Ellen’s Choice: Meet the Zoombinis!


I had a burst of math-fueled nostalgia earlier this week when I found out that one of my favorite ‘edu-tainment’ games from my childhood has just been re-released for modern systems, and I’d like to take this week’s Ellen’s Choice to tell you about it.

Allow me to introduce the Zoombinis.


“The Logical Journey of the Zoombinis” was a PC game back in the 1990’s that combined surprisingly challenging problem solving with adorable animations and catchy music to create an incredibly memorable experience. In the game you serve as a guide for the Zoombinis, a peaceful, fun-loving race of little blue creatures who need to escape persecution by traveling to a faraway utopia called ‘Zoombiniville.’ You guide the little guys in groups of 16, leading them through four different legs of the journey, each of which contains obstacles in the form of three different logic puzzles you must solve to get them past. As you get better at the puzzles the difficulty gets harder, so that it continues to be a challenge all the way through to the end (not that there really is much of an end; it can keep going until you’re out of Zoombinis in the starting area, and even then you can just make a new game or switch to ‘practice’ mode and keep puzzling!)

The Zoombinis have 5 options each of four different facial features (hair, eyes, noses, and feet), allowing for a multitude of different possible appearances (625 possibilities, to be exact!). Identical twins are allowed, but only two Zoombinis across any given play-through can share the same exact makeup, so you have to get creative. Roughly half of the problem-solving puzzles make use of this fact by involving various kinds of sorting and common-element algorithms, and part of what keeps the puzzles fresh is that each new group of 16 has very different characteristics in its makeup – you have to keep adapting your strategies to fit your current group. The puzzles are themed around comically-engaging premises, like stone guardians that only let certain kinds of Zoombinis through, an innkeeper who’s very picky about where everyone sleeps in her inn, or (one of my favorites) the Pizza Party, with three discerning tree trolls demanding very specific pizzas.

I loved Zoombinis as a kid and still had vivid memories of it, so when I heard it was re-released, I immediately plunked down my money and downloaded a copy. (It can be found on the App Store and Google Play, and their website says that desktop and Kindle Fire versions are coming a little later in the year.) And let me tell you – it’s gorgeous. They took the exact same designs from the 90’s version and painstakingly updated the graphics to use modern vector technologies (a la flash animation) without changing the designs at all. They re-used all the original music, voiceovers and sound effects – starting it up I had a sudden rush of emotion as the dialogue all came back to me, exactly as it was when I was little.

And you know what impresses me the most? It’s still an awesome game – even as an adult. I was concerned that since it was a game designed for kids, it might be too easy for me as an adult, but never fear – I spend just as much time yelping in frustration now as I did then! I love puzzle games, and I truly believe that getting kids interested in problem-solving is really important – a lot of my math tutoring turns out to be more about basic logic and problem-solving skills than actually doing math itself.

As an adult, I can see the places where Zoombinis mimics certain types of logic puzzles, cleverly camouflaged to fit in with the story. Remember I mentioned earlier that some of the puzzles make use of the range of possible combinations on the Zoombinis themselves? As an example, in the middle of the game there’s a puzzle where the Zoombinis need to hire a raftsman to pole them across a river. The raftsman is very picky about how they sit on his raft – each Zoombini must share at least one common feature with everyone he sits next to. It’s basically a sorting algorithm, and as the difficulty increases, the orientation of the seats on the raft shifts to give each Zoombini more and more neighbors to match with. As a kid, I remember solving this one by hacking the system – you can personalize your group of 16 Zoombinis exactly how you want it, so I used to make sure everyone in my group had one thing in common (they all had sunglasses, for example). If everyone shares one feature, they don’t have to worry about where they sit! I tried that after downloading the new version, and it still works, but now it feels a bit like cheating. So I’ve been having the game make random sets of 16 for me, and practicing my sorting skills by dealing with whatever distribution of features I get.

I highly recommend getting yourself a copy of this game, whether you enjoy puzzles or cute animations or even just cheesy dialogue spoken by a way-too-excited narrator. It’s a shining example of how learning can be fun, and how infusing learning into a game can get kids (and grown-ups too!) excited about the concepts involved.

Oh, and if you do get it, stick your tongue out at the Fleens for me!

Ellen’s Choice: Real-World Geometry

On Friday my TV broke.

Kind of a bummer, but we’d had it for many years and it was time for it to go. Now we needed to get a new one, so we headed out to the store. In the process of our search, we realized that our old TV was at the extreme smaller end of the TVs they now sell, so we were going to need to buy a bigger one. We found one we liked, that was only slightly bigger than our old one. The big question, though, before we plunked down our hard-earned cash, was this: would it still fit on our entertainment center?

Our current TV was sold as a 40-inch model, and the one we liked was 43-inch. However, TVs are measured across the diagonal, not the width, so we needed to know what the actual width would be. My hubby got out a tape measure, and I got out a pencil and paper. He measured our 40-inch TV across the diagonal and found that 40 was actually just the screen size; the full diagonal with the frame was 42.5 inches. We knew the new one’s frame was no larger than this one, so we rounded it up to 3 extra inches and made the diagonal of the new one 46 inches – better to over-estimate than under-estimate. Hubby then measured across the width of the old TV and found that it was 36 inches. The question then became: how wide is the new TV?

I immediately realized that this was a similar triangles problem – TVs are rectangles, which means that the diagonal is the hypotenuse of a right triangle, and they all have the same proportions these days since everything’s in wide-screen. So I drew up two right triangles, labeled the sides accordingly, and set out to write up a proportion:

36/42.5 = x/46

I cross-multiplied:

42.5x = 1656

And then divided by 42.5:

x = 38.965

To find that the new TV would be ever-so-slightly shy of 39 inches across. Hubby measured the entertainment center and found that it was 41 inches across, so we’re safe!

I point this out for those of you who think you’ll never use any of the math you’re learning after you finish school. Math is everywhere, and having the ability to decipher a word problem and the techniques to follow up on it will help in all kinds of unusual situations. In fact, during the process my hubby pointed out that I could use the Pythagorean Theorem to figure out that third side of the TV, and I responded that yes, I could, but I actually don’t need to. I have two sides of the triangle and a corresponding side of the new one, and that’s all I needed to figure it out.

Mathematical Journeys: Solve Only For What You Need

Standardized test math doesn’t behave like normal math. On a normal math test, your knowledge of the concepts and material is being tested, using (hopefully) fair test questions. On a standardized test, though, they’re looking for you to think outside the box, to apply math concepts and algorithms to unusual situations, and to really understand what they’re looking for and find the quickest way to go about it. Let’s take a question from a recent GRE student’s lesson:

If 4x – 5y = 10 and 6y – 3x = 22, then what is x + y?

Now, this is a set of two equations with two variables each, so it looks to me like a perfect candidate for solving as a system. If I were solving this one on a regular math test, I’d start off trying the substitution method, since I’m more comfortable with that one. So let’s explore that one first:

I’ll start by solving the first equation for y:

4x – 5y = 10
– 5y = 10 – 4x
y = (-10/5) – (4/-5)x
y = -2 + (4/5)x

Then I’ll plug that in for y in the second equation:

6(-2 + [4/5]x) – 3x = 22
-12 + (24/5)x – 3x = 22 Now we have to convert the 3x into a fraction
-12 + (24/5)x – (15/5)x = 22
-12 + (9/5)x = 22
(9/5)x = 34
x = 34 (5/9)
x = 170/9

Then plug that back in for x in the first equation:

y = -2 + (4/5)(170/9)
y = 136/9

And, FINALLY, find the quantity asked for in the problem by adding x and y together:

x + y = (170/9) + (136/9)
x + y = 306/9
x + y = 34

Well, that’s one way to find the answer, but that took a long time, with lots of large numbers, and lots of potential for mistakes. This is a standardized test, remember, so time is a factor here. Take a look at the question again. It’s asking for x + y. Why wouldn’t it be asking simply for x, or y, or even x and y, for that matter? Is it because x + y is a much cleaner number? Is it to be ornery? To make you waste time?

Well, to be honest, the answer to that last question is yes, but not in the way you might think. In our math classes, we’re hardwired to try to solve for x – we want to end up with a nice clean number to equal one of our variables. It’s the way most math classes work; manipulate the equation until it tells you the missing piece of information. The test builders know that, and they know that everyone’s first instinct in a math problem is to try to solve for x. But in this case, they’re not asking for the value of x; they’re asking for the value of an expression containing x. And they’re doing that very deliberately – because finding x + y is much easier than finding x.

Take a look at our system again – this time I’ll re-arrange it slightly in preparation for using the addition method to solve it:

4x – 5y = 10
– 3x + 6y = 22

See it yet? Use the addition method – don’t even modify anything – and add straight down the columns:

4x – 5y = 10
– 3x + 6y = 22

–> x + y = 32

Well, would you look at that? That’s the answer they’re looking for – and you’ll notice it’s not the same answer as our previous attempt. Not only would you have wasted a bunch of time going through all those hoops to solve with substitution, but you would have gotten the question wrong to boot!

It’s an odd way of looking at a math problem, but one of the biggest strategies I tell my students is to not think about the test as a math test. It’s a logic test that happens to involve numbers. Here, the test is remembering to only solve for what you need. Don’t bother getting all the way down to x if x won’t help you in the end. Sometimes they’re asking for a quantity because going any further past that quantity will only cause you grief. Solve for the quantity they ask for, and no more.

Literature Spotlight: Infinity in the Real World

I recently read a new-ish novel by one of my favorite authors, the incomparable Terry Pratchett, that provided me with some much-needed food for thought. The Long Earth, a collaboration between Pratchett and Stephen Baxter, centers around the invention and distribution of a simple contraption enabling its user to ‘step’ between an infinite number of parallel dimensions. Each of these dimensions is slightly different from every other, possibly depicting a series of ‘what if?’ alternate Earths, and the entirety together is referred to as ‘The Long Earth.’ One of the most curious things about the Long Earth, however, is that none of these alternate Earths have any humans on them – no cities, no civilizations, simply wild and beautiful vistas with plenty of local wildlife and a few enigmatic ‘humanoid’ races that are rarely seen. Forget space travel – mankind can simply step across the Long Earth and find millions of pristine new worlds to conquer!

The novel brings up quite a few intriguing issues stemming from the idea of the Long Earth being essentially infinite and available. It struck me as touching on the difficulty of pinning down the concept of infinity (see my Math Journey about Xeno’s Paradox). Difficulties like: in all those alternate Earths, is the footprint of the United States still US territory? Do the people who strike out to ‘colonize’ those Earths have to pay taxes to a government that’s not even in their reality? And if not, should the US government be sending taxpayer dollars to help fund these colonial expeditions? How do you police your citizens or exploit your cheap labor when disgruntled people can simply step out of reality and find another empty world? Add to that the fact that a small portion of the population are ‘natural steppers,’ who can travel the Long Earth without the nausea that usually accompanies stepping, and another small portion are so-called ‘phobics,’ who can’t step at all, no matter what, and you’ve got the makings of a class war, complete with religious cults and propaganda surrounding the ‘unnatural’ act of stepping.

I’ve always felt that a book doesn’t need to be “classical literature” in order to be ripe for essay-writing and English-class-style discussion. With summer break on the horizon, now’s a great time to make a list of lighter, easier-to-read books that still have enough substance to challenge you over the summer. I like to read fun books with my students over the summer and encourage them to think critically about everything they read, and this book has just been added to my list of popular fiction worthy of a summer unit. What does it mean to have all of infinity at your fingertips, to be able to step away from all responsibility and carve out a new life for yourself at any time?

Mathematical Journeys: A Gnarly System of Three Equations

I received this problem from a friend, who was having trouble while helping her nephew with it. It turned out to be quite a doozy, so I’m presenting it as today’s Math Journey to show how the process we used last time works even with a gnarly, complicated problem.

Solve using the Addition Method:

3x – 3y + 4z = – 15
3x + y – 3z = – 8
23x – y – 4z = 0

As we discussed last month, the basic idea behind solving a system of equations is to use one equation to solve another for a specific variable, and to do that enough times that you can eventually rewrite one of those equations with only one variable in it, and solve from there. The way I learned to do this is the “substitution” method, where you solve one equation for one variable, plug the expression in for that variable in a second equation, et cetera until you’re down to one variable. The addition method works a little differently, but it’s the same basic goal: eliminate enough of the variables that you can solve the system. The basic idea of the addition method is to figure out a way to get two of the equations to have opposite coefficients on one of the variables, so that if you were to add all the terms in those two equations, you’d cancel out one of the variables entirely.

Take a look at the first and third equations for now:

3x -3y +4z = -15
23x -y -4z = 0

The z’s have a positive 4 and a negative 4 as coefficients, so if we were to add the third equation to the first equation, which in practice means adding straight down each column in the equations, we’d get:

26x -4y + 0z = -15

So the z’s will cancel each other out. Now, our new first equation is:

26x -4y = -15

Good; we’ve eliminated one variable from the first equation. Go back to the original system. Look at the second and third equations. Do you see any way to eliminate the z’s using just those two equations in the system? I do. It’s not as immediately apparent, but it’s there.

3x +y -3z = -8
23x -y -4z = 0

This one we have to do some preliminary work for. If we’re going to add them, we need one equation to have a positive coefficient and the other a negative, and they need to have the same absolute value. They’re both negative right now, and the numbers are different. No problem – think about finding a Lowest Common Denominator back in middle school. Remember, we can multiply an entire equation by a single constant without changing the value of the equation, just like finding an equivalent fraction. We’ll have to do both cases for this one – sometimes you can get away with one, but not today.

Think LCD – what numbers are we going to multiply each equation by to eliminate the z’s?

The first one should get a 4, and the second one a 3, and one of them needs to be negative. Doesn’t matter which one, so let’s pick. I say negative 3 and positive 4.

4 (3x +y -3z = -8) → 12x +4y -12z = -32
-3 (23x -y -4z = 0) → -69x +3y+12z = 0

So now, when we add straight down, we get:

-57x +7y +0z = -32

Or:

-57x +7y = -32

Okay, now let’s go back to our original system. Which equation did we use in both of our additions? The third, right? Okay, so set that one aside for now. We’re going to replace the first and second equations with our new ones:

26x -4y = -15
-57x +7y = -32

Now, we can treat these two as a system of two variables in two equations, and repeat the above process to reduce it down to one variable. I’d say, since the coefficients are smaller and easier to handle, let’s try to eliminate y. Same process as before – what’s our LCD? 28. So:

7 (26x -4y = -15) → 182x -28y = -105
4 (-57x +7y = -32) → -228x +28y =-128

When we add those straight down, we’ll get:

-46x = -233

And THAT we can solve for x, since it’s only got one variable:

x = 233/46 (I’ll leave it as a fraction, since it’s ugly)

Now, we can do what’s sometimes called “back-solving” to get our final answer.

First, plug that into the first of our new (2-variable) equations to solve for y:

26x -4y = -15
26(233/46) -4y = -15
(3029/23) -4y = -15
-4y = -15 -(3029/23)
-4y = -(3374/23)
y = -(3374/23) / -4
y = 1687/46

Now that we have y, we substitute BOTH our x and our y into the third equation (the one we set aside at the beginning – the one with three variables still in it) to solve for z.

23x -y -4z = 0
23(233/46) – (1687/46) -4z = 0
(5359/46) – (1687/46) = 4z
3672/46 = 4z
z = (3672/46) * (¼)
z = 918/46

or, when you reduce it all the way: 459/23

So, our final values for all three variables are:

x = 233/46
y = 1687/46
z = 459/23

And yes, they’re ugly, but yes, that’s it.

Just to be sure, I solved this same problem using the substitution method, and got the same answers. It’s a bit more convoluted to use the addition method, but it still works. (My guess is that’s why the problem specifically required you to use the addition method – it would have been too easy the other way!) As with Lowest Common Denominator problems, if you don’t have compatible numbers given to you the fractions are going to get big and ugly really fast. This one was unfortunate in that 23 is prime, so all the numbers were forced into being pretty big. Don’t worry though; you’ll still get an answer eventually.

Incidentally, systems can be tricky to get the hang of at first because any given system has many different paths you could take to get to the end. You can start with whichever equation you want and solve for whichever variable you want. Ideally, the problem should work no matter what order you choose to use the equations in. Some paths are shorter or easier than others, though, so it pays to think briefly about how to tackle a new problem to save yourself a headache later on.

Literature Spotlight: Intentional Ambiguity

Toni Morrison’s “Beloved” is a beautiful, poetic, and haunting work about love, motherhood and the lengths to which a mother will go to protect her children. The runaway slave woman Sethe kills one of her children (and attempts to kill the others) in order to save its life, and in doing so destroys the beautiful world she’s tried so hard to create for the rest of her family. The baby’s ghost haunts Sethe’s world through the enigmatic character of Beloved, a character with at least three distinct possible interpretations. Is Beloved the ghost of the “already-crawling? baby,” or a simple runaway slave who just happens to call herself “Beloved,” or perhaps not even there at all? The novel is intentionally written to keep our interpretations vague, and each interpretation comes with its own commentary on the relationships in the novel.

On the one hand, Beloved could be a real, physical girl, not related to the family, who ran away from an abusive slave owner and found her way to Sethe’s house. Perhaps she saw the headstone in the little grave out back and took its one word for her new name. There is certainly evidence to corroborate this theory, particularly in the way she interacts with Paul D and the other non-family members. She certainly seems to be physically present and interacting with the objects in the house, and she reacts to situations in the way you might expect from a trauma survivor. Sethe and Denver immediately accept that Beloved is the ghost of the baby, so if she is actually just another runaway slave, then this interpretation speaks to how readily we as humans are to place our own context on unfamiliar situations. It would also highlight Sethe’s desperate need to feel understood, to explain herself to a victim too young to understand what was happening at the time. She convinces herself of their relationship so that she can beg forgiveness.

Then again, Sethe could be right – Beloved could actually be the ghost of the baby girl, made corporeal and aged to match the passing years. This would explain the supernatural experiences from the early part of the novel by acknowledging the existence of ghosts and spirits. Paul D’s desire to leave the house, the handprints in the cake, all these things would be conveniently explained away by Beloved’s presence as the ghost of the baby. It would also give credit to Sethe’s desperation, since Beloved does in fact become very angry with her in the second part of the novel. Sethe desperately wants her to understand, and well she should, since Beloved is becoming vengeful and over-bearing in her rage at what she sees as a betrayal of her love.

One final interpretation I’d like to cover, though there are undoubtedly many more, is this: what if Beloved never existed at all? It’s quite possible to read Beloved’s character as existing entirely in Sethe’s head; her guilt over the act made manifest in her eyes. In this case, Sethe begins to feel reminiscent of Raskolnikov from Crime and Punishment, as her desperate brain searches for a narrative to rationalize her horrific act. She didn’t get a chance to explain to Beloved why she did it, and we see that even Denver worries sometimes that she might snap and kill again, so Sethe is tormented by a need to explain herself to someone, anyone. That need manifests itself as Sethe believing Beloved is present, devoting more and more of her time to the poor girl’s needs, and wasting away herself in the process.

Whatever your personal inclination, I’d argue that it’s important to keep the many possible interpretations in mind. Rather than taking sides and sticking with one interpretation, the more interesting experience comes from recognizing that there are many different things that could be happening here. The ambiguity is part of Beloved‘s beauty, and is particularly powerful near the end of chapter 2. The narrative lapses into poetry, told first from each of the three girls’ perspectives in turn, and then finally mixing and mingling them into one:

“You are my face; I am you. Why did you leave me who am you?
I will never leave you again
Don’t ever leave me again
You will never leave me again
You went in the water
I drank your blood
I brought your milk
You forgot to smile
I loved you
You hurt me
You came back to me
You left me

I waited for you
You are mine
You are mine
You are mine” (P. 326)

By the end of the poetry, it’s impossible to tell which woman is speaking. Metaphor, plot, and symbolism are intertwining, holding up these women as one and the same character, turning them like a prism to catch the light in a kaleidoscope of ways.

Ellen’s Choice: Adventures in Narrative Point of View – Remember that time you did that thing?

Narrative Point of View, sometimes called Narrative Perspective, describes the position of the narrator in relation to the story. Commonly-used points of view include First Person, where the narrator is a main character in the story, describing the events using “I,” and Third Person, where the narrator is a separate entity describing the events of the story using “he” or “she”. Within Third Person there are two sub-categories dealing with how much information the narrator chooses to give. Third Person Omniscient places the narrator above the story, where they can provide narration of events that the main characters are unaware of. A good example of this is the Harry Potter series, where the books sometimes show scenes of the Malfoys, Snape, or Voldemort – things that Harry and his friends would have no way of knowing about. In contrast, Third Person Limited places the narrator inside the main character’s head but not AS the main character – events are still described as “he did this” or “he thought that,” but only events or thoughts that the main character is aware of are introduced. Only the main character’s thoughts are given; everyone else’s motivations must be inferred from actions and dialogue. An example of this would be the Hunger Games trilogy, where Katniss is the lens through which we view the story. (Interestingly, the Hunger Games movies change this perspective, showing what was actually happening in the game-controllers’ room during the games, where in the books we only have Katniss’s ideas about what MIGHT be happening up there.)

These are the most common ways to tell a story, but there is one other. It’s elusive, and rarely used. I recently finished reading a book of short stories, edited by Neil Gaiman and Al Sarrantonio, as part of my 2015 Reading Challenge (see previous blog post). One of the stories in that volume has stayed with me particularly strongly for its use of this elusive Point of View. “Loser,” by Chuck Palahniuk, is written in Second Person.

Second Person is a narrative perspective where YOU are the protagonist of the story. The narrator describes events using “You did this” or “You thought that.” Before encountering “Loser,” I was used to only seeing Second Person in special cases like the “Choose Your Own Adventure” books of my childhood or the Game Master’s narration in a game of Dungeons & Dragons. Dungeons & Dragons, though, is more properly described as a collaboration between a second-person narrator and a group of first-person players, working together to craft a story on the spot. And the Choose Your Own Adventure books assume a level of interactivity from you as well, as you flip back and forth from page to page to craft your own story. As you might imagine, it’s difficult to craft a good non-interactive Second Person narrative without it sounding odd, with this unseen narrator ascribing motivations and actions to you, the reader. And it’s true that “Loser” has an odd effect on the reader because of its narrative perspective, but in this case it’s done intentionally to play into the story itself.

Basically, “Loser” is a description of that time you took acid and went on The Price is Right. The narrator’s description of your befuddled mental state and sensory overload from the bells and whistles and flashing lights as you attempt to get through the game without freaking out creates a very clear sense in the reader of what that experience would be like. It’s remarkably effective at portraying the loss of agency that one might feel after taking a mind-altering drug and entering an area of extreme sensory input. Thinking about it now, I get the sense that that loss of agency is exactly why Second Person generally feels strange to read – here’s some unknown guy telling you what you think about all of this. Who is he to tell you what you think and do? It’s an odd sensation to be sure. Palahniuk is simply leveraging that odd sensation to help him tell the story.

I highly recommend checking out “Loser,” by Chuck Palahniuk. And I’m interested to hear your thoughts in the comments – have you read any good Second Person narratives?