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Random Math Fact:

Did you know:

Euler’s “lucky” numbers are positive integers n such that m2 − m + n is a prime number for m = 0, …, n − 1.

Leonhard Euler published the polynomial x2 − x + 41 which produces prime numbers for all integer values of x from 0 to 40. Obviously, when x is equal to 41, the value cannot be prime anymore since it is divisible by 41. Only 6 numbers have this property, namely 2, 3, 5, 11, 17 and 41.

Source: http://en.wikipedia.org/wiki/Lucky_numbers_of_Euler

 

Math Teachers at Play (MTaP) Blog Carnival: Top Math Blog Posts!

This is the 73rd Edition of the Math Teachers at Play (MTaP) blog carnival!

Some interesting facts about 73 from Wikipedia!:

  • Seventy-three is the 21st prime number. The previous is seventy-one, with which it comprises the 8th twin prime. It is also a permutable prime with thirty-seven. 73 is a star number.
  • 73 is the largest minimal Primitive root in the first 100000 primes. In other words, if p is one of the first 100000 primes, then at least one of the primes 3, 5, 7, 11, 13, 17, …, 73 is a primitive root modulo p.
  • 73 is the smallest prime congruent to 1 modulo 24.
  • 73 is an emirp, meaning that the reverse of 73, that is, 37, is also a prime number. Interestingly, 73 is also the 21st prime number while 37 is the 12th prime number.

  • Want to find 73 in other bases? Check out the Base Converter: Convert any number into any base!
  • Which animal is year 1973 in the Chinese Zodiac? Check out this post on the Mathematics of Chinese Zodiac!

Check out the following awesome blogs!

  • Math Strategies
    There is such an emphasis on learning math facts that our children do not spend enough time learning strategies that will help them solve math problems. Read about two types of strategies for solving math problems—working left to right and regrouping into what you know.
    – Crystal Wagner
  • Nim Games
    This is a game that is generally used to show how math can be involved in game play. I explain the rules of the game as well as the mathematical strategy involved. There is also a script where users can compete against the computer
    – Aftermath
  • Show That Questions
    This is a post around the questions that crop up in maths exams where students have to show something. I wrote it after I was surprised to hear some students hate it!
    The Straight Lines Debate
    This is a post exploring the benefits of the different methods of calculating straight lines.
    – Stephen Cavadino
  • Day 85 – Related Rates
    Two separate trucks carrying a very long wind turbine blade need to turn the corner. Describe how their speeds vary throughout the turn. The blog is dedicated to these types of discussion starters, at all levels.
    – Curmudgeon
  • The missing $1 puzzle and more
    You can read about that at the actual page it points to, http://www.homeschoolmath.net/online/favorite_challenging_puzzles.php
    : )
    – Maria
  • Eggs in the Basket Review Game
    This review game can be adapted to almost any level and any topic, yet it consistently provides a really effective way to review Algebra content.  It is a great way to review a lot of problems and have students work collaboratively while having fun – I just love hearing them explain their thought process to teammates when playing the game 🙂  With Easter almost here I thought it would be a good post to submit!
    – Mary Williams
  • Decimals in a One Frame
    Inspired by Chris Hunter’s blog post about decimals on a ten frame, I thought it would be a great opening number talk for my decimal unit to see where my students were before starting our decimal journey.
    – Kristin @MathMinds
  • Counting Basics
    – Bhaskar Lakshman
  • Circle Grid Designs
    This post is part of a series of geometrical design activities in which shapes and patterns were found in grids constructed based on circles.
    – Julie
  • Ten Sticks to Make, Count With, and Play a Game With
    Ten sticks created from common items can be just as much fun to make as well as to be used for counting by ones and tens  AND to play a game with.
    – Margo Gentile
  • Why I Always Lead with the Punchline
    I wrote this after reading another blog about how listing objectives for the day takes the punchline out of the math class.  This blog just about my thoughts on sharing the learning objectives for the entire unit with students on the first day.
    – Brooke Powers
  • My Nemesis Maths
    This post is about my journey as a teacher, trying to make maths relevant and enjoyable to all students when I myself had issues with enjoying maths as a student.
    – Danielle Myburgh
  • Quotable: Focus on Being Silent
    The best way for children to build mathematical fluency is through conversation, especially one-on-one conversation with interested adults. Check out these ideas to encourage discussion-based math.
    – Denise Gaskins
  • 2048 Free Strategy Guide
    Stuck at playing the popular and addictive Math game 2048? Do not worry, for after reading this Strategy Guide, your chance of winning will increase tremendously!

Math Teachers at Play is a traveling blog carnival. It moves around from month to month but its home base is http://letsplaymath.net/mtap/. From there you can visit the archives, submit your blog post for inclusion in a future edition, and volunteer to host the site. You can also check out the Carnival of Mathematics.  Thanks for visiting!


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Geometry and Abraham Lincoln; O Level Maths Tuition Group

Source: http://www.mathopenref.com/euclid.html

At age forty, Abraham Lincoln studied Euclid for training in reasoning, and as a traveling lawyer on horseback, kept a copy of Euclid’s Elements in his saddlebag.  In his biography of Lincoln, his law partner Billy Herndon tells how late at night Lincoln would lie on the floor studying Euclid’s geometry by lamplight. Lincoln’s logical speeches and some of his phrases such as “dedicated to the proposition” in the  Gettysburg address are attributed to his reading of Euclid.

Lincoln explains why he was motivated to read Euclid:

“In the course of my law reading I constantly came upon the word “demonstrate”.  I thought at first that I understood its meaning, but soon became satisfied that I did not.  I said to myself, What do I do when I demonstrate more than when I reason or prove? How does demonstration differ from any other proof?
I consulted Webster’s Dictionary. They told of ‘certain proof,’ ‘proof beyond the possibility of doubt’;  but I could form no idea of what sort of proof that was. I thought a great many things were proved beyond the possibility of doubt, without recourse to any such extraordinary process of reasoning as I understood demonstration to be.  I consulted all the dictionaries and books of reference I could find, but with no better results.  You might as well have defined blue to a blind man.
At last I said,- Lincoln, you never can make a lawyer if you do not understand what demonstrate means;  and I left my situation in Springfield, went home to my father’s house,  and stayed there till I could give any proposition in the six books of Euclid at sight.  I then found out what demonstrate means, and went back to my law studies.”
Iconic black and white photograph of Lincoln showing his head and shoulders.