PUZZLE

1.The owner of a banana plantation has a camel. He wants to transport his 3000 bananas to the market, which is located after the desert. The distance between his banana plantation and the market is about 1000 kilometer. So he decided to take his camel to carry the bananas. The camel can carry at the maximum of 1000 bananas at a time, and it eats one banana for every kilometer it travels.

What is the most bananas you can bring over to your destination?

Answer– 533 Banana

First of all, the brute-force approach does not work. if Camel start by picking up the 1000 bananas and try to reach point B, then Camel will eat up all the 1000 bananas on the way and there will be no banana left for the Camel to return to point A.So we have to take an approach that Camel drop the bananas in between and then return to point A, to pick bananas again.

Since there are 3000 bananas and camel can only carry 1000 bananas, Camel will have to make 3 trips to carry them all to any point in between.

When bananas are reduced to 2000 then Camel can shift them to another point in 2 trips and when the number of bananas left are

In the first part, P1, to shift the bananas by 1Km Camel will have to

MATHS PUZZLES FOR KIDS

1. Turn the fish
   
   Move three sticks and make the fish to swim in the opposite direction. You can see the solution and play an interactive version of this puzzle at Puzzles.com (and many others too!).
   
   
2. Pigs need their pens
   
   Farmer Black raises pigs and was raising them in modular pens, He currently has 6 pigs in the following arrangement:

   +---+  +---+  +---+  +---+  +---+  +---+
   |   |  |   |  |   |  |   |  |   |  |   |
   +---+  +---+  +---+  +---+  +---+  +---+
   

   He needed some walls for another project so he rearranged the pins like this:

   +---+---+---+---+---+---+
   |   |   |   |   |   |   |
   +---+---+---+---+---+---+  
   
   

   He then found out he need 7 more wall pieces to finish his project. How did he rearrange the pens so that there was only 1 pig per pen?
   
   See the solution.


3. Coin triangle

   Move only three coins and turn the triangle upside down. Click here for the answer, but not before you've thought about it!

4. Dots in a square
   This is one of my favorites! It is a simple puzzle, but illustrates beautifully the idea of "thinking outside the box."
   
   Join all the dots using four straight lines and without lifting your pencil.
   
   Click here for the answer, but think about it first!
5. Pentagon & star 
   
   How many triangles are there?
   
   See a hint and the solution at Cool Math 4 Kids site.

FAMOUS MATHEMATICIANS OF INDIA

Famous mathematicians of India

1.A.M.Mathai

Arakaparampil Mathai Mathai [A. M. Mathai] is an Indian mathematician who has worked in Statistics, Applied Analysis, Applications of special functions and Astrophysics. Mathai established the Centre for Mathematical Sciences, Palai, Kerala, India. He has published more 25 books and more than 300

2.Acharya Hemachandra

Acharya Hemachandra was a Jain scholar, poet, and polymath who wrote on grammar, philosophy, prosody, and contemporary history. Noted as a prodigy by his contemporaries, he gained the title Kalikāl Sarvagya, "all-knowing of the Kali Yuga".

3.Aryabhata:

Aryabhata or Aryabhata I was the first of the major mathematician-astronomers from the classical age of Indian mathematics and Indian astronomy. His works include the Āryabhaṭīya and the Arya-siddhanta.

4.Bhaskara(II):

hāskara, was an Indian mathematician and astronomer. He was born in Bijapur in modern Karnataka. Bhāskara and his works represent a significant contribution to mathematical and astronomical know.Bledge in the 12th century. He has been called the greatest mathematician of medieval India.

5.C.R.RAO:

Calyampudi Radhakrishna Rao, FRS known as C R Rao is an Indian-born, naturalized American, mathematician and statistician. He is currently professor emeritus at Penn State University and Research Professor at the University at Buffalo. Rao has been honoured by numerous colloquia, honorary degrees

history of zero

pi

Pi (π)

Draw a circle with a diameter (all the way across the circle) of 1

Then the circumference (all the way around the circle) is 3.14159265... a number known as Pi

Pi is often written using the greek symbol π

The definition of π is:

The Circumference
divided by the Diameter
of a Circle.

To help you remember what π is ... just draw this diagram.

Finding Pi Yourself

Draw a circle, or use something circular like a plate.

Measure around the edge (the circumference):

I got 82 cm

Measure across the circle (the diameter):

I got 26 cm

Divide:

82 cm / 26 cm = 3.1538...

That is pretty close to π. Maybe if I measured more accurately?

Using Pi

We can use π to find a Circumference when we know the Diameter

Circumference = π × Diameter

Example: You walk around a circle which has a diameter of 100 m, how far have you walked?

Distance walked= Circumference 

 = π × 100 m

 = 314.159... m

 = 314 m (to the nearest m)

Also we can use π to find a Diameter when we know the Circumference

Diameter = Circumference / π

Example: Sam measured 94 mm around the outside of a pipe ... what is its Diameter?

Diameter= Circumference / π

 = 94 mm / π

 = 29.92... mm

 = 30 mm (to the nearest mm)

creative method to teach mathematics

1. Use dramatizations . Invite children pretend to be in a ball (sphere) or box (rectangular prism), feeling the faces, edges, and corners and to dramatize simple arithmetic problems such as: Three frogs jumped in the pond, then one more, how many are there in all?
    
2. Use children's bodies. Suggest that children show how many feet, mouths, and so on they have. When asked to show their "three arms," they respond loudly in protest, and then tell the adult how many they do have and show ("prove") it. Then invite children to show numbers with fingers, starting with the familiar, "How old are you?" to showing numbers you say, to showing numbers in different ways (for example, five as three on one hand and two on the other).
    
3. Use children's play. Engage children in block play that allows them to do mathematics in numerous ways, including sorting, seriating, creating symmetric designs and buildings, making patterns, and so forth. Then introduce a game of Dinosaur Shop. Suggest that children pretend to buy and sell toy dinosaurs or other small objects, learning counting, arithmetic, and money concepts.
    
4. Use children's toys. Encourage children to use "scenes" and toys to act out situations such as three cars on the road, or, later in the year, two monkeys in the trees and two on the ground.
    
5. Use children's stories. Share books with children that address mathematics but are also good stories. Later, help children see mathematics in any book. InBlueberries for Sal, by Robert McCloskey (Penguin, 1993), children can copy "kuplink, kuplank, kuplunk!" and later tell you the number as you slowly drop up to four counters into a coffee can.
6. Use children's natural creativity. Children's ideas about mathematics should be discussed with all children. Here's a "mathematical conversation" between two boys, each 6 years of age: "Think of the biggest number you can. Now add five. Then, imagine if you had that many cupcakes." " Wow, that's five more than the biggest number you could come up with!"
    
7. Use children's problem-solving abilities. Ask children to describe how they would figure out problems such as getting just enough scissors for their table or how many snacks they would need if a guest were joining the group. Encourage them to use their own fingers or manipulatives or whatever else might be handy for problem solving.
    
8. Use a variety of strategies. Bring mathematics everywhere you go in your classroom, from counting children at morning meeting to setting the table, to asking children to clean up a given number or shape of items. Also, use a research-based curriculum to incorporate a sequenced series of learning activities into your program.
    
9. Use technology. Try digital cameras to record children's mathematical work, in their play and in planned activities, and then use the photographs to aid discussions and reflections with children, curriculum planning, and communication with parents. Use computers wisely to mathematize situations and provide individualized instruction.
    
10. Use assessments to measure children's mathematics learning. Use observations, discussions with children, and small-group activities to learn about children's mathematical thinking and to make informed decisions about what each child might be able to learn from future experiences. Also try computer assessments. Use programs that assess children automatically.

MATHS IN DAILY LIFE

Maths in daily life When you buy a car, follow a recipe, or decorate your home, you're using math principles. People have been using these same principles for thousands of years, across countries and continents. Whether you're sailing a boat off the coast of Japan or building a house in Peru, you're using math to get things done. How can math be so universal? First, human beings didn't invent math concepts; we discovered them. Also, the language of math is numbers, not English or German or Russian. If we are well versed in this language of numbers, it can help us make important decisions and perform everyday tasks. Math can help us to shop wisely, buy the right insurance, remodel a home within a budget, understand population growth, or even bet on the horse with the best chance of winning the race. Join us as we explore how math can help us in our daily lives. In this exhibit, you'll look at the language of numbers through common situations, such as playing games or cooking. Put your decision-making skills to the test by deciding whether buying or leasing a new car is right for you, and predict how much money you can save for your retirement by using an interest calculator. Ready to get started? Find out about beating the odds in "Playing to Win."

"Math in Daily Life" is inspired by programs from For All Practical Purposes.