2.  Morgan Hill Math Mardi Gras  Elementary School Math Fest  Board Basics  Booth Interaction

3. 1. Time Flies (Telling Time): Students will review the concept of hour, half hour, and quarter hour, and demonstrate the concept by reading and setting different times on individual clocks. Those who want to can complete a worksheet extending the activity with word problems and earn a black ribbon. 2. Sarah’s Super Store (Money): Students take turns playing customer and shopkeeper buying items and making change. Black ribbon worksheet involves word problems. 3. Polydrons and 3-D Geometry (Geometry): Students use a durable hard plastic manipulative called Polydrons to create many different three-dimensional objects. The black ribbon activity will require students to classify given objects by determining the number of vertices, edges, and faces.

4. 4. Pattern Puzzles (patterns and algebraic reasoning): Students are given 3 stages of a certain pattern (demonstrated in a hands-on manner with mulitifix cubes) and are asked to create the next stage of the pattern with the cubes. The black ribbon activity is a worksheet with pictures of patterns and students are asked to draw the next figure in the pattern and describe the pattern in words. 5. List It (Counting/creating organized lists): Students learn to list combinations to solve problems. An introductory problem has the students look at the possible number of sandwich combos. (There are choices for different breads, meats, etc.) The black ribbon activity requires students to create a list of possible Saturday fun possibilities. 6. Jumping Jellybeans (Estimation): This booth has students use estimation through the use of empty containers to determine the number of jellybeans, bubble gum pieces and gumballs contained in larger amounts. The black ribbon activity requires using math calculations to come up with estimates.

5. 7. Measure Up (Measurement): Students use rulers to measure objects to earn the colorful ribbon. They earn a black ribbon by completing a more challenging set of measurements on a worksheet. 8. What’s My Area? (Area): Students use geoboards to find areas of different shapes that are combinations of rectangles and triangles. They earn a black ribbon by creating shape with a given area. (i.e. create a shape on grid paper that has an area of 5 square units.) 9. Picture Parts (fractions): Students are given figures made out of pattern blocks and are asked to determine the fraction of the whole that is made up of a certain color. (A figure may contain blue rhombuses and green triangles and students will determine what fraction of the figure is green). The black ribbon is earned by creating figures with a given fraction of a given color. (i.e. create a figure that is ¼ red.)

6. 10. Terrific Tiles—need description

13. 4 kids sit down at a time Say “First we are going to do a problem together, then I am going to give you each your own problem.” “Let’s look at this pattern of blocks.” (show them the 3 stairsteps). “Here’s the first one.” (hold up the first one). Now hold up the 2 nd one. “How did I get from the 1 st one to this one? It looks to me like I took the first one and just added another color, like a set of stairs.” Hold up the 3 rd one. “Can anybody tell me what I did to make the third one?” (that’s right, I added another color, or set of stairs). “Now I would like everybody to build the next set of blocks in the pattern.”

14. (Note which kids do this with ease and which ones struggle, so that, in the next step, you can give the kids who excel the harder problem and the kids who struggle the easier problem.) “Okay, now I am going to give you each your own problem. First figure out what the pattern is, then make the next set of blocks in that pattern.” (Give each kid just one set of blocks. Note that the easiest is the red pattern, the hardest is 3D stairs). Help kids as needed. Ask the kid if they want the Challenge Black Bead worksheet. If so, give it to them and tell them to bring it over to the black bead table.

16. Answer 3 out of 4 questions correctly to earn black beads. Finish the pattern, and then describe the pattern. 1. 1 3 5 7 ____ ____ Description______________________________________________

17. 2. 1 4 9 ____ ____ Description______________________________________________

18. http://orion.math.iastate.edu/mathnight/ It is from the Iowa State website and they 20 different “modules”: “self- contained math activity stations, complete with big tri-fold displays and exploration questions and exercises.” I have attached a pdf that describes some of the practical aspects of their math night, but probably what is more interesting is the list of modules that they offer. http://www.cmc-math.org/activities/math_festival.html This is the CMC Mathematics Festival, which lasts 6 hours and costs $2000 plus travel expenses. The brochure refers to dates in 2009-2010, but their doesn’t seem to be an update. http://lawrencehallofscience.org/programs_for_schools/programs/festivals They have 3 choices: Art of Math, Math Around the World and Build It!. Programs are from K-6th graders, cost is approximately $1000, plus travel fees.