Halfway on the Prime Factorization Blanket!

Mathematical, Prime Factorization 0

I’m halfway finished with my new niece’s Prime Factorization Blanket!

That’s the good news. The bad news is that it doesn’t look like I’m going to finish before Arianna arrives. But the good thing about a blanket is that it doesn’t have a size, right?

I actually finished up to 49 a week ago. I did not take a picture and report my progress. And then — when I started on the next row and began knitting 50 — I discovered I had used the wrong color when I knitted 40! I had used the color for 3 in place of the color for 5! *shudder*

(Those who need to be brought up to speed, I explain the blanket in previous Prime Factorization posts.) 40 should be 2 x 2 x 2 x 5, so the square was divided into four sections, with three of them the color for 2 (blue), and one the color for 5 (green). But, horror of horrors, I had used the color for 3 (yellow)! And I didn’t even discover it until I after I had knitted 50 = 2 x 5 x 5, also using yellow when I should have been using green! Yikes! But then I was getting ready to start on 51 = 3 x 17, and then it dawned on me that the color for 3 is yellow, so it is NOT the color for 5, and I’d been doing it wrong!

Fortunately, it was on the end of the row, and relatively easy to fix. I took out the knitting I’d done on 50, undid the last white square in the row, and then undid just the yellow section I’d put on the top of 40. I replaced it with green, knitted the white square back, and then started up on 50.

But I’ve decided that taking a picture after each row and *checking* the numbers carefully is a good idea!

I did discover a mistake when I finished knitting my prime factorization sweater. I think it was in the rectangle for 48. But 48 has five factors, and in that piece of knitting the factor for three only was about four stitches. So I was able to pick them out and put in the correct color with a crochet hook! It would not be so easy to do on this blanket, so I am going to have to be more vigilant!

My posts on Mathematical Knitting and related topics are now gathered at Sonderknitting.

Review of One Two That’s My Shoe! by Alison Murray

Contemporary, Good for the Very Young, Mathematical, Picture Book Review, Readalouds 0

One Two That’s My Shoe!

by Alison Murray

Disney Hyperion Books, New York, 2012. First published in Great Britain in 2011. 28 pages.

Simplicity. This book has it, in a beautiful form.

I recently had the joy of being promoted to Youth Services Manager at my library branch, so I get to do children’s programs again! Tomorrow, I’m doing a Mother Goose Time for babies from birth to eighteen months. In Mother Goose Time, we mainly do rhymes and songs in the parent’s lap. But I like to work in three books that are short and simple and that the parents can read along with me.

One Two That’s My Shoe! is perfect. The text is reminiscent of the old rhyme “One Two Buckle My Shoe,” going from one to ten with a rhyme after every second number. However, this book puts a story to the rhymes. With One Two, a dog has taken a little girl’s shoe, and is running away with it.

With each number, the pictures show that many objects that the dog is running past — toys, butterflies, flowers, trees, chicks and hens. The ten hens add a little inside joke. You’d expect Nine, Ten to rhyme with “Big Fat Hen” as in “One, Two, Buckle My Shoe,” but instead the girl shoos them away, recovers her shoe, and hugs the dog with the words “Friends again!”

This book is simple. The illustrations are done with printmaking, and look old-fashioned and classic. With at most three words on a page, you can read it quickly for the little one with a short attention span, but there’s plenty to talk about. Will the dog get away with the shoe? What will stop him?

As a counting book, it’s also excellent. All the objects passed are easily counted, with none tricky to find, but covering a wide scope of objects, and variety within the objects. The objects are not identical, but it’s easy to see that they belong together. Each number is both written out in the text and represented by a numeral in a corner. Next to the numeral, there are silhouettes of the object counted in the picture, so it’s nice and clear.

This is simply a lovely first counting book, and one that parents and children won’t get tired of any time soon. I’m happy to show it off at Mother Goose Time tomorrow.

disneyhyperionbooks.com
12thatsmyshoe.com

Buy from Amazon.com

Find this review on Sonderbooks at: www.sonderbooks.com/Picture_Books/12_thats_my_shoe.html

Disclosure: I am an Amazon Affiliate, and will earn a small percentage if you order a book on Amazon after clicking through from my site.

Source: This review is based on a library book from the Fairfax County Public Library.

Disclaimer: I am a professional librarian, but I write the posts for my website and blogs entirely on my own time. The views expressed are solely my own, and in no way represent the official views of my employer or of any committee or group of which I am part.

Librarians Help! – More Math!

Mathematical 0

This was a crazy week for me for programs. I don’t know what I was thinking (Well, besides the fact that it was Spring Break), but I scheduled a program every day I worked this week except Monday. What’s more, two of them were programs I was creating and had to figure out what I was going to do and say ahead of time. So, let’s just say I was a little stressed.

And it went great! The week is done! I can relax and enjoy Easter! And my month of April only has a few programs, so I can even focus my energies on moving.

But I want to talk about today’s program, because it was cool that I got to do it, and super that it actually worked.

It was an Every Child Ready to Read workshop. The workshop as prepared by the Every Child Ready to Read folks was called “Fun with Science and Math for Parents and Children.” Okay, I changed it. I called it “Fun with Math for Parents and Children.” (Because Math is more fun than Science! Don’t tell!) Of course, that meant I had to fill in with more math activities. But that was fun to do!

All of the Every Child Ready to Read workshops focus on five easy practices for parents to do with their children — Talking, Singing, Reading, Writing, and Playing. Not only are those activities good for learning pre-reading skills, they’re also good for learning early math concepts.

We did some counting together; the parents did some counting with the kids. I read them How Many Jelly Beans?, Quack and Count and Pattern Fish. (All of the books I read got checked out after the program, too.) I passed out some foam shapes and the parents and kids sorted and counted them. I also passed around a small tub of shapes, and they all guessed how many. Then we counted them together — there were 77. We counted how many letters in each child’s name and then lined up in order of the number of letters. We sang “Ten Little Beasties” and “Five Little Monkeys Jumping on the Bed.” I showed them the awesome site that is BedtimeMath.org. And they finished up by making their own little counting book with a foam cover and paper inside. They could decorate it with shapes in patterns, or just with pretty shapes.

The comment that really made me happy was the mother who said she “learned a lot.” Another mother said it was so nice to have a program a little different from a storytime. Yet another said she thought the balance between activities and talking was just right. That one brought me a big sigh of relief! I had worried about whether the kids would be able to tolerate all I was going to say to the adults. But it worked! It really worked!

My plans are to do another Every Child Ready to Read workshop next month — this time “Fun with Letters for Parents and Children.” Then I’ll take a break until after the Summer Reading Program and do more next Fall.

But our first one was a big success! And I’m especially happy that a group of parents will think of the library when they think of their children getting ready for school and ready to learn to read. And ready to do Math!

Librarians Help!

Librarians Help – With Math!

Mathematical, Prime Factorization 2

Today I had my Colors and Codes program that I mentioned last week.

Now, I spent ten years of my life teaching college math, but doing math programs at the library is so much more fun!

Why? Well, the biggie is I don’t have to grade them, so it makes the whole thing much more light-hearted. I’m showing them things about math that I think are really cool, and they get to think about ways to do it themselves. And it’s all just for fun. At the library, we teach people things they want to know! If they don’t want to know them, they don’t need to come. It’s that simple!

Here’s what I did. I showed the kids my prime factorization sweater (wore it of course), and we worked out how it works. (That was fun!) I told them if colors can represent numbers, they can also represent letters. Just use 1 to 26 for A to Z. So you can write messages this way. I showed them a prime factorization code, then showed them other bases and how you can make codes with them. We wrapped it up by getting out sticky foam shapes and they could put a coded message or just a pretty pattern around a picture frame or on a bookmark or a door hanger.

The highlight for me, I think, was when a girl was working on coloring in the prime factorization chart on the hand-out. She was stuck on 24. I asked her what it equaled, and she said 12 x 2. So we looked at 12, and then the light went on and we talked about how you could do figure it out different ways, but you always got three 2s and one 3.

Now, I’m going to write some notes to myself while the program’s fresh in my mind. It went well; the kids had fun. But I want to do it again this summer, and hope it will go even better.

1. I’ll set the age level higher. I do think I lost a few kids this time. I think I’ll set it at 10 or 11 years old rather than 8. You want the kids to be fully comfortable with multiplying. Now that I think about it, when I did this program a few years ago at Herndon Fortnightly Library, I think the age limit was 10.

2. We’ll do some coloring on the prime factorization chart before I move on. This group did work out with me how it works. I didn’t want to get bogged down, but I think some coloring would help them understand it better.

3. I’ll have them figure out the numbers for their name in every code I go over. For example, my name, Sondy, in a base 10 code is 1915140425. (S is the 19th letter, O is the 15th, and so on.) In a prime factorization code, it’s 19 1 3 5 1 2 7 1 2 2 1 5 5 1. (19 x 1, 3 x 5 x 1, 2 x 7 x 1, 2 x 2 x 1, 5 x 5 x 1) In a Base 6 code, it’s 3123220441. In a Base 5 code, it’s 34 30 24 4 100. In Binary, it’s 10011 1111 1110 100 11001. Taking the time to do that would mean they’d get what I was having them do when they went to use the foam sticky pieces.

4. We’d do some coloring on the other charts before we moved to the foam shapes. Then I’d have them do their name with the colors they picked.

5. I’d show them exactly how I did my name on the bookmarks, one using colors and one using shapes.

Did I mention everyone did have a good time? But I think I’ll do a little more hands-on, using their names, before I move to the craft next time.

But it was a great trial run!

And don’t forget! Librarians help! We get to show kids how much FUN Math is! And we don’t even have to test them on it!

Colors and Codes

Mathematical, Prime Factorization 0

I just got a tweet that made me prouder than I’ve EVER been of my Prime Factorization Sweater, and that’s saying a lot.

The tweet was from @milesmac, Miles MacFarlane, a teacher, with the words, “#LeilaN students deciphered @Sonderbooks Prime Factorization Sweater – Now making own code #7Oaks”

Here’s the picture that accompanied it. Even by the backs of their heads, you can tell those are engaged kids!

Yes! That’s what it’s about! Mr. MacFarlane, you made my day!

And the timing is lovely. Next week, at my own City of Fairfax Regional Library, I’m doing a program I’m calling “Colors and Codes” where we’re going to do exactly that. I’ll wear the sweater (or maybe my prime factorization t-shirt and bring the sweater. And the scarf). I’ll show them how we can assign each letter of the alphabet a number from 1 to 26. We’ll start with a factorization code, but move on to things like Base 6 or Binary. And I’m going to have foam shapes for them to make crafts with codes in colors or shapes.

Yay! See, we don’t have to make Math fun! Math is fun!

Prime Factorization Progress – To 39

Mathematical, Prime Factorization 0

I’ve already posted several times about my Prime Factorization Knitting, and I can’t resist posting pictures every time I get another row of numbers done on my new niece’s Prime Factorization Blanket.

You can get more detail of how it works in the earlier posts, but basically each prime number gets a color, and each number gets a square divided into the colors for the factors of that number. I’ve finished up to 39. (I’m not putting an exclamation mark after that statement, since I haven’t gotten to 39 factorial.) Here’s how the blanket looks so far:

And here’s a close-up on each side, with the numbers written in. You’ll have to figure out the factors. And I can assure you that it’s a lot easier to tell when there are two or three (or four or five) of the same factors in one number when you can see and feel the blanket. I divided it with garter ridges, and the photo couldn’t really catch that.

Here’s the left half:

And the right half:

Don’t forget that you can get your very own Prime Factorization T-shirt at my Cafe Press shop for a lot less effort than this blanket is taking (but okay, you won’t have as much fun as I’m having). I took it to a Youth Services Librarian meeting today, and only the unwary asked what it was going to be. I must admit, it’s a lot better for knitting during meetings when I’m on one of the white rows.

Will I finish before Baby’s arrival in May? I hope I will at least be close….

Prime Factorization Blanket – to 29

Mathematical, Prime Factorization 0

I got done another row of numbers on the Prime Factorization Blanket for my arriving niece!

It’s hard to see the ridges in the solid colors, so here are close-ups of the left half, then right half:

The bottom row in the picture is 1 (white), 2 (blue), 3 (yellow), 4 = 2 x 2, 5 (green).

The second row is 10 = 2 x 5, 11 (red), 12 = 2 x 2 x 3, 13 (tan), 14 = 2 x 7, 15 = 3 x 5.

The top row is 20 = 2 x 2 x 5, 21 = 3 x 7, 22 = 2 x 11, 23 (baby blue), 24 = 2 x 2 x 2 x 3, 25 = 5 x 5.

Now the right half:

Here we have the bottom row of 5 (green), 6 = 2 x 3, 7 (dark purple), 8 = 2 x 2 x 2, 9 = 3 x 3

The second row is 15 = 3 x 5, 16 = 2 x 2 x 2 x 2, 17 (pink), 18 = 2 x 3 x 3, 19 (dark pink).

The third row is 25 = 5 x 5, 26 = 2 x 13, 27 = 3 x 3 x 3, 28 = 2 x 2 x 7, 29 (periwinkle)

I really like the way it’s turning out!

You can read more about my prime factorization knitting in previous blog posts or via my Pinterest board. And don’t forget to look in my cafe press shop for prime factorization t-shirts.

My posts on Mathematical Knitting and related topics are now gathered at Sonderknitting.

Review of Anno’s Mysterious Multiplying Jar, by Masaichiro and Mitsumasa Anno

Children's Nonfiction Review, Mathematical, Picture Book Review, Stand-outs, Starred Review 0

Anno’s Mysterious Multiplying Jar

by Masaichiro and Mitsumasa Anno

Philomel Books, New York, 1983. 44 pages.
Starred Review
2012 Sonderbooks Standout: #7 Children’s Nonfiction

How did I not know about this book?! How did I not know there is a picture book that explains factorials?! It was written before my boys were born — and I didn’t know to buy it for them! This is a crime!

I was at the library, refilling our display of children’s nonfiction books. I find that if I put out children’s math books, they get snapped up. I make sure to put out fun children’s math books, like anything by Greg Tang, or A Million Dots, by Andrew Clements, or Piece = Part = Portion, by Scott Gifford. But while I was looking through the 510s for good fun math books, I found Anno’s Mysterious Multiplying Jar.

The idea is simple. Mitsumasa Anno and his son show us a jar that contains a sea and an island. Each island has 2 countries. Each country has 3 mountains. Each mountain has 4 walled kingdoms. In each kingdom are 5 villages. In each village are 6 houses. In each house are 7 rooms. In each room are 8 cupboards. In each cupboard are 9 boxes. And within each box, there are 10 jars.

How many jars are there all together? There are 10! = 10 x 9 x 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 = 3,628,800. The second half of the book shows this even more clearly, using dots. And there’s an afterword as well, that explains some of the further uses of factorials.

It’s so simple. So beautiful. And it explains factorials! To children! Yes!

Buy from Amazon.com

Find this review on Sonderbooks at: www.sonderbooks.com/Childrens_Nonfiction/annos_mysterious_multiplying_jar.html

Disclosure: I am an Amazon Affiliate, and will earn a small percentage if you order a book on Amazon after clicking through from my site.

Source: This review is based on a library book from the Fairfax County Public Library.

Disclaimer: I am a professional librarian, but I write the posts for my website and blogs entirely on my own time. The views expressed are solely my own, and in no way represent the official views of my employer or of any committee or group of which I am part.

This review is posted today in honor of Nonfiction Monday. You’ll find the round-up at The LibrariYAn.

Prime Factorization Blanket – Second Row

Mathematical, Prime Factorization 1

I’ve finished the second row of numbers (third row of rectangles) in my Prime Factorization Blanket!

The fun part was that my brother and his wife found out on the 17th of December that their baby is a girl. So, since I was coming up on the prime number 17, I chose to use pastel pink to represent 17. For good measure, I used a pretty rose pink to represent 19.

I only hope that having all that turquoise blue won’t make people think it’s a blanket for a boy, but I’m hoping it’s multicolored enough, it won’t give that idea.

I couldn’t manage to write in all the numbers on the picture, like I did after the first row, but in real life I assure you, you can tell when there are two factors of the same prime.

So here’s how you read the blanket:

The bottom row starts with a blank space for 0.

1 is the same as the background color, since 1 is a factor of every number.

2 is turquoise blue.

3 is yellow.

4 = 2 x 2, so two sections of turquoise.

5 is green.

6 = 2 x 3, so a section of turquoise and a section of yellow.

7 is purple.

8 = 2 x 2 x 2, so three sections of turquoise.

9 = 3 x 3, so two sections of yellow.

Then I did a row of white rectangles (diamonds). Second row of color:

11 is red.

12 = 2 x 2 x 3, so two sections of turquoise and one of yellow.

13 is brown.

14 = 2 x 7, so a section of turquoise and a section of purple.

15 = 3 x 5, so a section of yellow and a section of green.

16 = 2 x 2 x 2 x 2, so four sections of turquoise.

17 is Pink!

18 = 2 x 3 x 3, so a section of turquoise and two sections of yellow.

19 is rose pink.

Next I’ll do a row of white rectangles, then start the next row with 20. The primes in that row will be 23 and 29, so I’ll have to bring in two new colors.

The color sections will show up better after I’ve knitted the white rectangles, but I was impatient to show what I’ve done!

I’m very pleased with how this is turning out. I may have to make myself a Pascal’s Triangle Shawl when I’m done….

My posts on Mathematical Knitting and related topics are now gathered at Sonderknitting.

Bedtime Math!

Mathematical, Prime Factorization 0

I’m so excited! Today, thanks to a note in the ALSC (Association for Library Service to Children) newsletter, I found out about Bedtime Math.

Why do I think Bedtime Math is so awesome? Because that’s totally what I did with my younger son.

My first Master’s degree was in Math, and I was a college math instructor for ten years. College students in general ed math classes are generally not excited about math. So when we started doing math problems with my excited son at bedtime — I’m not sure how it started — my son quickly learned those magic words I absolutely COULD NOT resist — “Just one more math problem, Mommy, please!” He could extend bedtime forever with those magic words.

I don’t remember how it got started, but I do know that we were in the thick of this when he was 5 years old. His brother turned 12 years old in March. I turned 36 in June. Sometime in there, I told him that when he turned 6, then his age plus his age would equal his brother’s age. But, even better, his age TIMES his age would equal my age. His next question was pretty natural, “What’s TIMES?”

One week later, his brother asked him a problem I never would have tried: “What’s 16 times 4?” Timmy (the 5-year-old) figured it out *in his head.* Without knowing times tables. So that was the context of “One more math problem, Mommy, please.” I’d give him progressively harder addition problems — and then it got to be progressively harder multiplication problems. All done in his head, at bedtime. For fun.

Of course, it all starts with counting. I remember with my older son, just counting as high as he could go in the car while running errands. It’s fun when they really realize how it works and that they could go on and on forever. He was also the one who kept making up words for “numbers bigger than infinity.” I couldn’t quite convince him that didn’t work.

(Now my younger son, a Freshman at the College of William & Mary, recently spent his free time devising an algorithm to choose a completely random book from all the volumes in the campus library. That’s my boy!)

In my current job as a librarian, I was thinking about all the counting and math we did when my kids were small. And then thinking about the Every Child Ready to Read workshops, where we encourage parents to read, talk, write, sing, and play with their kids. I’m going to do the workshop “Fun With Science and Math for Parents and Children” — only I think I’m going to take out the Science and just focus on Math.

See, the thing is, I don’t believe for a second you have to “make” Math fun. I think math *IS* fun, and children naturally think so, too. Can I communicate that to parents?

I’m also planning to do a program with older kids about using math to make coded messages with colors or shapes. It uses ideas from my Prime Factorization Sweater and my Coded Blessing Blanket. I did the program a few years ago, a little afraid I’d lose the kids, and they totally loved it.

All this is to say: Bedtime Math! YES! I can present this as an idea for parents who need help thinking of problems to talk about with their kids, who might not think them up as easily as I did. (I also taught my kids the chain rule in calculus because I wanted to teach it to someone who would get it right. But I don’t think I’ll recommend that to parents.)

I still say, as a librarian, part of my job is the FUN side of learning. At libraries, we help people find information to teach themselves. But in the children’s department, a huge part of our job is helping parents make learning a natural and fun part of their family life. We don’t have to test them! We don’t have to follow the book or the curriculum! We can show them ways to think about the concepts that are just plain fun!

I’m going to be looking for more articles about early learning of mathematics. I think it can fit in nicely with Early Literacy Skills that we emphasize so much. But mostly I’m jazzed. Other Moms are going to hear those magic words: “Just one more math problem, Mommy, please!”