The title doesn’t mean anything. My laptop’s random-draw of pictures pulled up one from the county fair last year is all. I’m just working too close to deadline to have a good one. Pet rabbit has surgery scheduled and we are hoping that turns out well for everyone involved.

Jeffrey Caulfield and Alexandre Rouillard’s **Mustard and Boloney** for the 12th has the blackboard of mathematical symbols. Familiar old shorthand of conflating mathematics ability with genius, or at least intelligence. The blackboard isn’t particularly full of expressions, possibly because Caulfield and Rouillard’s art might not be able to render too much detail clearly. It’s also got a sort-of appearance of Einstein’s most famous equation. Although with perhaps an extra joke to it. Suppose we’re to take ‘E’ and ‘M’ and ‘C’ to mean what they do in Einstein’s use. Then has to equal zero. And there are many things you can safely do with zero. Dividing by it, though, isn’t one. I shan’t guess whether Caulfield and Rouillard were being that sly, though.

Marty Links’s **Emmy Lou** rerun for the 13th tries to be a paradox. How can one like mathematics without liking figures? But arithmetic is just one part of mathematics. Surely the most-used part, if we go by real-world utility. But not everything. Arithmetic is often useful, yes. But you can do good work in (say) logic or knot theory or geometry with only a slight ability to add or subtract or multiply. There’s not enough emphasis put on that in early education. I suppose it reflects the reasonable feeling that people do need to be competent at arithmetic, which is useful. But it gives one a distorted view of what mathematics can be.

Mark Parisi’s **Off The Mark**for the 13th is the anthropomorphic numerals joke for the week. And it presents being multiplied by zero as a terrifying fate for other numbers. This seems to reflect the idea that being multiplied by zero is equivalent to being made into nothing. That it’s being killed. Zero enjoys this dual meaning, culturally, representing both a number and the concept of a thing that doesn’t exist *and* the concept of non-existence. If being turned from one number to another is a numeral murder, then a 2 sneaking in with a + sign would be at least as horrifying. But that joke wouldn’t work, and I know that too.

Olivia Jaimes’s **Nancy** for the 14th is another recreational-mathematics puzzle. I know nothing of Jaimes’s background but apparently it involves a keen interest in that kind of play that either makes someone love or hate mathematics. (Myself, I’m only slightly interested in these kinds of puzzles, most of the time.) This one — add one line to ‘fix’ the equation 5 + 5 + 5 + 5 = 555 — I hadn’t encountered before. Took some fuming to work it out. The obvious answer, of course, is to add a slash across the = sign so that it means “does not equal”.

But that answer’s dull. What mathematicians like are statements that are true and interesting. There are many things that 5 + 5 + 5 + 5 does not equal. Why single out 555 from that set? So negating the equals sign meets the specifications of the problem, slightly better than Nancy does herself. It doesn’t have the surprise of the answer Nancy’s teacher wants.

If you don’t get how to do it, highlight over the paragraph below for a hint.

There are actually three ways to add the stroke to make this equation true. The three ways are equivalent, though. Notice that the symbols on the board comprise strokes and curves and consider that the meaning of the symbol can be changed by altering the composition of those strokes and curves.

Ted Shearer’s **Quincy** for the 21st of May, 1979, and rerun the 14th is a joke about making mathematics problems relevant. And, yeah, I’ll give Mrs Glover credit for making problems that reflect stuff students know they’re going to have to deal with. Also that they may have already dealt with and so have some feeling for what plausible answers will be. It’s tough to find many problems like that which don’t repeat themselves too much. (“If your pants need a new patch every two months how many would you have in three years?”).

I do many Reading the Comics posts. Others like this one are here. For other essays that mention **Mustard and Boloney**, look to this link. I admit I’m surprised there’s anything there; I didn’t remember having written about it before For other discussions of **Emmy Lou**, try this link. For this and other times I’ve written about **Off The Mark** try this link. For **Nancy** content, try this link. And for other **Quincy** essays you can read this link. Thank you.

Perhaps “Nancy ” is a fourth wall meta joke and Nancy’s teacher is showing her why she, as a fictional character, has a phone exchange of 555?

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This is possible. Although it’s harder to make the mathematics puzzle work right with other strings of digits. That is, you could do something like ‘make 4 + 4 + 4 + 4 = 452 correct’, but that isn’t so punchy.

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Another way to look at the Off the Mark comic might be thinking of zero as the number world’s Borg and being multiplied by zero the equivalent of being assimilated by the Borg zero. I didn’t say it was a particularly good look, just a different one.

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It passes, yeah, and it does avoid the aspect of the peril being the number getting changed at all.

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