algebra problem solving year 9

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Algebra Questions with Answers for Grade 9

Grade 9 ratio algebra questions with answers are presented. Questions on solving linear and quadratic equations, simplifying expressions including expressions with fractions, finding slopes of lines are included. Solutions and detailed explanations are also included.

• - 6x + 5 + 12x -6
• 2(x - 9) + 6(-x + 2) + 4x
• 3x 2 + 12 + 9x - 20 + 6x 2 - x
• (x + 2)(x + 4) + (x + 5)(-x - 1)
• 1.2(x - 9) - 2.3(x + 4)
• (x 2 y)(xy 2 )
• (-x 2 y 2 )(xy 2 )
• (a b 2 )(a 3 b) / (a 2 b 3 )
• (21 x 5 ) / (3 x 4 )
• (6 x 4 )(4 y 2 ) / [ (3 x 2 )(16 y) ]
• (4x - 12) / 4
• (-5x - 10) / (x + 2)
• (x 2 - 4x - 12) / (x 2 – 2x – 24)
• 6x - 8 = 4x + 4
• 4(x - 2) = 2(x + 3) + 7
• 0.1 x - 1.6 = 0.2 x + 2.3
• - x / 5 = 2
• (x - 4) / (- 6) = 3
• (-3x + 1) / (x - 2) = -3
• x / 5 + (x - 1) / 3 = 1/5
• 2 x 2 - 8 = 0
• 2x 2 + 5x - 7 = 0
• (x - 2)(x + 3) = 0
• (x + 7)(x - 1) = 9
• x(x - 6) = -9
• x 3 - 1728 = 0
• sqrt(x) = -1
• sqrt(x) = 5
• sqrt(x/100) = 4
• sqrt(200/x) = 2
• a 2 + b 2 , for a = 2 and b = 2
• |2a - 3b| , for a = -3 and b = 5
• 3a 3 - 4b 4 , for a = -1 and b = -2
• x + 3 < 0
• x + 1 > -x + 5
• 2(x - 2) < -(x + 7)
• For what value of the constant k does the quadratic equation x 2 +2x = - 2k have two distinct real solutions?
• For what value of the constant b does the linear equation 2x + by = 2 have a slope equal to 2?
• What is the y intercept of the line -4x + 6y = -12 ?
• What is the x intercept of the line -3x + y = 3 ?
• What is point of intersection of the lines x - y = 3 and -5x - 2y = -22 ?
• For what value of the constant k does the line -4x + ky = 2 pass through the point (2,-3) ?
• What is the slope of the line with equation y - 4 = 10 ?
• What is the slope of the line with equation 2x = -8 ?
• Find the x and y intercepts of the line with equation x = - 3 ?
• Find the x and y intercepts of the line with equation 3y - 6 = 3 ?
• What is the slope of a line parallel to the x axis?
• What is the slope of a line perpendicular to the x axis?

Answers to the Above Questions

• 9x 2 + 8 x - 8
• (x + 2)/(x + 4)
• no solution
• solution set {-2,2}
• no real solutions
• solution set {1,-7/2}
• solution set {2,-3}
• solution set {2,-8}
• solution set {3}
• no solutions
• The slope is undefined
• x - intercept: (-3,0) , no y - intercept.
• no x - intercept , y - intercept: (0 , 3)
• The slope is undefined.

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Grade 9 Algebra Word Problems

Related Pages Grade 8 Algebra Word Problems Algebra Word Problems Solving Equations More Algebra Lessons

These lessons cover grade 9 algebra word problems involving age, distance, rate, time and coins with examples and step-by-step solutions. It includes various examples and solutions for algebra word problems that you will commonly encounter in 9th grade.

Age Word Problems

Age Problems with two unknowns or variables

Example: Taylor is five times as old as Spenser. The sum of their ages is eighteen. How old are Taylor and Spencer?

Solution: Let x represent Spenser’s age Therefore, Taylor’s age is 5x x + 5x = 18 6x = 18 x = 3 Therefore, Spenser is 3 years old and Taylor is 15 years old.

Grade 9 Algebra Word Problems - Age

Example 1: A mother is three times as old as her daughter. Six years ago, the mother’s age was six tines that of her daughter. How old are they now?

Solution: Let x represent the daughter’s age. Therefore, 3x is the mother’s age. 6(x - 6) = 3x - 6 6x - 6 = 3x - 6 3x = 30 x = 10 Therefore, the daughter’s is 10 years old and the mother is 30 years old.

Example 2: A father is now three times as old as his son. Eight years ago, the father was five times as old as his son. How old are they now?

Rate, Distance, Time Word Problems

Grade 9 Algebra Word Problems - Rate, Distance, Time

Example: A bus leaves the terminal and averages 40 km/hr. One hour late, a second bus leaves the same terminal and averages 50 km/hr. In how many hours will the second bus overtake the first?

Grade 9 Rate, Distance, Time Word Problems

Example 1: One motorist travels 5 km.hr faster than another. They leave from the same place and travel in opposite directions. What is the rate of each if they are 195 km apart after 3 hours?

Example 2: A pilot flew from airport A to airport B at a rate of 100 km/hr and flew back from airport B to airport A at 120 km/hr. The total time it took was 11 hours. How far is it from airport A to airport B?

Coin Word Problems

Grade 9 Algebra Word Problems - Coins

Example: A coin collection amounting to $25 consists of nickels and dimes. There are 3 times as many nickels and dimes. There are 3 times as many nickels as dimes. How many coins of each kind are there?

Solution: Let x = number of dimes 3x = number of nickels 10x + 5(3x) = 2500 25x = 2500 x = 100 Therefore, there are 100 dimes and 300 nickels.

Grade 9 Coin Algebra Word Problems

Example: Mr. Rogers has $4.62. He has 3 times as many dimes as nickels and 6 more pennies than dimes. How many coins of each kind does he have?

Coin Algebra Word Problems - Grade 9

Example: Bob has in his pocket a number of pennies, 5 times as many nickels as pennies and 5 more quarters than pennies. The coins amount to $2.27. Find the number of each kind of coin.

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Free Printable algebra Worksheets for 9th Year

Algebra-focused math worksheets for Year 9 students, created to help educators discover effective teaching tools. Explore our collection of free printable resources to enhance your lessons.

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Explore printable algebra worksheets for 9th Year

Algebra worksheets for Year 9 are essential resources for teachers who want to provide their students with a comprehensive understanding of algebraic concepts and applications. These worksheets cover a wide range of topics, including linear equations, quadratic functions, systems of equations, and polynomials, all of which are crucial for building a strong foundation in mathematics. Teachers can utilize these worksheets to supplement their lesson plans, provide additional practice for students who may be struggling with certain concepts, or even as a form of assessment to gauge students' progress throughout the school year. By incorporating algebra worksheets for Year 9 into their curriculum, teachers can ensure that their students are well-prepared for the challenges of higher-level math courses.

Quizizz is an excellent platform for teachers to access a variety of algebra worksheets for Year 9, as well as other math resources. This interactive platform allows educators to create engaging quizzes and activities that can be used in the classroom or assigned as homework. In addition to algebra worksheets, Quizizz offers a vast library of resources for other math topics, such as geometry, trigonometry, and calculus, making it a one-stop-shop for all of your math teaching needs. Furthermore, Quizizz provides teachers with valuable insights into their students' performance, allowing them to identify areas where additional support may be needed. By incorporating Quizizz into their teaching toolkit, educators can enhance their students' learning experience and ensure that they are well-equipped to tackle the challenges of Year 9 math and beyond.

Visual maths worksheets, each maths worksheet is differentiated and visual.

Year 9 Maths Worksheets

Maths Worksheets / Year 9 Maths Worksheets

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List of Topics

Our Year 9 printable maths worksheets cover the full range of topics. See below the list of topics covered. All our maths worksheets can be accessed here .

• Expanding Brackets
• Factorising
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• Linear Functions
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• Lines and Angles
• Similarity and Congruence
• Transformations
• Volume and Surface Area
• Histograms and Frequency Polygons
• Mean Median Mode
• Pie Charts and Bar Charts
• Probability
• Scatter Graphs
• Stem-and-Leaf Diagrams
• Two-Way Tables and Pictograms

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A series of problem solving questions for lower ability year 9

Subject: Mathematics

Age range: 7-11

Resource type: Game/puzzle/quiz

Last updated

12 September 2018

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These are a series of problems from a variety of freely shared resources, or self written. They are aimed at low ability yr 9, but some are taken from KS2 problems also. They are linked to topics and I use them as starters. I started this as a project and found that it increased pupils confidence in class and on exam papers. I do them on whiteboards so there is no concerns about having wrong answers in their books. Many thanks to all who post problems and share freely.

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A nice collection of questions to encourage pupils to problem solve using simple topics. Thank you :)

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FREE KS3 maths resources

Here you can find all of our free KS3 resources; explore the collections or navigate to each section to filter resources by topic

Year 9 Maths: Laying Down The Foundations For The GCSE Years

Beki christian.

By Year 9 maths, our children are well and truly teenagers! Many struggle to motivate themselves to get out of bed in the morning let alone concentrate on their 9am maths lesson. With hormones running through their bodies, there always seems to be one drama or another for them to worry about.

Whilst Year 9 can be difficult for students, parents and teachers to navigate, it is a pleasure to see that our children are growing up. They are able to engage in more meaningful conversations and when they are concentrating on their work, we can challenge them to think more deeply and critically. 

The spread of abilities is vast by Year 9 with the higher achievers able to tackle some quite complex topics. Keeping the level of challenge appropriate to the students, and the work relevant, will help attract their attention and keep them focussed. 

What will students learn in Year 9 maths?

Ratio, proportion and rates of change:, geometry and measure, probability, read more: mean in maths and mean median mode, applied and problem solving questions, year 9 maths example questions for mathematical thinking, additional ks3 & ks4 maths questions suitable for year 9, what students are likely to struggle with in year 9 maths, what students can do to help themselves with year 9 maths, how adults can support students with year 9 maths, you may also be interested in:.

The study of maths can be broken down into a number of sub-categories. Within the National Curriculum, these are: 

Number, Algebra, Ratio, proportion and rates of change, Geometry and measures, Probability and Statistics

In year 9 students will build on the topics that they have covered in Years 7 and 8. These include:

• Number: fractions, decimals, percentages, place value, negative numbers, factors and multiples, rounding, order of operations
• Algebra: manipulating algebraic expressions, expanding and factorising, solving linear equations, using formulae, sequences, straight line graphs, inequalities 
• Ratio, proportion and rates of change: ratio, direct proportion, conversion rates
• Geometry and measures: area and perimeter, surface area and volume of 3D shapes, angles, parallel lines, properties of polygons, transformations, speed/distance/time, construction and loci, bearings, congruence
• Probability: theoretical probability, experimental probability, sample space diagrams, venn diagrams
• Statistics: data collection, pie charts, scatter diagrams, averages

See also: Year 7 Maths & Year 8 Maths

Year 9 Maths Test

Download this free, printable Year 9 end of year maths test. Includes student-friendly mark scheme and grade boundaries.

New year 9 maths topics

Year 9 maths students will also be introduced to a number of new topics. Let’s have a look at some of the topics that may be introduced for the first time in Year 9:

Example questions:

1.Write down the value of 9 1/2

2.Write the number 74000 in standard form

3.Round the number 3402 to 2 significant figures

1.a is directly proportional to b. When a=16, b=4. Find the value of a when 

1.Expand and simplify (x+3)(x-6)

2.Plot the graph y=x 2 +5x-14

3.Write down the equation of a line parallel to y=3x-4

1.Find the volume of this cylinder

2.Calculate the size of one exterior angle of a regular pentagon

3. Calculate the length of the hypotenuse

Example question:

1.What is the probability of rolling 2 sixes when rolling 2 dice?

1.Estimate the mean of this data:

Foot size      Frequency

4                       3

5                       8

6                       4

As students progress through Key Stage 3, one aim is that they develop their skills in ‘working mathematically’. This means that they will:

• Develop fluency in the number system, the language of algebra and mathematical terminology. 
• Practise their mathematical reasoning; making links between numerical, algebraic and graphical representations, deducing mathematical relationships and constructing mathematical proofs or counter examples.
• Develop their problem solving skills and begin to model problems mathematically. 

These skills are particularly important, both as students progress through their mathematical studies as well as throughout their lives. Problem solving questions and word problems feature widely in GCSE papers as a way of testing students’ understanding of maths topics and their ability to work mathematically. 

Reasoning and deduction, along with the ability to form arguments and solve problems are skills that will benefit our children for the whole of their lifetime. Students should be given the opportunity to develop these skills throughout different areas of the Year 9 maths curriculum. One way of doing this is to get them regularly thinking about applied questions and solving problems.

• Ben earns £1800 per month. He spends 30% of his money on rent. He spends ¼ of his total money on bills. The rest of his money he spends and saves in the ratio 4:5. How much money does Ben save each month? 
• The area of this shape is 40cm 2 . Calculate the value of x.

• A drinks company wants to produce a new can size. The volume of the can needs to be at least 400cm 3 . The drinks company wants to minimise the amount of packaging they use. Which shape should the company produce, A or B? You must show how you decide. 
• Can you design a shape that uses less packing but still has a volume of at least 400cm 3 ? 

• I have five cards, all showing different numbers. The mean of the numbers is 5, the median is 6 and the range is 8. What could the numbers on my cards be?

Read more: Maths problems for KS3

• 15 Algebra questions
• 15 Trigonometry questions
• 15 Ratio questions
• 15 Probability questions
• 15 Venn diagram questions
• 15 Simultaneous equations questions
• 15 Pythagoras theorem questions
• Long division questions

Motivation 

By Year 9, the novelty of secondary school has well and truly worn off. Students haven’t started their GCSEs yet and many are a little lacking in motivation!

We can help to keep them motivated by providing them with interesting and relevant tasks, recognising their effort and achievements and supporting them to feel confident and secure within the subject. It is much easier to feel motivated when you are enjoying a subject and feel confident with it.

Definitions and technical vocabulary 

The amount of technical vocabulary that students are expected to know and use increases throughout KS3. Some of the terms they are expected to know by Year 9 maths are: prime, factor, multiple, integer, mixed number, quadrilateral, denominator, numerator, significant figure, factorise, congruent, similar, Pythagoras theorem, hypotenuse, SOHCAHTOA, correlation, mean, median, mode and range.

Problem solving and reasoning 

As we have discussed, problem solving is an important skill for students to develop, though some may find it tricky.

Making links 

Maths is often seen as a number of separate topics. However, this is not the case. Students often struggle to use the maths they know when they see it in an unfamiliar context, for example algebra within shape or probability work. 

Complete homework 

When learning maths, nothing is more important than practice. Students will be given the opportunity to practise maths at school but, particularly as they get older and the concepts that they are learning become more difficult, there is a benefit to sitting down independently and focussing on maths at home.

Away from the distraction of classmates and the help of the teacher, students have the opportunity to really focus on a topic and secure their understanding. Extra practice will also help them recall facts more easily at a later stage, as well as identifying any areas where they might require extra support. 

Use recommended books or websites for help

There is a wealth of information and help available to our children, particularly online. There are some brilliant websites which provide students with detailed explanations and examples as well as practice materials to help them with Year 9 maths. Check out the GCSE maths resources section on the Third Space Learning site for step by step lessons and maths worksheets designed to develop students’ skill and understanding.

For those in need of additional support Third Space Learning also offers online 1-to-1 tuition with a professional tutor, tailored to the needs of the individual student. 

Being able to work independently is an important skill for students to develop. It will prove useful when they are preparing for exams and are starting their maths revision.

Ask for help if necessary

Students, especially those in Year 9, often struggle to ask for help. However, talking things through with a teacher or an adult is one of the most effective ways of overcoming a problem or area of difficulty.

Be positive about learning and about maths 

Our children are always watching us and taking in everything that we say and do. By having a positive attitude towards learning and maths, we are helping to pass that on to our children. If they feel positively about it, they are more likely to feel motivated and confident. 

In the maths classroom, making maths tasks interesting and relevant can go a long way to keeping a positive attitude among students. 

Talk about maths

Children don’t see maths as something that is used in real life when in fact it is used everywhere! Point out when you are using maths – if you are cooking, budgeting or measuring something. You could have discussions with your child about what skills might be involved in designing a building or planning a trip to space!

In the maths classroom, allowing students to see real life applications of the maths they are using can encourage good discussions. Functional skills tasks, which focus on real life scenarios, can also be engaging for students whilst allowing them to apply a variety of skills.

Familiarise yourself with the resources available for your children

If your child’s school recommends certain resources or websites, make yourself familiar with them. That way you can point your child in the right direction if they are struggling with a topic. You could even work through it together. 

Encourage good study habits

When students are in Year 9, the work that they are doing is forming a basis for their GCSE years. Now is a good time to make sure that their study habits are appropriate for learning. Good habits to get into can include:

• Having a set time and space for homework
• Removing distractions such as technology
• Having the right equipment available
• Having a suitable routine at home to promote wellbeing and readiness for learning

By setting regular homework, based directly on work that has been completed in class, teachers can help encourage students to regularly study independently at home. It can also help to have a set routine in the classroom so that students know what to expect during Year 9 maths lessons.

Looking for additional support and resources at KS3? You are welcome to download any of the secondary maths resources from Third Space Learning’s resource library for free. There is a section devoted to GCSE maths revision with plenty of maths worksheets and GCSE maths questions . There are also maths tests for KS3, including a Year 7 maths test , a Year 8 maths test and a Year 9 maths test Other valuable maths practice and ideas particularly around reasoning and problem solving at secondary can be found in our KS3 and KS4 maths blog articles. Try these fun maths problems for KS2 and KS3, SSDD problems , KS3 maths games and 30 problem solving maths questions . For children who need more support, our maths intervention programmes for KS3 achieve outstanding results through a personalised one to one tuition approach.

Preparing for GCSE maths

As they enter Year 10, students usually begin their GCSE course. To help ensure students are ready for this you could:

• Provide a KS3 revision book to make sure they are confident with the key topics. One that includes questions to practise would be the most effective.
• As a free alternative to this take a look at the Third Space Learning secondary resource library which has hundreds of resources for GCSE maths revision including practice papers, revision mats, GCSE maths worksheets and lots of GCSE maths questions.
• Ensure they have the correct equipment such as a protractor, compass and scientific calculator
• Divisibility rules
• Ration table
• Year 8 Maths
• Maths curriculum

Maths is taught in such a way that topics are built on year by year so if you were happy with Year 7 Maths and Year 8 Maths then there is no reason that you would find Year 9 maths any more difficult.  If there are particular areas that you enjoyed in Years 7 and 8, you could challenge yourself to excel at these in Year 9 maths. If there are topics that you found more difficult in Year 7 or 8, you might want to spend some time working on these before you cover them in Year 9. Have a look through our library of GCSE lessons (many of which are also appropriate to Year 9 students) to see if there is a lesson that can help you. 

Everyone has different strengths. Some students are naturally very good at maths and find it easy. Others have to work a bit harder. The great thing is that there are plenty of resources available to help you. Find out what resources your school has available – they might have books or subscriptions to sites that can help you. Ask teachers for a list of topics to look over. Once you have these, it is up to you to put in the required work until you feel confident. The best way to improve at maths is to practise, practise, practise!

Do you have students who need extra support in maths? Every week Third Space Learning’s maths specialist tutors support thousands of students across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to address learning gaps and boost progress. Since 2013 we’ve helped over 150,000 primary and secondary students become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school’s needs and how we can help.

Personalised one to one maths tutoring for Year 7 students designed to help ease the transition to KS3.

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FREE KS3 Maths Tests Pack (Year 7, 8 and 9)

These tests are designed to be used within a one-hour lesson at the end of year 7, 8 and 9 to assess your students' understanding.

Each test includes a student friendly mark scheme and suggested grade boundaries.

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• (Choice B)   $ 5 ‍   B $ 5 ‍  
• (Choice C)   $ 9 ‍   C $ 9 ‍  
• (Choice D)   $ 14 ‍   D $ 14 ‍  
• (Choice E)   $ 20 ‍   E $ 20 ‍  
• (Choice A)   10 ‍   A 10 ‍  
• (Choice B)   12 ‍   B 12 ‍  
• (Choice C)   24 ‍   C 24 ‍  
• (Choice D)   30 ‍   D 30 ‍  
• (Choice E)   32 ‍   E 32 ‍  
• (Choice A)   4 ‍   A 4 ‍  
• (Choice B)   10 ‍   B 10 ‍  
• (Choice C)   14 ‍   C 14 ‍  
• (Choice D)   18 ‍   D 18 ‍  
• (Choice E)   22 ‍   E 22 ‍  

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Teachable Moments | March 7, 2024

A prime year for nasa's pi day challenge.

By Lyle Tavernier

Update: March 15, 2023 – The answers are here! Visit the NASA Pi Day Challenge slideshow to view the illustrated answer keys for each of the problems in the 2023 challenge.

Learn how pi is used by NASA and how many of its infinite digits have been calculated, then explore the science and engineering behind the 2024 Pi Day Challenge.

This year marks the 11th installment of the NASA Pi Day Challenge. Celebrated on March 14, Pi Day is the annual holiday that pays tribute to the mathematical constant pi – the number that results from dividing any circle's circumference by its diameter.

Every year on March 14, Pi Day gives us a reason to enjoy our favorite sweet and savory pies and celebrate the mathematical wonder that helps NASA explore the universe. Students can join in the fun once again by using pi to explore Earth and space themselves with the NASA Pi Day Challenge .

Read on to learn more about the science behind this year's challenge and get students solving real problems faced by NASA scientists and engineers exploring Earth, the Moon, asteroids, and beyond!

• What is Pi?

The Science Behind the 2024 NASA Pi Day Challenge

Bring the challenge into the classroom.

• More Pi Day Resources

Visit the Pi in the Sky 11 lesson page to explore classroom resources and downloads for the 2024 NASA Pi Day Challenge. Image credit: NASA/JPL-Caltech | + Expand image

Dividing any circle’s circumference by its diameter gives you an answer of pi, which is usually rounded to 3.14. Because pi is an irrational number, its decimal representation goes on forever and never repeats. In 2022, mathematician Simon Plouffe discovered the formula to calculate any single digit of pi. In the same year, teams around the world used cloud computing technology to calculate pi to 100 trillion digits. But you might be surprised to learn that for space exploration, NASA uses far fewer digits of pi .

Here at NASA, we use pi to map the Moon, measure Earth’s changing surface, receive laser-coded messages from deep space, and calculate asteroid orbits. But pi isn’t just used for exploring the cosmos. Since pi can be used to find the area or circumference of round objects and the volume or surface area of shapes like cylinders, cones, and spheres, it is useful in all sorts of ways. Transportation teams use pi when determining the size of new subway tunnels. Electricians can use pi when calculating the current or voltage passing through circuits. And you might even use pi to figure out how much fencing is needed around a circular school garden bed.

In the United States, March 14 can be written as 3.14, which is why that date was chosen for celebrating all things pi. In 2009, the U.S. House of Representatives passed a resolution officially designating March 14 as Pi Day and encouraging teachers and students to celebrate the day with activities that teach students about pi. And that's precisely what the NASA Pi Day Challenge is all about!

This 11th installment of the NASA Pi Day Challenge includes four illustrated math problems designed to get students thinking like scientists and engineers to calculate how to get a laser message to Earth, the change in an asteroid’s orbit, the amount of data that can be collected by an Earth satellite, and how a team of mini rovers will map portions of the Moon’s surface.

Read on to learn more about the science and engineering behind each problem or click the link below to jump right into the challenge. Share your answers and photos with us using #NASAPiDayChallenge on X , Facebook , Instagram , and LinkedIn . The official answers to the 2024 challenge will be revealed on March 15.

› Take the NASA Pi Day Challenge

› Educators, get the lesson here!

Receiver Riddle

In December 2023, NASA tested a new way to communicate with distant spacecraft using technology called Deep Space Optical Communications, or DSOC. From 19,000,000 miles (30,199,000 km) away, the Psyche spacecraft beamed a high-definition video encoded in a near-infrared laser to Earth. The video, showing a cat named Taters chasing a laser, traveled at the speed of light, where it was received at Caltech’s Palomar Observatory. Because of the great distance the laser had to travel, the team needed to aim the transmission at where Earth would be when the signal arrived. In Receiver Riddle, use pi to determine where along Earth's orbit the team needed to aim the laser so that it could be received at the Observatory at the correct moment.

This animation shows how DSOC's laser signals are sent between the Psyche spacecraft and ground stations on Earth - first as a pointing reference to ensure accurate aiming of the narrow laser signal and then as a data transmission to the receiving station. Credit: NASA/JPL-Caltech/ASU| Watch on YouTube

Daring Deflection

In 2022, NASA crashed a spacecraft into the asteroid Dimorphos in an attempt to alter its orbit. The mission, known as the Double Asteroid Redirection Test, or DART, took place at an asteroid that posed no threat to our planet. Rather, it was an ideal target for NASA to test an important element of its planetary defense plan. DART was designed as a kinetic impactor, meaning it transferred its momentum and kinetic energy to Dimorphos upon impact, altering the asteroid's orbit. In Daring Deflection, use pi to determine the shape of Dimorphos’ orbit after DART crashed into it.

This image shows the final minutes of images leading up to the DART spacecraft's intentional collision with asteroid Dimorphos. Credit: NASA/Johns Hopkins APL | › Enlarge image

Orbit Observation

The NISAR mission is an Earth orbiting satellite designed to study our planet's changing ecosystems. It will collect data about Earth's land- and ice-covered surfaces approximately every 6 days, allowing scientists to study changes at the centimeter scale – an unprecedented level of detail. To achieve this feat, NISAR will collect massive amounts of data. In Orbit Observation, students use pi to calculate how much data the NISAR spacecraft captures during each orbit of Earth.

The NISAR satellite, shown in this artist’s concept, will use advanced radar imaging to provide an unprecedented view of changes to Earth’s land- and ice-covered surfaces. Credit: NASA/JPL-Caltech. | › Full image and caption

Moon Mappers

The CADRE project aims to land a team of mini rovers on the Moon in 2025 as a test of new exploration technology. Three suitcase-size rovers, each working mostly autonomously, will communicate with each other and a base station on their lunar lander to simultaneously measure data from different locations. If successful, the project could open the door for future multi-robot exploration missions. In Moon Mappers, students explore the Moon with pi by determining how far a CADRE rover drives on the Moon’s surface.

Engineers test the system that will lower three small rovers onto the lunar surface as part of the CADRE project. Credit: NASA/JPL-Caltech | › Full image and caption

Celebrate Pi Day by getting students thinking like NASA scientists and engineers to solve real-world problems in the NASA Pi Day Challenge . In addition to solving the 2024 challenge, you can also dig into the 40 puzzlers from previous challenges available in our Pi Day collection . Completing the problem set and reading about other ways NASA uses pi is a great way for students to see the importance of the M in STEM.

Educator Guides – NASA Pi Day Challenge

Here's everything you need to bring the NASA Pi Day Challenge into the classroom.

Grades 4-12

Time Varies

NASA Pi Day Challenge

The entire NASA Pi Day Challenge collection can be found in one, handy collection for students.

Can't get enough pi? Download this year's NASA Pi Day Challenge graphics, including mobile phone and desktop backgrounds:

• Pi in the Sky 11 Poster (PDF, 4.0 MB)
• DART Mission Background: Phone | Desktop
• CADRE Project Background: Phone | Desktop
• DSOC Background: Phone | Desktop
• NISAR Mission Background: Phone | Desktop
• 2024 Pi Day Medley Background: Phone | Desktop

More Pi Resources

How Many Decimals of Pi Do We Really Need?

While you may have memorized more than 70,000 digits of pi, world record holders, a JPL engineer explains why you really only need a tiny fraction of that for most calculations.

18 Ways NASA Uses Pi

Whether it's sending spacecraft to other planets, driving rovers on Mars, finding out what planets are made of or how deep alien oceans are, pi takes us far at NASA. Find out how pi helps us explore space.

10 Ways to Celebrate Pi Day With NASA on March 14

Find out what makes pi so special, how it’s used to explore space, and how you can join the celebration with resources from NASA.

This poster shows some of the ways NASA scientists and engineers use the mathematical constant pi (3.14) and includes common pi formulas.

18 Maneras en Que la NASA Usa Pi

Pi nos lleva lejos en la NASA. Estas son solo algunas de las formas en que pi nos ayuda a explorar el espacio.

Related Lessons for Educators

Collisions in space.

Students predict and observe what happens when two objects collide to model collisions in space.

Time 30 min to 1 hour

Moon Phases

Students learn about the phases of the moon by acting them out.

Modeling an Asteroid

Lead a discussion about asteroids and their physical properties, then have students mold their own asteroids out of clay.

Math Rocks: A Lesson in Asteroid Dynamics

Students use math to investigate a real-life asteroid impact.

Grades 8-12

Modeling Crustal Folds

Students use playdough to model how Earth’s crust is bent and folded by tectonic plates over geologic time.

Grades 6-12

Making Topographic Maps

Students draw and interpret topographic maps while learning about technology used to map Earth's surface, the seafloor, and other worlds.

Code a Radio Message for Space

Students code microcontrollers to send and receive radio signals, simulating communications between Earth and spacecraft.

Related Activities for Students

Draw Your Own Psyche Spacecraft

Follow these easy instructions to draw and decorate your own model of the Psyche spacecraft.

Type Project

Subject Engineering

What's That Space Rock?

Find out how to tell the difference between asteroids, comets, meteors, meteorites and other bodies in our solar system.

Type Slideshow

Subject Science

Facts and Figures

• Asteroids Overview
• Didymos In Depth
• NISAR Mission
• CADRE Project
• Psyche Mission
• DART Mission
• Asteroid Watch
• How NASA Studies and Tracks Asteroids Near and Far
• NASA Cat Video Explained
• Article for Kids: Asteroid or Meteor: What's the Difference?
• Article for Kids: What Is an Asteroid?
• The Video NASA’s Laser Communications Experiment Streamed From Deep Space
• NASA's DART Mission Confirms Crashing Spacecraft into Asteroids Can Deflect Them

Interactives

• Eyes on Asteroids

TAGS: Pi Day , Pi , Math , NASA Pi Day Challenge , moon , earth , asteroid , psyche , DART , CADRE , NISAR DSOC

Lyle Tavernier , Educational Technology Specialist, NASA-JPL Education Office

Lyle Tavernier is an educational technology specialist at NASA's Jet Propulsion Laboratory. When he’s not busy working in the areas of distance learning and instructional technology, you might find him running with his dog, cooking or planning his next trip.

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Four-peat: MIT students take first place in the 84th Putnam Math Competition

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For the fourth time in the history of the annual William Lowell Putnam Mathematical Competition , and for the fourth year in a row, all five of the top spots in the contest, known as Putnam Fellows, came from a single school: MIT.

Putnam Fellows include three individuals who ranked in the top five in previous years — sophomores Papon Lapate and Luke Robitaille and junior Brian Liu — plus junior Ankit Bisain and first-year Jiangqi Dai. Each receives an award of $2,500.

MIT’s 2023 Putnam Team, made up of Bisain, Lapate, and Robitaille, also finished in first place — MIT’s eighth first-place win in the past 10 competitions. Teams are based on the three top scorers from each institution. The institution with the first-place team receives a $25,000 award, and each team member receives $1,000.

The competition's top-scoring woman, first-year Isabella Zhu, received the Elizabeth Lowell Putnam Prize, which includes a $1,000 award. She is the seventh MIT student to receive this honor since the award began in 1992.

In total, 68 out of the top 100 test-takers who took the exam on Dec. 2, 2023, were MIT students. Beyond the top five scorers, MIT students took eight of the next 11 spots (each awarded $1,000), seven of the next 10 after that (each awarded $250), and 48 out of a total of 75 honorable mentions. 

The contest also listed 29 MIT students who finished in the 101-200 spots, which means a total of 97 of the 200 top Putnam participants — nearly half — were MIT undergraduates. There were also 52 MIT students in the 201-500 finishers. 

“I am incredibly proud of our students’ amazing effort and performance at the Putnam Competition,” says associate professor of mathematics Yufei Zhao ’10, PhD ’15. Zhao is also a three-time Putnam Fellow.   

This exam is considered to be the most prestigious university-level mathematics competition in the United States and Canada. MIT students filled Walker Memorial in December to take what is notoriously a very difficult exam; while a perfect score is 120, the median score this year was just 10 points. But even just coming out to take the six-hour exam was applauded by the Department of Mathematics.

"Beyond the truly stellar achievements of our undergraduate population, it is also amazing to see the participation rate, another sign that MIT students love mathematics!" says Professor Michel Goemans, head of the MIT Department of Mathematics.

“Our performance is historically unprecedented and astonishing,” says MIT Math Community and Outreach Officer Michael King , who has also taken the exam. “The atmosphere in the testing room, with hundreds of students wrestling intensely with challenging problems, was amazing. Any student who participated, whether they made some progress on one problem or completely solved many, should be celebrated.”

There are several ways that students can prepare for the grueling test. The Undergraduate Mathematics Association hosts fun Putnam practice events, and Zhao teaches class 18.A34 (Mathematical Problem Solving), known as the Putnam Seminar, which brings together first-year students who are interested in the annual competition. Zhao notes that his seminar, and the competition in general, also helps new students to form a supportive community. 

The math department offers other ways to encourage students to bond over their love of problem-solving, such as Pi Day and Puzzle Nights. “MIT is truly a unique place to be a math major,” says Zhao.

Half of the top scorers are alumni of another STEM-student magnet, MIT math’s PRIMES (Program for Research in Mathematics, Engineering and Science) high school outreach program. Three of this year’s Putnam Fellows (Bisain, Liu, and Robitaille) are PRIMES alumni, as are four of the next top 11, and six out of the next 10 winners, along with many of the students receiving honorable mentions.

“Every year, former PRIMES students take a prominent place among Putnam winners,” says Pavel Etingof, a math professor who is also PRIMES’s chief research advisor. “For the third year in a row, three out of five Putnam Fellows are PRIMES alumni, all of them from MIT. Through PRIMES, MIT recruits the best mathematical talent in the nation.”

Many of the Putnam competition officials have MIT ties, including the Putnam Problems Committee’s Karl Mahlburg, a 2006 MIT math postdoc, and Greta Panova ’05; and among those contributing additional competition problems were math professor and former MIT Putnam coach Richard Stanley , Gabriel Drew Carroll PhD ’12,  and Darij Grinberg PhD ’16.

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The Billionaires’ Secret Plan to Solve California’s Housing Crisis

A company has spent hundreds of millions of dollars buying land in the bay area in the hopes of building a new city..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

From “The New York Times,” I’m Michael Barbaro. This is The Daily.

[MUSIC PLAYING]

For years, a mysterious company has been buying farmland on the outskirts of Silicon Valley, eventually putting together a plot twice the size of San Francisco. But at every step, those behind the company kept their plans for the land shrouded in secrecy. Until my colleague, Conor Dougherty, figured out who they were and what they were up to.

It’s Monday, March 11.

So Conor, this story begins as a real estate mystery that you took it upon yourself to try to crack wide open. So tell us about where this mystery unfolds.

OK. So if you imagine you’re in San Francisco and you drive north further up into the Bay Area into an area called Solano County. And then you go way east and you end up in this very rural corner of the Bay Area that not a lot of people know about. And it’s over here, in this rural corner of Solano County, where our story takes place.

And it’s these open sort of rolling landscape of yellow hills with almost nothing on it. The largest structures there are wind turbines. And a lot of the families out there are farmers. They farm sheep, feed crops, and cows. And many of the people out there have been there since the 1860s.

This is a place where families stay in the same place for generations and pass the farms down several times. This is a place where not a lot changes, but then, in 2017, something very unusual starts to happen. A company called Flannery Associates, which nobody in the area has ever heard of, starts buying land.

And they buy more the next year, the year after that, the year after that, more and more and more and more, until pretty quickly they’re the biggest landowner in the entire county. So all these neighbors are at supermarkets, they’re at church, they’re at schools. I mean, this is a place where everyone knows everyone.

They’re all on community boards together. They all talk to each other all the time. They all sort of simultaneously get these offers for their land.

Right. And like you said, they don’t even know who the offer is coming from. All they know is that a very aggressive, as we say in New York, highly motivated buyer, is in their midst.

Exactly. Highly motivated buyer. So they not only want everyone’s farm, they start offering people these incredibly sweetheart deals, which say, OK, well, I’m going to buy your land, but you can stay there for the next decade or two, depending on how old they are. And for all that time, you can collect all the income from this land.

They don’t even want the income of the land. So one thing everyone realizes pretty quickly is, these people are not interested in farming.

[LAUGHS]: Because if they wanted to farm, they would kick the farmers off the land they had just bought.

Or they would want to make money from farming.

They don’t care about the price that reflects the income and they don’t even care about collecting the income. So they very obviously have a plan that has nothing to do with farming. And so the question is, what’s the plan? And who are these people?

So then the county starts to get curious who this is, but because this Flannery Associates is incorporated in Delaware, which has some specific rules that kind of cloak who is behind a company, nobody can figure out who they are.

And they send a bunch of letters to the company, Flannery Associates lawyer. And this lawyer kind of just puts them off and says, oh, don’t worry about it. This is a group of wealthy families who are looking to diversify their assets and they just want to park it in farmland, basically.

Local mayors, concerned citizens are going down to the libraries and pulling property records and looking up corporate LLCs and stuff to sort of try to figure out who is behind this. The county becomes very concerned about what is happening here. There’s this massive information vacuum and people start to fill it.

We’re talking about Solano County, where the single largest landowner is now an LLC based in Delaware.

The group Flannery Associates has acquired tens of thousands of acres of dry farmland, equivalent to nearly double the size of San Francisco, and no one knows why. So whatever they are, I know what they aren’t. They aren’t buying carbon credits. They have intentions that are outside of our usual land use ideas. That’s what makes it scary, I guess, is that we know nothing about them.

Now there’s an important detail here that I’ve left out, which is —

A mysterious purchase of dry farmland near Travis Air Force Base, one of the most critical military bases in the Western US, has raised serious questions.

All of this land is near and surrounds Travis Air Force Base, which is a very important strategic Air Force base, sometimes called the gateway to the Pacific. And the concern is that a foreign actor of some kind, spies basically, is buying up a bunch of land around an Air Force base.

And it may very well be Chinese money.

With a goal of surveilling it or something like that.

For an enemy to be able to be right next to the base to monitor, to listen in to the communications. It would certainly be possible to do that if you own the land adjacent to the fence line of Travis Air Force Base.

There’s never any evidence of all this, but because of where the land is situated around this base —

Right. It’s a somewhat reasonable suspicion.

Yes. So by 2023, members of Congress, all sorts of people are flipping out. The Defense Department starts investigating this. The FBI starts investigating this. The State Department starts investigating this. All of these agencies are investigating who is behind this company. Just anything you can come up with, people have thrown the idea out, except for what it turns out to be.

So I cover housing here, and this was a little off my beat, but I was very interested. So I start looking into it a little bit and made a couple calls, but I didn’t turn up much. Then one day pretty much out of the blue, I get a message, and I can’t exactly say where, or how, or from whom, but someone tells me, I know what this is.

Tantalizing.

This isn’t some group of rich families trying to park their cash in farmland, like the Flannery Associates lawyer implied. This is, at least according to this tip, some of the most powerful people in technology, venture capitalists, executives from Silicon Valley, buying this land and they’re trying to round up other investors to join them.

So now you have a theory about who is buying this land. It’s a bunch of really rich venture capital types from Silicon Valley. But at this point, you don’t really know if that’s actually true.

Totally. And as you know, you get a lot of tips as a reporter. Some of them sound quite extraordinary and turn out to be nothing, but for various reasons that I can’t get into, I sort of knew this had to be worth checking out. So I call basically everyone I’ve ever met.

I mean, I’m kidding, but I start just blitzing the phones, right? I am sitting there texting, calling, just trying to find anybody who might know anything about this in this kind of nexus.

I think the technical term is “dog with a bone.”

Yes. So then I started working with my colleague, Aaron Griffith, who covers venture capital. And eventually, through a ton of reporting, we were able to confirm that, yes, in fact, the money behind Flannery Associates was a who’s who of Silicon Valley.

Laurene Powell Jobs, the widow of Apple co-founder Steve Jobs. Marc Andreessen, very famous venture capitalist from Andreessen Horowitz. Michael Moritz, billionaire venture capitalist from a company called Sequoia Capital. Reid Hoffman, co-founder of LinkedIn.

Some of the richest people on Earth are actually the ones buying all this farmland. And the craziest thing is what I learned their plan was. To take all this land, an area about twice the size of San Francisco, on this farmland building totally from scratch a brand new city that they hoped would help solve California’s housing crisis, and beyond that, create an entirely new model for building communities in this country.

We’ll be right back.

So what do you end up learning, Conor, about the specific plan that all these rich folks have for this model city that they want to build on this farmland?

So this whole thing, I learned, is the plan of a guy named Jan Sramek.

And who’s that?

Jan Sramek is an interesting guy. He’s originally from the Czech Republic, and in his telling, he grew up in this tiny town of thousand people, but he’s this very precocious, entrepreneurial young guy. According to him, he brought internet to his town and actually cut a side deal for himself to get money for this. He’s always looking for an angle. And with the help of different scholarships, he studied at Cambridge, goes to the London School of Economics, and becomes a star trader at Goldman Sachs.

He leaves Goldman Sachs and eventually makes his way to California, where he does several startups that have a pretty mixed record of success. And one thing to know about Jan is that he’s really enamored with the culture of Silicon Valley. He loves the startup thing. He loves the feeling of the way people in Silicon Valley try to blend this kind of philanthropic message with capitalism. The “we’re saving the world and we’re going to make a bundle doing it.” Like, this whole sort of spirit of Silicon Valley, all of this appeals to him. But there’s one thing he really doesn’t like, especially being a European, he hates the place.

He likes the culture, but he hates the physical.

He hates the physical place. Now if you’ve ever spent time in Silicon Valley, it’s really not a very remarkable place. It’s very sprawled out. You go to Sand Hill Road, which is where all the biggest venture capitalists are. And it’s like this kind of crappy office complex.

There are, of course, some very beautiful wealthy neighborhoods, but a lot of the housing stock is these kind of cul-de-sacy, whatever you would stereotype is the kind of American suburb, it just feels like that. So not only is he sort of uninspired by this very low density landscape, there’s a huge housing crisis in California at this time. And not only is there a huge housing crisis, there’s just a ton of conflict over whether or not the state should build more, how it should build. It’s just a big fight over basically whether to even solve it.

So he is coming to this all very fresh. And the idea that there’s this place where people start big companies and investors give young guys millions of dollars to chase their crazy idea. I mean, this just seems like paradise to him. And allowing more people to move here, building tons more housing, building great buildings, that’s what he thinks should be happening.

So his argument basically is that a place as magnetic, and energetic, and influential as the Bay Area, as Silicon Valley, deserves a physical community worthy of all those qualities that does not exist. In fact, it’s the opposite.

Yes. 100 percent. Now that feeling that Jan’s expressing that Silicon Valley and San Francisco can do better, that it’s become too hard to build in California, that this vibrant place has gotten stuck, that feeling is shared by a lot of very rich and powerful people. In particular, in the venture capital and tech community, there is this very deep frustration in that world that as much influence as they’ve had on the digital world, they’ve had very little influence on the physical world.

I mean, these are people who grew up dreaming of flying cars, and you know, monorails through “SimCity” landscapes, that sort of thing. And yet they live in this strip mall, office complex, cul-de-sac suburb. And because of the politics of the state, it’s almost impossible for them to change that.

People talk constantly about this. And Jan, at this point, is extremely well connected. He is friends with billionaires. He’s in a book club with some pretty high-powered venture capitalists. So he puts together a plan for a new community in eastern Solano County, one that lives up to his vision and one that he brings to these people. And eventually, he’s got almost $1 billion to pursue this idea of building an entirely new city from scratch out in this rural area.

So Conor, what happens once you and “The Times” break the story and tell the world what’s really going on because it’s been so secretive and mysterious until that point?

So within an hour or two of us breaking this story, Jan’s LinkedIn page re-identifies him as CEO of California Forever.

California Forever?

Flannery Associates is dead and California Forever has taken its place. It’s a whole new company with a whole new name and a very friendly face. And not only that, it’s as public as you can be. It goes from black box that nobody can get in to a company that has opened four offices around Solano County so that you can walk in and go, hey, how are you doing? What’s this project? And learn about it, and see maps, and talk to people about it.

A company that has put billboards all over the 80 Freeway on the way up to Sacramento saying, “California Forever.” So they’ve gone from nothing to you can’t stop hearing about them.

Well, what exactly are they saying once they decide to acknowledge what they are, rebrand themselves, and start having what sounds like the beginning of a conversation with the people in this county?

So because of county law, they cannot build this city unless they get a vote of the people.

Right. California is, among other things, land of the ballot initiative.

Exactly. Solano County has a rule that says you can’t build in the rural areas, and that’s because they want to preserve these farms just as they’ve been for generations. So at the start of this year, California Forever filed a proposed ballot initiative that would undo that and pave the way for them to eventually build this city. And the hope is that this initiative would go before Solano County voters in November.

Good evening. Good evening, everyone. Thank you for being here. How’s everyone doing tonight?

Thank you for coming out.

So they have to go on this massive charm offensive because not only do they have to eventually convince elected officials and all of these people to give them permission to build —

Thank you for coming out and learning about this California Forever project. You’ve been hearing a lot about it in the media. And we’re here to get your questions answered. We know everybody’s got a lot of questions.

They have to get the whole county to vote affirmatively for this project.

So, Jan, take it away.

So Jan goes from nobody has heard of Jan to he’s everywhere in the county. He’s meeting with elected officials. He’s meeting with union leaders.

Good evening, everyone. Thank you for coming. To introduce myself, you might be asking yourself, why is this guy with a funny accent here?

And then he starts having a series of public town hall meetings in all these different cities across Solano County.

This acceleration in home prices and pushing of particularly working class families out of California has been building up since the ‘80s.

And he just begins pitching people.

Every five years, it gets worse, and it gets worse, and it gets worse, and it gets worse.

And the pitch really begins with all the huge problems California is facing right now.

And so where our project ties in together with this is that we do think that we need to revisit some of these ideas. And we need to look into if our kids are going to be able to live in California, if California is going to be a state that does something about homelessness, if California —

And he really says, I have an answer to what is ailing us. We need to build again. We need to think big again. That this is what California needs to essentially shock itself out of its current malaise.

New community, homes and safe walkable neighborhoods, good paying local jobs, locally owned shops and businesses, big employers. Make it big enough to be an economic engine for everyone. Make it big —

And he says, we’re going to build row houses with bike lanes and a dense city with a bus running around the perimeter of it where you can walk to shops, and basically describes Brooklyn, where you live or where you’re sitting.

And we went out and we found a group of investors who wanted to double down on California, and who believed that if you could purchase enough property, that you could design a project that was designed in a way that it made everyone around better.

And eventually this city, they hope, will have 400,000 people living there.

A from scratch, fully envisioned, densely constructed community where you go to work, you go to the theater, you do your grocery shopping all within walking distance of your row house, which is attached to another house, which is exactly the kind of dense style of living that urban planners say we should be having in this country. More of it, not less of it.

Conor, all of this sounds eminently reasonable that I wonder why Jan approached it from the beginning with so much secrecy and mystery because that doesn’t feel in keeping with the spirit of what he is talking about here.

Yes. Well, pretty simple answer there. Money. What Jan will tell you is that they were worried that people would jack up the prices of the land.

If they were public?

Yes. That if people out there realized that the richest people in the world had a plan to buy all this land, they would start raising the prices.

But at the same time, it created a ton of suspicion in this community. And on top of that, it’s possible some of these farmers might not have sold if they would have known what the plans were. Many of these people have a very deep connection to the idea of this as an agricultural place.

Well, to that point, what happens once the public and all the farmers who have sold their land learn precisely what the plan is and what they have sold their land off to become?

So people are incredibly unhappy about it.

So I go to the town hall and right off the bat —

My question is, where are you making your money? Because it comes across like you’re doing a big favor for all of us to build this, but I know you’re looking for a bottom line. So I’m curious.

People contend that this is just a plan to get rich. If you get your way, you will get to build this giant city, and the land you bought for not very much money will suddenly be worth an astronomical amount more. And these people who are already billionaires are just going to get richer.

I am one of the 43 individuals that has been named in the lawsuit because I own 200 acres of land.

As they acquired the land, they also used some pretty significant strong arm tactics such as suing farmers, many of whom were in a lawsuit with them during the town hall.

Will you commit to dropping the lawsuit against the local farmers who are not aligned with your vision in a goodwill attempt to change the way that you are interacting with our community, which is right now unacceptable?

At one point, this family rose up and one after the other started saying, you’re suing my family.

Flannery/California Forever’s divisiveness and deception are very well documented.

Then there’s the more obvious thing people say which is —

How do you expect anyone in this room or the county to believe what you’re saying?

How do you expect us to trust you after you’ve been basically lying to us for seven years?

I would like you to explain further why you look at farmers, whose land is more important to them than your money, why we are a problem?

This is a rural area and does not want to be a city. They have remained here because they like being farmers and they like being in a small town where everyone knows each other, and that is the way of life to which they are accustomed. And many of these people will tell you, I know California has a housing problem.

They are aware that there are big cities not too far from them and that they have significant troubles. But what they’re saying is, this is farmland. If you want to solve San Francisco housing problems, like, maybe you start in San Francisco.

No one there seemed particularly happy about it.

Right, which does not seem like a great sign if, as you said earlier, Conor, what California Forever needs most is to hear from this community that it’s willing to vote to let this city get built.

Yes, people are very skeptical of them. And I’ve even heard people who are more seasoned political people saying, it’s very hard to trust them right now. And if I’m going to give them all this affirmation in the form of a vote, I need to be pretty confident that they’re going to do what they say they’re going to do.

I mean, there’s a real irony here, which is that California Forever thought that the best way to circumvent all of the normal screaming, and yelling, and community opposition, and bureaucracy, and NIMBYism of big city California was to escape to rural California and try to build a brand new model of housing and urban living there. And they ended up unleashing a different, but it sounds like no less fierce version of all those same forces just a couple hours outside the city.

Exactly. And I think they probably knew that would happen. And I think in a weird way this is what they want.

What do you mean? Why do — what do you mean they want it?

I think in their mind, it’s almost easier to build a city than it is to build a duplex. I think they would rather have one big, gigantic, knockdown, drag-out expensive fight, and then if they get approval, just build the city. If you think about it, the problem in San Francisco is that they fight over every little duplex. They fight over every little apartment building.

And I think they’re sort of like, OK, let’s do this once. Let’s have it be as furious and expensive as it can be. And if we get over that hump, then we can build a city that they hope one day will have 400,000 people in it. And I think they’ve calculated, if we do on this scale, it’ll be too big to fail.

This is fascinating.

This project is almost ideological for Jan.

He knows that there’s a huge distrust of Silicon Valley and billionaires, and that many see his approach as hubris. He’s totally aware of all of this.

But this is a state that built the Golden Gate Bridge and went from a little frontier town to the fifth largest economy in the entire world. And I think there’s a feeling that it’s forgotten how to do those big things.

And I think what Jan would tell you, his argument, is somebody needs to revive the spirit. Somehow we need to get Californians excited about big things again. And if it’s not this, then what is it? And if it’s not them, then who?

Well, Conor, thank you very much. We appreciate it.

Thank you, Michael.

Here’s what else you need to know today. The Justice Department has begun a criminal investigation into the mid-air blowout of a panel on an Alaska Airlines Flight that forced the plane to make an emergency landing in January. Federal investigators have suggested that Boeing may have delivered the plane to Alaska Airlines without installing the bolts necessary to hold the panel in place.

And in an interview over the weekend with MSNBC, President Biden delivered some of his harshest words to date about Israel’s deadly military strategy in Gaza and about the man leading it, Prime Minister Benjamin Netanyahu.

He’s hurting — in my view, he’s hurting Israel more than helping Israel by making the rest of the world — it’s contrary to what Israel stands for. And I think it’s a big mistake. So I want to see a cease fire.

In the interview, Biden was asked if there was a point at which Netanyahu’s actions would compel the US to cut off military aid to Israel.

There’s red lines that if he crosses and — they cannot have 30,000 more Palestinians dead.

Today’s episode was produced by Rikki Novetsky, Michael Simon Johnson, Eric Krupke, and Will Reid. It was edited by Marc Georges, fact checked by Susan Lee. Contains original music by Chelsea Daniel, Marion Lozano, Diane Wong, and Rowan Niemisto, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for The Daily. I’m Michael Barbaro. See you tomorrow.

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Hosted by Michael Barbaro

Featuring Conor Dougherty

Produced by Rikki Novetsky ,  Michael Simon Johnson ,  Eric Krupke and Will Reid

Edited by Marc Georges

Original music by Chelsea Daniel ,  Marion Lozano ,  Diane Wong and Rowan Niemisto

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

For years, a mysterious company has been buying farmland on the outskirts of Silicon Valley, eventually putting together a plot twice the size of San Francisco.

At every step, those behind the company kept their plans for the land shrouded in secrecy. Conor Dougherty, an economics reporter at The Times, figured out what they were up to.

On today’s episode

Conor Dougherty , an economics reporter for The New York Times.

Background reading

Tech industry investors spent roughly $900 million buying land to build a dream city in a rural part of the Bay Area.

In Solano County, Calif., a who’s who of tech money is trying to build a city from the ground up. But some of the locals whose families have been there for generations don’t want to sell the land .

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

Fact-checking by Susan Lee .

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Conor Dougherty is an economics reporter and the author of “Golden Gates: Fighting for Housing in America.” His work focuses on the West Coast, real estate and wage stagnation among U.S. workers. More about Conor Dougherty

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