Thursday is Pythagorean Triple Day, one of the rarest math holidays.
The numbers of Thursday’s date: 7/24/25 or 24/7/25, fit the pattern of the Pythagorean Theorem: 7 squared + 24 squared = 25 squared.
Any three numbers that fit the a2 + b2 = c2 pattern form a Pythagorean Triple.
Sue VanHattum and I were chatting about her young adult math books.
[Sue would love to get your help with beta-reading her books. Scroll down to the bottom of this post for details.]
In the first book of the series, Althea and the Mystery of the Imaginary Numbers, Althea learns that Tartaglia came up with a formula to solve cubic equations and wrote about it in a poem.
Sue had discovered an English translation of that poem and shared it with me. (You can read it on JoAnne Growney’s blog.) Then we wondered whether we could come up with a simpler poem, something an algebra student might be able to follow.
Perhaps you and your kids would enjoy making up poems, too. An algebra proof-poem might be too difficult for now, but check out my blog for math poetry ideas.
If you’re looking for entertainment to while away the winter (or summer, for those of us up north!) — or if you’re just curious about how learning math could possibly be fun — you’ll definitely want to check out the latest edition of the Playful Math Carnival.
It’s a collection of awesome blog posts curated by Johanna Buijs and published on the Nature Study Australia website:
The whole point of the carnival is to show that math doesn’t have to be tedious or repetitive. Through a bunch of fun and engaging posts, we celebrate math that’s playful, creative, and totally relevant to everyday life.
Because what could be more relevant than having fun while we learn?
“Play and rigor support each other.
“When students are invited to play with math, they learn more deeply, more robustly, and remember more consistently.
“Play is promoted as something that can engage kids and give them a more positive attitude about school, but it’s easy to assume that it’s not useful for learning, when in reality the opposite is true:
“The student who is playing tends to be the student who is learning most deeply.”
—Dan Finkel, Math for Love newsletter
“We know that algorithms are amazing human achievements, but they are not good teaching tools because mimicking step-by-step procedures can actually trap students into using less sophisticated reasoning than the problems are intended to develop.”
— Pam Harris, Math Is Figure-Out-Able Podcast
Whether you work with a math curriculum or take a less-traditional route to learning, do not be satisfied with mere pencil-and-paper competence. Instead, work on building your children’s mental math skills, because mental calculation forces a child to understand arithmetic at a much deeper level than is required by traditional pencil-and-paper methods.
Traditional algorithms (the math most of us learned in school) rely on memorizing and rigidly following the same set of rules for every problem, repeatedly applying the basic, single-digit math facts. Computers excel at this sort of step-by-step procedure, but children struggle with memory lapses and careless errors.
Mental math, on the other hand, relies on a child’s own creative mind to consider how numbers interact with each other in many ways. It teaches students the true 3R’s of math: to Recognize and Reason about the Relationships between numbers.
The techniques that let us work with numbers in our heads reflect the fundamental properties of arithmetic. These principles are also fundamental to algebra, which explains why flexibility and confidence in mental math is one of the best predictors of success in high school math and beyond.
Your textbook may explain these properties in technical terms, but don’t be intimidated by the jargon. These are just common-sense rules for playing with numbers.
Denise Gaskins' Let's Play Math 