I always seek activities that might stretch my students yet would be accessible to them; that might require logical thought yet would contain counterintuitive elements; that might provide the opportunity to venture into new mathematical realms yet would have a simple starting point. This article and the activity that inspired it did indeed arise by way of a relatively straightforward problem that I proposed to one of my classes.


Edited by Maurice Burke, Maurice.Burke@utsa.edu University of Texas at San Antonio

J. Kevin Colligan, jkcolligan@verizon.net SRA International, Columbia, MD (retired)

Maria Fung, mfung@worcester.edu Worcester State College, Worcester, MA

Jeffrey J. Wanko, wankojj@muohio.edu Miami University, Oxford, OH

Contributor Notes

Martin Griffiths, mgriffiths@christscollege.com, who has taught mathematics and statistics at both the high school and university levels, is head of mathematics at Christ's College in New Zealand. His research interests lie in the somewhat diverse fields of combinatorics and mathematical epidemiology.

(Corresponding author is Griffiths mgriffiths@christscollege.com)
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