I give out 5-6 sets of three dice. I have the students roll them and then add up all the numbers which cannot be seen (bottom, middles and middles). Once they have the sum, they sit back with the dice still stacked and I “read their minds” to get the sum.
So then I shuffled up the little slips of sequences and started saying, B, your sum is 210. C, your sum is 384. D, your sum is 2440. E, your sum is -24. They were astonished!
These moments seem infinitely preferable to just leaping into an explanation of the sums of arithmetic sequences.
Our friends who are concerned with cognitive load should be happy here because students are only accessing long-term memory when we ask them to roll dice, write down some numbers, and add them. It’s easy.
Our friends who are concerned that much of math seems needless are happy here also. With The Necessity Principle, Harel and his colleagues described five needs that drive much of our learning about mathematics. Kate and Scott are exploiting one of those needs in particular:
The need for causality is the need to explain – to determine a cause of a phenomenon, to understand what makes a phenomenon the way it is.
The need for causality does not refer to physical causality in some real-world situation being mathematically modeled, but to logical causality (explanation, mechanism) within the mathematics itself.
Here are three more examples where the teacher appears to be a mind-reader, provoking that need for causality. Then I invite you to submit other examples in the comments so we can create a resource here.
Here is a problem from Michael Serra’s Discovering Geometry. No need for causality yet:
But at CMC in Palm Springs last weekend, Serra created that need by asking four people to come to the front of the room and hold up enlargements of those playing cards. Then he turned his back and asked someone else to turn one of the cards 180°. Then he played the mind-reader and figured out which card had been turned by exploiting the properties of rotational symmetry.
The Flash Mind Reader exploits a numerical relationship to predict which symbol students are thinking about. Prove the relationship.
Here is a little trick I like to call calculator magic. You will need a calculator, a 7-digit phone number and an unwitting bystander. Here goes:
Key in the first three digits of your phone number
Multiply by 80
Multiply by 250
Add the last 4 digits of your phone number
Add the last 4 digits of your phone number again
Divide the number by 2
Surprise! It is your phone number!
A nice trick is this one with dice. A lot of dice. Let’s say 50 or so. You lay them on the ground like a long chain. The upward facing numbers should be completely random. Then you go from the one end to the other following the following rule. Look at the number of the die where you’re at. Take that many steps along the chain, towards the other end. Repeat. If you’re lucky, you already end up exactly at the last die. You’ll be a magician immediately! But usually, that isn’t the case. What you usually have to do, is take away all those dice which you jumped over during the last step. Tell them that that is “the rule during the first round”. Now the actual magic begins. You tell the audience that they can do whatever they want with the first half of the chain. They may turn around dice. Swap dice. Take dice away. Whatever. As long as they don’t do anything with the second half of the chain. [If you like risks, let them mess up a larger part of the chain.] What you’ll see, is that each and every time, they will end up exactly at the end of the chain!
Expressions & Equations
I ran an activity with students I called “number tricks.” (Okay. Settle down. Give me a second.) I’d ask the students to pick a number at random and then perform certain operations on it. The class would wind up with the same result in spite of choosing different initial numbers. Constructing the expression and simplifying it would help us see the math behind the magic. (Handout and slides.)
I do something called calendar magic where I show a calendar of the month we’re in, ask the students to select a day and add it with the day after it, the day directly under it (so a week later), and the day diagonally to the right under it, effectively forming a box. Then I ask them to give me the sum and I tell them their day.
Always a bunch of students figure out the trick, but the hardest part is writing the equation. Every year I have students totally stumped writing x+y+a+b. It’s really a reframing for them to think about the relationship between the numbers and express that algebraically.
Finally I ask them to write a rule for three consecutive numbers, but I don’t say which number you should find and inevitably someone has a rule for finding the first number and someone has one for finding the middle number. I love that!
Andy Zsiga suggests this card trick involving base 2.
Call for Submissions
Where else have you seen mind-reading lead to math-learning? Are there certain areas of math where this technique cannot apply?
2014 Oct 30. Megan Schmidt points us to all the NRich tasks that are labeled “Card Trick.”
2014 Oct 30. Michael Paul Goldenberg links up the book Magical Mathematics: The Mathematical Ideas That Animate Great Magic Tricks.