Tag Archives: 4 years old

Story Math in Kindergarten: Two of Everything

Posted on September 13, 2016 by

Friday is story day in our Kindergarten math class.  For our first book we read Two of Everything, a Chinese folktale.  We then had a wonderful discussion and the kids asked some very insightful questions. Here is a brief synopsis of … Continue reading →

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What is a number? – First week of Kindergarten Math

Posted on September 9, 2016 by

My first week of teaching has been a lot of fun!  This post is about some of the things we did with the Kindergartners. On the first day, after introductions and getting to know each other, I asked them what … Continue reading →

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Some functions are not friends

Posted on August 18, 2013 by

Following the suggestion of one of the commenters, I introduced Katie to the concept of inverse functions.  I started by saying that I want to tell her about two functions that are not friends with each other.  She seemed interested, … Continue reading →

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Symmetry is beautiful!

Posted on August 17, 2013 by

Today Katie and I spent the morning playing with symmetry.  This post will mostly consist of pictures because symmetry is better illustrated visually than verbally.  However, I would like to describe the rules of our ‘game’.  We had an axis … Continue reading →

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To win or not to win?

Posted on August 16, 2013 by

I am sure that almost every parent has faced this dilemma when introducing a strategy game to their kids: in those first few critical games, how often should I win and how often should I give in?  On one hand … Continue reading →

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Functions – not so scary!

Posted on August 13, 2013 by

In many math curricula, functions are treated as something complicated and mysterious and they don’t get introduced until some time in middle school.  But in fact, the basic idea is very simple and beautiful.  A few days ago I introduced … Continue reading →

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One-to-one correspondence – Not always obvious to kids!

Posted on August 11, 2013 by

There are some very hard problems in combinatorics that involve showing that there is a bijection (one-to-one correspondence) between two set of objects, thus showing that the two sets have the same number of elements.  On the other hand, we … Continue reading →

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