Turn over 3

Alright mathematicians, the battle is back.

Barbara, since you're such an amazing shuffler, can you please shuffle our cards? Ok, ready everyone. Come on show us your amazing talent.

So good. So the way we play is flip over three cards. Have you got all the cards in here? We have one to 10. Yeah. And we have the jack which is representing zero. Ok. And what you're looking for are known facts that we can use when we're solving problems. So for me I know I can use things like doubles, and near doubles and numbers that combine to make ten or twenty but you can only use two cards.

Ok.

Um well, ten and nine. I know that's nineteen. Ten and nine more. It's nearly nearly double nine. Yes, it's a near double. So you flipped four, nine and ten and you're using, you knew that double nine is eighteen and eighteen and one more is nineteen. So you use near doubles. And so far your cumulative total is nineteen 'cause that's the first number that you made.

And we get five flips each to see who gets the biggest total at the end. Ok, so, oh, oh yes, because eight and two is a computational pattern actually where eight and two always combines to make ten. So I used combinations to ten. Ok, so you flipped five, two and eight and then you knew eight and two and I'll just write eight and two. I just know ten is eight and two, so you can just do ten is eight and two.

So you used combinations to ten. And then your total, your cumulative total is ten. Ok. They go down the bottom. Your go.

Ok. So four, three and six. But I know that six and four also make ten, so the combinations to ten.

Six and four combines to make ten and you used combinations. You could have used a near double too. I could have used a near double. You'd get more points 'cause that would only be seven, whereas that's ten.

Yeah. And so then what I have to do is nineteen and ten more. And so I know this is one, ten and nine and then it would be two tens and nine and that's twenty nine. So that was actually nice for my brain to figure out.

Ok. My go. Ok, well I have to do a near double. So double one, or actually double two is four minus one is three.

So, four, two and one. And you knew double two, is four and then take away one.

Yeah. And so it was a near double that I used.

And I just write near double. Ok, so your total was three and you had ten, so then that's thirteen. Ok. Your go.

So. Can I do anything here? Because. Like I know how to add ten and six, but we're looking for patterns and we're not looking just for things that I know. So does that mean, because numbers that combine to make ten like six and four are a special kind of mathematical pattern and like double three is a special kind of pattern 'cause it's always six and even near, near doubles as well. So we're actually looking for what we call known facts, but there are special kind of patterns, computational patterns.

Does that mean?

I think you can't go.

Ok, yeah.

You've got an ace, which is one, a six and a ten and you couldn't go so you're still on twenty nine. Ok. Nice. Alright, my go.

Oh, and I can do seven and three, is a pattern, a computational pattern where seven combined with three will always be ten.

Ok.

And I'm catching up.

You are.

Seven and three is ten. And you used combinations to ten again. Ok, so. Well, that's easy. Now, you had one ten and three more. Now you have two tens and three more which I can rename as twenty three.

Alright, so mathematicians, this is how you play, Turn over three.

Over to you to play while we keep battling it out. Go me.