One of the little challenges in writing about mathematics-themed comics is one of pacing: how often should I do a roundup? Posting weekly, say, helps figure out a reasonable posting schedule for those rare moments when I’m working ahead of deadline, but that leaves the problem of weeks that just don’t have anything. Waiting for a certain number of comics before writing about them seems more reasonable, but then I have to figure how many comics are enough. I’ve settled into five-to-six as my threshold for a new post, but that can mean I have weeks where it seems like I’m doing nothing but comic strips posts. And then there’s conditions like this one where Comic Strip Master Command had its cartoonists put up just enough that I’d started composing a fresh post, and then tossed in a whole bunch more the next day. It’s like they’re trying to shake me by having too many strips to write about. I’d have though they’d be flattered to have me writing about them so.

Bud Blake’s **Tiger** (September 11, rerun) mentions Tiger as studying the times tables and points out the difference between studying a thing and learning it.

Marc Anderson’s **Andertoons** (September 12) belongs to that vein of humor about using technology words to explain stuff to kids. I admit I’m vague enough on the concept of mashups that I can accept that it might be a way of explaining addition, but it feels like it might also be a way of describing multiplication or for that matter the composition of functions. I suppose the kids would be drawn as older in those cases, though.

Bill Amend’s **FoxTrot** (September 13, rerun) does a word problem joke, but it does have the nice beat in the penultimate panel of Paige running a sanity check and telling at a glance that “two dollars” can’t possibly be the right answer. Sanity checks are nice things to have; they don’t guarantee against making mistakes, but they at least provide some protection against the easiest mistakes, and having some idea of what an answer could plausibly be might help in working out the answer. For example, if Paige had absolutely no idea how to set up equations for this problem, she could reason that the apple and the orange have to cost something from 1 to 29 cents, and could try out prices until finding something that satisfies both requirements. This is an exhausting method, but it would eventually work, too, and sometimes “working eventually” is better than “working cleverly”.

Bill Schorr’s **The Grizzwells** (September 13) starts out by playing on the fact that “yard” has multiple meanings; it also circles around one of those things that distinguishes word problems from normal mathematics. A word problem, by convention, normally contains exactly the information needed to solve what’s being asked — there’s neither useless information included nor necessary information omitted, except if the question-writer has made a mistake. In a real world application, figuring out what you need, and what you don’t need, is part of the work, possibly the most important part of the work. So to answer how many feet are in a yard, Gunther (the bear) is right to ask more questions about how big the yard is, as a start.

Steve Kelley and Jeff Parker’s **Dustin** (September 14) is about one of the applications for mental arithmetic that people find awfully practical: counting the number of food calories that you eat. Ed’s point about it being convenient to have food servings be nice round numbers, as they’re easier to work with, is a pretty good one, and it’s already kind of accounted for in food labelling: it’s permitted (in the United States) to round off calorie counts to the nearest ten or so, on the rather sure grounds that if you are counting calories you’d rather add 70 to the daily total than 68 or 73. Don’t read the comments thread, which includes the usual whining about the Common Core and the wild idea that mental arithmetic might be well done by working out a calculation that’s close to the one you want but easier to do and then refining it to get the accuracy you need.

Mac and Bill King’s **Magic In A Minute** kids activity panel (September 14) presents a magic trick that depends on a bit of mental arithmetic. It’s a nice stunt, although it is certainly going to require kids to practice things because, besides dividing numbers by 4, it also requires adding 6, and that’s an annoying number to deal with. There’s also a nice little high school algebra problem to be done in explaining why the trick works.

Bill Watterson’s **Calvin and Hobbes** (September 15, rerun) includes one of Hobbes’s brilliant explanations of how arithmetic works, and if I haven’t wasted the time spent memorizing the strips where Calvin tries to do arithmetic homework then Hobbes follows up tomorrow with imaginary numbers. Can’t wait.

Jef Mallet’s **Frazz** (September 15) expresses skepticism about a projection being made for the year 2040. Extrapolations and interpolations are a big part of numerical mathematics and there’s fair grounds to be skeptical: even having a model of whatever your phenomenon is that accurately matches past data isn’t a guarantee that there isn’t some important factor that’s been trivial so far but will become important and will make the reality very different from the calculations. But that hardly makes extrapolations useless: for one, the fact that there might be something unknown which becomes important is hardly a guarantee that there is. If the modelling is good and the reasoning sound, what *else* are you supposed to use for a plan? And of course you should watch for evidence that the model and the reality aren’t too very different as time goes on.

Gary Wise and Lance Aldrich’s **Real Life Adventures** (September 15) describes mathematics as “insufferable and enigmatic”, which is a shame, as mathematics hasn’t said anything nasty about *them,* now has it?

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