Pencil Pouch Project!

Intermediate students want to take on greater responsibility for their own things and many students get frustrated when they don’t have what they need to just get to work. We are finding that students need to bring a pencil pouch at school so that they can take care of their materials.

Pencil pouches should have these labeled materials:

• Pencils and Pens
• An eraser
• An inexpensive pencil sharpener with a container
• A small ruler
• (5^th graders perhaps a protractor)

You may send new pencils or pens if you like, but we still have those from the start of the school year that we can give to students to keep in their pencil pouches.

Duct Tape and Ziplocks:

Pencil pouches needn’t be expensive. Kids can design their own pretty inexpensively with a quart-sized ziplock bag and some duct tape (duct tape comes in some REALLY cool patterns and colors now).

1. Start at the bottom of the bag. Cut a strip of tape exactly as long as the width of the bag. Put it on the bottom of the bag so that half of the tape is on the table and half is on the bag. Flip the bag over and fold the tape up onto the back.
2. Move to the top of the bag near the zipper. Cut a strip of duct tape slightly longer than the width of the bag and carefully put it on the bag; then flip the bag over and fold the ends of tape around the bag. Repeat on the other side of the bag.
3. Continue adding strips of duct tape until the bag is covered.

Bags can be decorated with more duct tape or with sharpie markers.

Arrays and multiplication

Currently we are studying multiplication of larger numbers and we are using an array (or area) model. This is preferred because it engages students in using the commutative and the distributive properties as they solve multiplication problems. Both of these reinforce and build algebraic thinking skills that your child will need in order to be successful middle school and beyond.

Here is what multiplication with an area model may look like:

Students will also learn the standard US algorithm for calculating single-digit and double-digit multiplication, but this method carries no mathematical significance beyond getting an answer. In fact, solely relying on the algorithm could set your child up for failure in algebra where they need to be able to use the skills illustrated above. So while we'll learn it (and we'll practice using it), the algorithm should be seen as the paper-and-pencil-calculator that it is.