cram, and Kayles in competition for small prizes. Also, we did some fun Santa's Sleigh dimensional analysis and Dreidel probability.