In November 2016 I began teaching two mornings each week at Barringer Academic Center, thanks to the Talent Development program at the Charlotte-Mecklenburg Schools (CMS). The fourth and fifth graders come from several classes.  I am enjoying using Gord Hamilton's Math Pickle and ....Please compare these blogs with the topics below. 

 Here is a list of some of the ideas we discussed.

1.       The Area Model

2.       Fractions

3    Decanting Problems

4.       KenKen

5.       Cubes. This unit is about using wooden cubes to understand that algebra and geometry have great interplay. The inclusion-exclusion principle comes to light in a natural way to tell us something we already know.

Bubbling through some math. We're using bubbles to enhance spacial visualization and connections among various polyhedra like Platonic Solids and Buckyballs. Math Pickle has a nice 7 minute video which every Zome parent needs to see. Also the Zome website is quite nice. 

      Algebra on Rectangles by Math Pickle.

6.       Map of United States, graph theory. This lovely activity comes from the book Knots and Surfaces, by Farmer and Stanford. The idea is to match each polygon with a name of a state in such a way that all polygons with common boundary correspond to neighboring states.

7.       St Ives, the poem and the puzzle.

8.       Worm Holes from Math Pickle.

9.       Venn Diagrams also from Math Pickle

10     Representing fractions in bases other than 10. I don't have a file for this.  The technique is called repeated multiplication. 

B    

       Multiplicative Palindromes. Consider 13 x 62 = 26 x 31. The problem is to find all of these.

11  George Chesery's film Navajo Nation Math Circles.

      Two Pan Balance Problems.

  S  Starting in late February we will embark on a voyage into the area of mathematics called combinatorics. In order to make sense of the ideas students need some understanding of basic (=naive) set theory. Please watch the first 10 minutes of the 22 minute video with your child. It is not neccessary to understand all the video. I'm mainly concerned about the notation at this point.  Understanding that the sets {1,1,2,3} and {3,2,1} are the same because they have the same members is a big step in the right direction.