Lycee Francais SAMI Maths Club

This week’s problem is all about counting the number of paths from one point to another on a 4 by 4 grid.

You can only travel in these directions

Here is one acceptable path:

So how many such paths are there? First off, in which of these ranges do you think the answer lies:

< 20
20 – 40
40 – 60
60 – 80
80 – 100
>100

A first tip on how to solve this is to look at what is going on with smaller grids. Why don’t we start with a 1 by 1 grid? How many different paths are there between the starting point and the end point? Once we have done that, we can place the data on our larger grid.

After doing this a few times, does a pattern start to emerge?

Here is a website that shows all the solutions and an explanation of how the problem works, if you would like to learn more.

http://www.robertdickau.com/lattices.html

Today, we looked at an interesting problem taken from the NRICH website, involving visualisation and cubes covered in ink. If you go to this link, you can find all the details of the problem and some solutions:

https://nrich.maths.org/7241

However, this is quite an open problem and so there may be more than one solution…

You are on one side of a river, and with you, there is a wolf, a goat and a cabbage. You have one boat, and can only take one living thing at a time. The goat cannot be left alone with the cabbage and the wolf cannot be left alone with the goat. How many journeys must you do in minimum to get all the objects to the other side of the river? In how many different ways can you do it?

Here is a very interesting way to look at the problem which involves representing the problem in 3D wolf/goat/cabbage space.

The problem is then changed to getting from one vertex of the cube to another.

Finally, we looked at another river crossing puzzle, this time involving wildebeest and lions. This puzzle is fully explained and answered in this Ted-Ed talk.

Before looking at how they propose to solve the puzzle, how did you go about solving it?

The first task of today was if numbers were chosen at random, what would be the probability that numbers started with the digits 1 to 9. Of course the probability would be the same for each digit.

Ok, let’s see if this works. Go ahead and find any article, it can be a news article, a scientific article, etc. Now count the number of times that each digit 1 to 9 is at the start of a number. Does the distribution seem even?

Let’s see if this trend can be found in mathematical sequences too. Here’s an example: the Fibonacci sequence.

1,1,2,3,5,8, …

Let’s find the probability of numbers starting with digits 1 to 9 in the first 10,000 numbers of this sequence.

Quick tip: you can use excel to do this and then use the countif function to find the distribution of probabilities of numbers that start with each digit. Does the distribution seem even?

This strange pattern of occurrence is called Benford’s law, and it is very counter-intuitive.

If you would like to learn more, click on this link: https://brilliant.org/wiki/benfords-law/

So here is your final challenge: every single time you see a number today, write it down and you can then verify the law for yourself. How close did you get?

Welcome back to Maths Club!

Today, we looked at a few logic problems based on the popular game, Mastermind. If you have never played it before, you can try online here.

We then answered these interesting questions  about what you can deduce from certain opening moves.

For the answers to these questions and some of the mind bending maths behind Mastermind, have a look at this paper by Tom Davis.

It is the end of the year and the Lycee and we would like to wish everyone a very enjoyable summer.

Please keep enjoying maths over the summer … we recommend the 100 Day Challenge on www.brilliant.org. Can you solve the first puzzle above?

We bid for chocolates via a Silent Auction. The winner of each round was the person who bid the highest unique bid. You can see how we got in the spreadsheet above!

Finding betting ways to vote

We looked at different ways to decide which candidate or choice won a vote. We realised that by using different methods, different candidates won the vote. This raises the troubling question about whether our way of voting is the best and the fairest. Here is a link to the activity we did and here is a link to an interactive website that discuss precisely this question. In the UK, the voting system is relative majority. However, it could be a good thing if we use absolute majority voting, because it would allow members of smaller parties to also get a voice. This could lead to a bigger number of parties rather than two or three major parties. However, there is no perfect voting system.

Gabriel wrote the numbers 1-9 in a 3×3 grid.

He then multiplied together all the numbers in each row and wrote the resulting product next to that row.
He also multiplied the numbers in each
column together, and wrote the product
under that column.
He then rubbed out the numbers 1-9.

Can you work out where Gabriel placed the numbers 1-9?

Did you have more information than you needed?

This puzzle comes directly from this NRich page, with the pdf of the problem available here.

Today we looked at this “playable post on the nature of society”. It is a great activity to make you think about how you can positively contribute to society becoming less segregated.

We tried to work out the maths behind the applet. Where does 95% come from in the screenshot from above?? In the javascript for the applet you can see that a measure of “sameness” is used which involves the fraction of neighbours that are the same as you. Can you create/recreate the algorithm used to find the 95%?