Welcome to the 92nd edition of the ** Math Teachers At Play** math education blog carnival—a monthly smorgasbord of links to bloggers all around the internet who have great ideas for learning, teaching, and playing around with math from preschool to pre-college.

Let the mathematical fun begin!

By tradition, we start the carnival with a couple of puzzles in honor of our 92nd edition…

92 is a *pentagonal number*, so I was delighted when **Lisa Winer**‘s (@Lisaqt314) carnival submission came in. Her class spent some time playing around with figurate number puzzles—including pentagonal numbers—and **collaborated on a blog post about their discoveries**.

**Click here to find Winer’s own notes about the lesson**, along with all the puzzle handouts.

What fun!

Or, try your hand at the classic *Queen’s Puzzle*:

- What is the maximum number of queens that can be placed on an chessboard such that no two attack one another?

**Spoiler:** Don’t peek! But the answer is **here**—and the cool thing is that there are 92 different ways to do it.

And now, on to the main attraction: the blog posts. Many articles were submitted by their authors; others were drawn from the immense backlog in my rss reader. If you’d like to skip directly to your area of interest, click one of these links.

**
**

- Early Learning Activities
- Elementary Exploration and Middle School Mastery
- Adventures in Basic Algebra and Geometry
- Advanced Mathematical Endeavors
- Puzzling Recreations
- Teaching Tips

Along the way, I’ve thrown in some videos in honor of the holiday season.

**Please:** If you enjoy the carnival, would you consider **sending in an entry** for next month’s edition? Or **volunteering to host** sometime in 2016?

- Kids can enjoy making up math problems, but sometimes they can get a bit carried away. Just ask
**A. O. Fradkin**(@aofradkin) about her daughter’s**Gruesome Math**.

**Sarah Dees**(@FrugalFun4Boys) comes up with a way to do**Sorting, Counting, and Graphing for Preschoolers**. “We were able to get in lots of counting practice and conversations about more and less and which group was the greatest. And, it kept him busy for quite awhile, which is always a good thing.”

**Nancy Smith**(@nancyqsmith) notices her students struggling with the equal sign in**Equality**. Strong opinions, and even a few tears. It will be interesting to hear what tomorrow brings…

- Writing numbers correctly is often a struggle for young kids.
**Christina Tondevold**(@BuildMathMinds) explains**How I Got My Daughter to Stop Writing 501 as 5001 in 10 Minutes**.

**Marilyn Burns**(@mburnsmath) shares counting and addition activities based on the picture book**Chrysanthemum—An Oldie but Goodie**.

[Back to top.]

[Back to Table of Contents.]

**Joshua Greene**(@JoshuaGreene19) offers some great ways to tweak an already-wonderful multiplication game in**Times square variations**. “It was really interesting to see the different strategies that the students took to determining what would go on their boards.”

- How often have you found that students are taught “tricks” to remember math rules—but they still make mistakes, because the rules don’t make sense?
**Ellie Nix**(Bloglovin’)explains**Why I’m Not Teaching Decimal Operations “Rules”**.

- Old math contest problems can lead to interesting discussions.
**Mike Lawler**(@mikeandallie) and his sons dig for deeper understanding of fractions in**Two fraction problems – what a difference!**and**Dividing Fractions**.

- For my own contribution to the carnival, I’ve posted a couple of hands-on arithmetic explorations in
**A Penny for Your Math**.

[Back to top.]

[Back to Table of Contents.]

**Tina Cardone**(@crstn85) experiments with**Bar Models in Algebra**to help her students think about linear equations. “I did not require students to draw a model, but I refused to discuss an incorrect equation with them until they had a model. Kids would tell me ‘I don’t know how to do fractions or percents’ but when I told them to draw a bar, and then draw 4/5, they could do that without assistance…”

- I love following
**Rodi Steinig**‘s Math Circle blog posts. Her latest series explores Compass Art and touches on a variety of Euclidean geometry topics. Read the story in order:**Intro to Geometry**,**The Evolution of a Question**,**Fun with Euclid**,**More Fun with Euclid**, and**Do Ghosts Have Guts?**

**Pat Ballew**(@OnThisDayinMath) discusses five graphics from*The Puzzle Universe, A History of Mathematics in 315 Puzzles*in**Is this a Proof of the Pythagorean Theorem, and to Whom?**Have you seen these picture proofs before? Which of them make the most sense to your students?

[Back to top.]

[Back to Table of Contents.]

**Andrew Irving**and**Ebrahim Patel**(@TheBeesMaths) answer the question**“What are Complex Numbers?”**Students may also like to know**“What’s the point of a matrix?”**

**Sam Shah**(@samjshah) has his precalculus students**Playing with Blocks: Three Dimensional Visual Sequences**.

- The
**Math Curmudgeon**(@MathCurmudgeon) shares three related-rates puzzles, with related questions:**The Ladder Problem**,**The Balloon Problem**, and**The Conical Tank**.

**Ben Orlin**(@benorlin) spins a horrific yarn in**The Differentiation: A Survivor’s Tale**: “Is the Differentiation a plague, a storm, a vengeful god come to smite the wayward and the weak?”

- And don’t miss the
**128th Carnival of Mathematics**.

[Back to top.]

[Back to Table of Contents.]

- Two of the
**Three J’s**have fun analyzing strategy for the**Love Letter game**.

- More games! If you’re looking for good gift ideas,
**Kansas Mom**reviews several of her favorites in**Just Playing Games: Math Games Our Family Enjoys**.

**Burkard Polster**(@Mathologer) plays around with modular multiplication in**Times Tables, Mandelbrot and the Heart of Mathematics**.

**Pradeep Mutalik**challenges readers to “infer the simple rule behind a number sequence that spikes up and down like the beating of a heart” in**Be Still My Pulsating Sequence**.

[Back to top.]

[Back to Table of Contents.]

- Ever wonder what exactly to do with all the math manipulatives that came with your math curriculum?
**Kate Snow**(@katesmathhelp) shares**Six Things You Need to Know About Math Manipulatives**. See also**How to use (and when to STOP using) homeschool math manipulatives**.

- How can we get a peek at how our children are thinking?
**Kristin Gray**(@mathminds) starts with a typical set of**1st Grade Story Problems**and tweaks them into a lively**Notice/Wonder Lesson**. “When I told them they would get to choose how many students were at each stop, they were so excited! I gave them a paper with the sentence at the top, let them choose a partner and sent them on their way…”

**Teri Owens**(Google+) shares the classroom game platform**Kahoot! – educational and fun – especially for reviewing**.

**Tracy Zager**(@tracyzager) talks about her own mathematical journey in**The Steep Part of the Learning Curve**: “The more math I learn, the better math teacher I am. I keep growing as a learner; I know more about where my kids are headed; and I understand more about what building is going on top of the foundation we construct in elementary school.”

- And finally, you may be interested in my new blog post series exploring what it means to understand math. Check out the first post
**Understanding Math: A Cultural Problem**. More to come soon…

[Back to top.]

[Back to Table of Contents.]

- Turkey photo by
**Teddy Llovet**via Flickr. (CC BY 2.0) - Snub dodecahedron from
**MAA Number-a-Day**. - Videos are from
**Vi Hart**.

And that rounds up this edition of the ** Math Teachers at Play** carnival. I hope you enjoyed the ride.

The December 2015 installment of our carnival will open sometime during the week of December 21-25 at **Math Misery? blog**. If you would like to contribute, please use this **handy submission form**. Posts must be relevant to students or teachers of preK-12 mathematics. Old posts are welcome, as long as they haven’t been published in past editions of this carnival.

Past posts and future hosts can be found on our **blog carnival information page**.

We need more volunteers. Classroom teachers, homeschoolers, unschoolers, or anyone who likes to play around with math (even if the only person you “teach” is yourself)—if you would like to take a turn hosting the ** Math Teachers at Play** blog carnival, please speak up!

Claim your **two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

All parents and teachers have one thing in common: we want our children to understand and be able to use math. Counting, multiplication, fractions, geometry — these topics are older than the pyramids.

So why is mathematical mastery so elusive?

The root problem is that we’re all graduates of the same system. The vast majority of us, including those with the power to shape reform, believe that if we can compute the answer, then we understand the concept; and if we can solve routine problems, then we have developed problem-solving skills.

The culture we grew up in, with all of its strengths and faults, shaped our experience and understanding of math, as we in turn shape the experience of our children.

Like any human endeavor, American math education — the system I grew up in — suffers from a series of fads:

- I lived through the experiment with hyper-abstract
**New Math in the 1960s**,

- …which led to the reactionary
**Back to Basics movement**of the 1970s and 80s.

- In the last part of the twentieth century,
**Reform Math**focused on problem solving, discovery learning, and student-centered methods.

- But Reform Math brought calculators into elementary classrooms and de-emphasized pencil-and-paper arithmetic, setting off a
**“Math War”**with those who argued for a more traditional approach.

- Now, policymakers in the U.S. are debating the
**Common Core State Standards initiative**. These guidelines attempt to blend the best parts of reform and traditional mathematics, balancing emphasis on conceptual knowledge with development of procedural fluency.

The **“Standards for Mathematical Practice”** encourage us to make sense of math problems and persevere in solving them, to give explanations for our answers, and to listen to the reasoning of others—all of which are important aspects of mathematical understanding.

But the rigid way in which the Common Core standards have been imposed and the ever-increasing emphasis on standardized tests seem likely to **sabotage any hope of peace in the Math Wars**.

Through all the math education fads, however, one thing remains consistent: even before they reach the schoolhouse door, students are convinced that math is all about memorizing and following arbitrary rules.

Understanding math, according to popular culture—according to movie actors, TV comedians, politicians pushing “accountability,” and the aunt who quizzes you on your times tables at a family gathering—means knowing which procedures to apply so you can get the correct answers.

But when mathematicians talk about understanding math, they have something different in mind. To them, mathematics is all about ideas and the relationships between them, and understanding math means seeing the patterns in these relationships: how things are connected, how they work together, and how a single change can send ripples through the system.

Mathematics is the science of patterns. The mathematician seeks patterns in number, in space, in science, in computers, and in imagination. Theories emerge as patterns of patterns, and significance is measured by the degree to which patterns in one area link to patterns in other areas.

*Understanding Math, Part 2: What Is Your Worldview? Coming soon…*

**CREDITS:** “Thinking” photo (top) by Klearchos Kapoutsis via Flicker (CC BY 2.0). “Math on a Slate” (middle) by Pranav via Flicker (CC BY 2.0). “I Can Model Problems” poster by Nicole Ricca via Teachers Pay Teachers. “Math Homework” photo (bottom) by tracy the astonishing via Flickr (CC BY-SA 2.0).

This is the first post in my Understanding Math series, adapted from the expanded paperback edition of *Let’s Play Math: How Families Can Learn Math Together and Enjoy It.* Coming in early 2016 to your favorite online bookstore…

Claim your **two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

If you are a homeschooler or classroom teacher, student or independent learner, or anyone else who writes about math, now is the time to send in your favorite blog post for next week’s ** Math Teachers at Play (MTaP) math education blog carnival**.

Have you noticed a new math blogger on your block that you’d like to introduce to the rest of us? Feel free to submit another blogger’s post in addition to your own. Beginning bloggers are often shy about sharing, but like all of us, they love finding new readers.

**Don’t procrastinate:** *The deadline for entries is this Friday, November 20.* The carnival will be posted next week right here at **Let’s Play Math**.

If you haven’t written anything about math lately, here are some ideas to get your creative juices flowing…

**Elementary Concepts:**As**Liping Ma**showed, there is more to understanding and teaching elementary mathematics than we often realize. Do you have a game, activity, or anecdote about teaching math to young students? Please share!**Arithmetic/Pre-Algebra:**This section is for arithmetic lessons and number theory puzzles at the middle-school-and-beyond level. We would love to hear your favorite math club games, numerical investigations, or contest-preparation tips.**Beginning Algebra and Geometry:**Can you explain why we never divide by zero, how to bisect an angle, or what is wrong with distributing the square in the expression ? Struggling students need your help! Share your wisdom about basic algebra and geometry topics here.**Advanced Math:**Like most adults, I have forgotten enough math to fill several textbooks. I’m eager to learn again, but math books can be so-o-o tedious. Can you make upper-level math topics come alive, so they will stick in my (or a student’s) mind?**Mathematical Recreations:**What kind of math do you do, just for the fun of it?**About Teaching Math:**Other teachers’ blogs are an important factor in my continuing education. The more I read about the theory and practice of teaching math, the more I realize how much I have yet to learn. So please, fellow teachers, don’t be shy — share your insights!

Hosting the blog carnival is fun because you get to “meet” new bloggers through their submissions. And there’s a side-benefit: The carnival often brings a nice little spike in traffic to your blog. If you think you’d like to join in the fun, read the instructions on our **Math Teachers at Play page**. Then leave a comment or **email me** to let me know which month you’d like to take.

While you’re waiting for next week’s *Math Teachers at Play* carnival, you may enjoy:

**Browse past editions of the***Math Teachers at Play*blog carnival**Carnival of Mathematics****Carnaval de Matemáticas**

Claim your **two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

My homeschool co-op math students love doing math with pennies. They’re rather heavy to carry to class, but worth it for the student buy-in.

This month, I’m finishing up the nearly 150 new illustrations for the upcoming paperback edition of my *Let’s Play Math* book. I’m no artist, and it’s been a long slog. But a couple of the graphics involved pennies—so when I saw that penny on the ground, it made me think of my book.

And thinking of my book made me think it would be fun to share a sneak peek at coming attractions…

Real mathematics is intriguing and full of wonder, an exploration of patterns and mysterious connections. It rewards us with the joy of the “Aha!” feeling. Workbook math, on the other hand, is several pages of long division by hand followed by a rousing chorus of the fraction song: “Ours is not to reason why, just invert and multiply.”

Real math is the surprising fact that the odd numbers add up to perfect squares (1, 1 + 3, 1 + 3 + 5, etc.) and the satisfaction of seeing why it must be so.

Did your algebra teacher ever explain to you that a *square number* is literally a number that can be arranged to make a square? Try it for yourself:

- Gather a bunch of pennies—or any small items that will not roll away when you set them out in rows—and place one of them in front of you on the table. Imagine drawing a frame around it: one penny makes a (very small) square. One row, with one item in each row.

- Now, put out three more pennies. How will you add them to the first one in order to form a new, bigger square? Arrange them in a small L-shape around the original penny to make two rows with two pennies in each row.

- Set out five additional pennies. Without moving the current four pennies, how can you place these five to form the next square? Three rows of three.

- Then how many will you have to add to make four rows of four?

Each new set of pennies must add an extra row and column to the current square, plus a corner penny where the new row and column meet. The row and column match exactly, making an even number, and then the extra penny at the corner makes it odd.

Can you see that the “next odd number” pattern will continue as long as there are pennies to add, and that it could keep going forever in your imagination?

The point of the penny square is not to memorize the square numbers or to get any particular “right answer,” but to see numbers in a new way—to understand that numbers are related to each other and that we can show such relationships with diagrams or physical models. The more relationships like this our children explore, the more they see numbers as familiar friends.

A large jar of assorted coins makes a wonderful math toy. Children love to play with, count, and sort coins.

Add a dollar bill to the jar, so you can play the Dollar Game: Take turns throwing a pair of dice, gathering that many pennies and trading up to bigger coins. Five pennies trade for a nickel, two nickels for a dime, etc. Whoever is the first to claim the dollar wins the game.

Or take the Penny Birthday Challenge to learn about exponential growth: Print out a calendar for your child’s birthday month. Put one penny on the first day of the month, two pennies on the second day, four pennies on the third day, etc. If you continued doubling the pennies each day until you reach your child’s birthday, how much money would you need?

**Warning:** Beware the Penny Birthday Challenge! Those pennies will add up to dollars much faster than most people expect. Do not promise to give the money to your child unless the birthday comes near the beginning of the month.

The first time I did pennies on a calendar with my homeschool co-op class was during December, so we called it the Penny Christmas Challenge:

- How many pennies would you need to cover all the days up to the 25th?

I told the kids that if their grandparents asked what gift they wanted for Christmas, they could say, “Not much. Just a few pennies…”

The Penny Square, Dollar Game, and Penny Birthday Challenge are just three of the myriad math tips and activity ideas in the paperback edition of *Let’s Play Math: How Families Can Learn Math Together and Enjoy It.* Coming in early 2016 to your favorite online bookstore…

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

**Everyone can learn math to high levels.**

Studies have shown that our brains are capable of tremendous growth as we study and learn new things.**Believe in yourself.**

When we believe in our potential for growth, our brains respond differently from those who believe their ability is fixed.**Struggle and mistakes are really important.**

The brain ponders a mistake and fires a spark, even if we don’t notice it consciously. Our students need to be challenged — work that is too easy stifles growth.**Speed is not important.**

When we emphasize speed, we discourage deep thinking. And the stress due to time pressure can cause mental blocks, making performance worse.**Check out more research about the brain and learning math.**

There is a huge elephant standing in most math classrooms, it is the idea that only some students can do well in math. Students believe it, parents believe and teachers believe it. The myth that math is a gift that some students have and some do not, is one of the most damaging ideas that pervades education in the US and that stands in the way of students’ math achievement.

—Jo Boaler

Unlocking Children’s Math Potential

The **YouCubed site** is full of encouragement and help for families learning math.

- Browse through their
**collection of mathematical tasks**. - Learn how to
**help students build number sense**. - Take a free online
**Stanford course on how to learn math**.

— and plenty more!

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

If so, then the free, online, work-at-your-own-pace **Citizen Maths course** may be just what you need. Instead of abstract routines, the course uses practical problems to help you grasp some “powerful ideas” in math and see how these ideas apply in work and in life.

The course covers **five “powerful ideas”** that connect several areas of mathematics:

- Proportion (available now)
- Uncertainty (available now)
- Representation (available now)
- Pattern (available in March 2016)
- Measurement (available in March 2016)

Each section is a mix of online video tutorials and interactive problems.

The developers say: “We’ve designed the course to be at the level, in England, of GCSE Maths or Level 2 Functional Skills. This is the level that a 16-year-old school leaver is expected to achieve in maths, though many do not. This means that you will benefit most from doing Citizen Maths if you already have a basic knowledge of percentages, fractions, measuring, and can use simple graphs and tables.”

Registration is free, and there’s no commitment. You can use as much or as little of the material as you need.

Sound interesting? The Citizen’s Maths website has an **anonymous check-list with ten quick “Yes/No” questions** to help you decide whether the course will help you.

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

**At home:**

Post the calendar on your refrigerator. Use each math puzzle as a daily review “mini-quiz” for your children (or yourself).

**In the classroom:**

Post today’s calculation on the board as a warm-up puzzle. Encourage your students to make up **“Today is…”** puzzles of their own.

**As a puzzle:**

Cut the calendar squares apart and trim off the dates. Then challenge your students to arrange them in ascending (or descending) order.

**Make up problems to fill a new calendar for next month.**

And if you do, please share!

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

When I got online this morning, I discovered that *Let’s Play Math* had hit #1 in the UK bestseller list for Parent Participation in Education—and I missed it!

But I did get a screen shot of my book sitting pretty at #2:

My October “Let’s Play Math” newsletter went out on Wednesday afternoon to everyone who signed up for Tabletop Academy Press math updates. This month’s issue focused on **playing math games** with your children, and it also included the latest updates on the *Let’s Play Math* paperback edition (coming not quite as soon as we’d hoped).

If you didn’t see it, check your Updates or Promotions tab (in Gmail) or your Spam folder. And to make sure you get all the future newsletter, add “Denise at Tabletop Academy Press” [Tabletop Academy Press @ gmail.com] to your contacts or address book.

And if you missed this month’s edition, no worries—there will be more playful math snacks coming in November. Click the link below to sign up today, and we’ll send you our free math and writing booklets, too!

Remember: Newsletter subscribers are always the first to hear about new books, revisions, and sales or other promotions.

]]>

Check out the new math education carnival at Sue VanHattum’s blog. Games, puzzles, teaching tips, and all sorts of mathy fun:

If you enjoy this carnival, why not send in a blog post of your own for next month? We love posts on playful ways to explore and learn math from preschool discoveries through high school calculus.

Entries accepted at any time!

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

**Mathematics: Measuring x Laziness²** by Zogg from Betelgeuse (Martin Kuppe).

James Grime explains the “Aldebaranian” curve calculator in this video:

And here is the **“Map of Mathematistan”**. Click to zoom in.

**Credit:** I contacted **@ZoggTheAlien** for permission to use the sketch. He said, “Feel free to use it. It’s a Galactic Commons license; you can use it if you don’t claim it’s made by one of your species.”

- Do you have a favorite place in the Land of Mathematics? Why do you like it?
- Most children find themselves stuck in the inner city of Arithmetics. How can we help them get out and explore the landscape?

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

- Everyone makes a rock shape with eyes closed.
- Everyone chooses a number: 0, 1, 2, 3, 4, 5, 6, 7, 8 …
- Teacher calls out numbers consecutively, starting at 0.
- When a student hears their number being called they immediately raise a hand. When the teacher tags the hand, they stand up.
- If more than one hand was raised, those students lose. They become your helpers, tagging raised hands.
- If only one hand was raised, that child wins the round.

“Each game takes about 45 seconds,” Hamilton says. “This is part of the key to its success. Children who have not learned the art of losing are quickly thrown into another game before they have a chance to get sad.”

The experience of mathematics should be profound and beautiful. Too much of the regular K-12 mathematics experience is trite and true. Children deserve tough, beautiful puzzles.

What are the best numbers to pick? Patrick Vennebush hosted on online version of the game at his Math Jokes 4 Mathy Folks blog a few years back, though we didn’t have to bend over into rocks—which is a good thing for some of us older folks.

Vennebush also posted a finger-game version suitable for small groups of all ages, called **Low-Sham-Bo**:

- On the count of 1-2-3, each person “throws” out a hand showing any number of fingers from zero to five.
- The winner is the person who throws the smallest unique number.

You may want to count “Ready, set, go!” for throwing out fingers, so the numbers in the count don’t influence the play.

The official name for this sort of game is Lowest Unique Bid Auction.

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

Anna Weltman **wrote a math/art book**, and Dan Meyer is offering a classroom-size set of them to the winner of **his fall contest** (deadline Tuesday, October 6, and homeschoolers are welcome, too).

Even if you don’t want to enter Dan’s contest, spirolateral math doodles—or “loop-de-loops”—make a great mathematical exploration.

To make a spirolateral, you first pick a short series of numbers (1, 2, 3 is a traditional first set) and an angle (90° for beginners). On graph paper, draw a straight line the length of your first number. Turn through your chosen angle, and draw the next line. Repeat turning and drawing lines, and when you get to the end of your number series, start again at the first number.

- Download and print Anna’s Loop-de-Loop Lesson
**Instruction Page**and**Student Work Page**. - Share with your kids.
- Print some
**extra graph paper**for continued play. - Check out
**Anna’s blog post**for more ideas. - Explore what happens when you make spirolaterals on
**triangle graph paper**, too.

Some spirolaterals come back around to the beginning, making a closed loop. Others never close, spiraling out into infinity—or at least, to the edge of your graph paper.

- Mike Lawler and sons explore Loop-de-Loops:
**Part 1**, and**Part 2**. - Martin Gardner, “Worm Paths” in
**Knotted Doughnuts and Other Mathematical Entertainments**.

Articles by Robert J. Krawczyk:

**
**

- Spirolaterals, Complexity from Simplicity
- The Art of Spirolaterals
- The Art of Spirolateral Reversals
- Curving Spirolaterals
- More Curved Spirolaterals

Anna Weltman appeared on *Let’s Play Math* blog once before, with **the game Snugglenumber**. And she’s a regular contributor to the wonderful **Math Munch blog**.

**two free learning guide booklets**, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>

Math comic by davidd via flickr (CC BY 2.0).

My September “Let’s Play Math” newsletter went out last Friday to everyone who signed up for Tabletop Academy Press math updates. If you didn’t see it, check your Updates or Promotions tab (in Gmail) or your Spam folder. And to make sure you get all the future newsletter, add “Denise at Tabletop Academy Press” [TabletopAcademyPress@gmail.com] to your contacts or address book.

This month’s issue focuses on **creating and telling math stories** with your children. What fun!

If you missed this month’s edition, no worries—there will be more playful math snacks coming in October. Click the link below to sign up today, and we’ll send you our free math and writing booklets, too!

And remember: Newsletter subscribers are always the first to hear about new books, revisions, and sales or other promotions.

]]>

Oneworld Publications is offering a free copy of *Professor Povey’s Perplexing Problems* to two winners who live (or have a mailing address) in the United States. All you have to do is answer this question:

Do you have a favorite math or physics book?

Scroll down to leave a comment sharing one of your favorite books, and then click over to the Rafflecopter giveaway page (or this Facebook app) to confirm your entry.

**Update:** The giveaway deadline has passed, but I’d still love to hear about your favorite book—I’m always looking for something new to read. :)

**Don’t delay—the deadline for entries is Monday, September 28!**

**Remember:** This giveaway is open to entrants with a U.S. mailing address only.

And don’t forget to leave your comment down below…

]]>

Welcome to the 90th edition of Math Teachers at Play (MTaP) Blog Carnival! I am so excited to host this carnival again. MTaP is a monthly blog carnival with a collection of tips, games, and activities for teachers and students. It is always great fun to participate in anyway to this Carnival ^_^ …

**Click here to go read the whole blog carnival post.**

Claim your two free learning guide booklets, and be one of the first to hear about new books, revisions, and sales or other promotions.

]]>