**Killer Bunny Sequence**

##### (John Horton Conway)

This is a sequence developed by the great mathematician John Horton Conway.

After describing the sequence starting with 1,1 student pairs should start with their own two numbers from 1-10 and see what happens to their sequence. This is better than having all students work on the same sequence because then it just becomes a race and the slow, ponderous thinkers will feel justifiably uninspired. Do all sequences start doing the same thing?

As a graduate student I studied mathematics fairly broadly, and I was fortunate enough, besides developing the idea which led to ‘Non-Cooperative Games,’ also to make a nice discovery relating to manifolds and real algebraic varieties.

**John Forbes Nash, Jr.**

**Standards for ****Mathematical Practice**

MathPickle puzzle and game designs engage a wide spectrum of student abilities while targeting the following Standards for Mathematical Practice:

##### MP1 Toughen up!

This is problem solving where our students develop grit and resiliency in the face of nasty, thorny problems. It is the most sought after skill for our students.

##### MP3 Work together!

This is collaborative problem solving in which students discuss their strategies to solve a problem and identify missteps in a failed solution. MathPickle recommends pairing up students for all its puzzles.

##### MP6 Be precise!

This is where our students learn to communicate using precise terminology. MathPickle encourages students not only to use the precise terms of others, but to invent and rigorously define their own terms.

##### MP7 Be observant!

One of the things that the human brain does very well is identify pattern. We sometimes do this too well and identify patterns that don't really exist.