As a creative art teacher, Lekha has a good chance to gauge the personalities of her students through their drawings.

# Mathematics

Cube Conversations is a set of 80 (eighty!) animated lessons designed to promote visually rich math discourse. I’ve designed these lessons to invite many voices and vantage points into classroom conversations. You can control the animation with a few simple clicks – and each click presents an opportunity for students to see and discuss an image in new ways.

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Deciphering stick-multiplication (popularly known as Chinese, Japanese or Korean method in the internet) with big and small lattice and color-coded arrow cards.

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Demonstrating multiplication with base10 blocks (hundreds, tens, units - sometimes known as flats-longs-units) - introductions, properties of multiplication and then the lattice for multi-digit numbers with the help of color-coded arrow cards.

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The late Shri P. K. Srinivasan had developed an approach to the teaching of algebra titled ‘Algebra – a language of patterns and designs’. I have used it for several years at the Class 6 level and found it to be very useful in making a smooth introduction to algebra, to the idea and usage of concepts such as variable and constant, to performing operations involving terms and expressions. This approach steadily progresses from studying numerical patterns to line and 2-D designs, finally leading to indices and identities.

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This is a review of the book “Beautiful, Simple, Exact, Crazy” written by Apoorva Khare and Anna Lachowska. The authors write in the preface that this book arose out of an introductory course called Mathematics in the Real World which they co-designed (and taught at Stanford and Yale University, respectively). The target audience of that course consisted mainly of undergraduates of humanities and social sciences – students whose principal interests lay outside of mathematics and the sciences.

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This is a 13 minute story set in a village of natural numbers. A thief appears and is clearly not a natural number. It turns out that he is a (positive) rational number. Since all the characters (and hence the numbers) are positive, it is fair to say that this video is about natural numbers and fractions and their relation! The part-whole model is invoked and is used to define a (positive) rational number, explain equivalent fractions and that any natural number is also a rational number.

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LinkedIn reader Peter Lovasz asks: Among all triangles that share a given circle as incircle, which one has the smallest perimeter?

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Some problems for the Senior School...

In this edition of ‘Adventures’ we study a few miscellaneous problems, some from past RMOs. As usual, we pose the problems first and give the solutions later in the article, thereby giving you an opportunity to work on the problems.

ne of the scarier words in a math student’s lexicon is the word locus! The definition (A path traced by a point when it moves under certain condition) seems amorphous, difficult to pin down and much too open-ended! This topic is usually introduced in high school; we are deliberately presenting problems on locus which will give students a gentler introduction to the same.