Group Members: Min Jeong Kim, Zhi Song Lian, Edward Liao
We chose to do the project “Math Magic Tricks” because magic performance is something that almost everyone enjoys both watching and doing. Some of us were already familiar with few math tricks, but we decided to try out some new ones from the book “Mathematical Magic 9NY”by Dover. We ended up choosing 3 magic tricks that were quite different from each other. We practiced and performed the magic trick to each other and surprisingly, even though the math behind was not so complicated, we were impressed by each of them. We believe that this project will not only capture interest for students to actively participate in class, but also encourage creativity in mathematics.
Here are the Pros and Cons of this project.
| Pros | Cons |
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Math Magic Tricks 2.0
| Grade Level | Grade 8 – Grade 12 |
| Purpose | Extend and explore mathematical knowledge into other aspects of life with fun magic tracks. |
| Description of Activities | · Two possible methods · Method 1: o Each student should pick a magic trick from Mathematical Magic by William Simons or from another source. Verify the magic trick with the teacher. The student should be able to explain how the magic trick applies to mathematics. · Method 2: o Students will form teams of 3 or 4. Each team will pick a trick. Every student in the group should be able to explain how the magic trick applies to mathematics · The students will learn the magic trick become fluent at performing the trick. Then, the student should make a poster that explains that contains two different aspects. The first aspect is that the poster should show what the trick is. That is, the poster should show an observer the magic of a trick. The second aspect is that the poster should show how the magician performs the trick. · Each student will learn a math related trick that they will perform in front of his/her class. The student will demonstrate the magic trick first. Then, the student will show the class the underlying mathematics behind the magic trick. |
| Sources | · Mathematical Magic by William Simons (1964) · Sources of the student’s choosing (i.e. Internet, other books, etc) |
| Length of time | · Students will be given 5 minutes to present in class · To go through the entire class of presentation, it will probably take 2-3 classes |
| What students are required to produce | · Poster o The poster must demonstrate what the trick is. This is “what the audience should see”. o The poster much also contain the mathematics or “the trick” behind the magic trick. This could be flap, compartment or any other method of hiding the information at first but revealing it later. · Presentation o Many different ways to present. § If the projects are done in 3-4 person groups, use the jigsaw method. The jigsaw method will separate each group member and have each member explain the trick to others in the class. § If the project is done individually, the presentation could be done in groups or as a class. The benefit of doing them in groups is mainly for time sake. Another benefit is that the tricks are easier to see in small groups. The benefit for doing the trick in front of the class is that the students will get to see an abundance of tricks. o The presentation should be 5 minutes in length for each student. o The student should show the trick to the class to amaze his/her peers. o Then, the student should explain the trick to the class in terms of the underlying mathematics behind it. · Write-up o The student should provide a 1-2 page double spaced write-up detailing the math behind the trick, what the student learned, and whether or not the student would modify that trick if they had to do it again. |
| Handouts, Graphics, etc | Students will be provided list of mathematical magic tricks that they can choose from. The best way to introduce the project is to demonstrate a magic trick and then explain the underlying mathematics behind it. That way, students have a sense of what to expect. The teacher should also show students a sample poster from a previous year or something the teacher made. Also, in addition to showing a poster, I would give students a handout of the material on the poster which would have “What the trick is” on one side and “The math behind the trick” on the other side. This example will give students an idea of what they should be doing. The teacher should also provide a handout with the criteria for the task. This would be very similar to the “What students are required to produce” section and the “Assignment Rubric” section of this report. |
Strengths, Weaknesses and Modifications
| Potential benefits | · Peak interest in students who do not enjoy traditional mathematics |
| Potential weaknesses | · Students who are adept at math may find this project to be superfluous · Lots of time (2-3 classes) needs to be dedicated to the presentations. There is so much material to cover in every mathematics curriculum that there might not be time to spend on this project. · Students in grade 11 or 12 might be busy with other subjects to dedicate so much effort in to this project. |
| Potential use | · This project could be used as a way to give students a break from the traditional math that they are used to doing. · Can use a specific magic trick for peaking interest in a subject. The magic trick can be a hook. · |
| Modification/Adaption/Extension | · Instead of working in groups, each student does their own magic trick · Since this is an individual assignment, each student will be given 5 minutes to present · The students should also be asked to write a 1-2 page essay that details what they learned. This provokes thought on the matter instead of just copying a trick and reading the explanation |
| Constraints | · The magic tricks migh |
Assessment Rubric
| Component | 1 | 2 | 3 | 4 | 5 |
| Poster | Poster is incomplete and does not show the two desired components. | Poster is incomplete and only shows one of the two components. | Poster contains the trick and math behind the trick but the trick cannot be reproduced by another person. | Poster contains both the trick and the math behind the trick but there is some inaccuracies with flow, coherency, or math. | Poster explains the trick and the math behind the trick coherently to someone who has never seen or performed the trick. |
| Presentation | The magic trick and the math are explained to a point where no one understands what the presenter is talking about. | The magic trick and the math are explained so that other students understand the general idea of what the trick is about but not how to do it. | The magic trick and the math are explained so that students understand the trick and the math but cannot reproduce the trick with the knowledge that the presenter has given | The magic trick and the math are explained sufficiently but there are small gaps in knowledge or understanding | The magic trick and the math are explained clearly so that the other students can understand each step of the process |
| Write-Up | Only 1 of the components is completed. | Only 2 of the 3 components are completed | The student should complete all three components with unsatisfactory explanations in each component. | The student should complete all three components but one of three components are lacking in detail | There should be a logical connection to mathematics. The student should demonstrate what they learned through doing the project. And the student should give good suggestions for improving the trick. |
