The kit in action

The kit can be used in situations from classrooms to festivals which involve thousands of people. Some examples:

A Single Classroom

The kit can be

India’s Story

India is a 4th grade teacher. She brought the kit in for one afternoon with her students. They were in one room with her receiving extra instruction, and as they finished they came to the game room 2-4 at a time. The volunteer taught them a game (Dice bingo and Apple Picking) that they would play while India was able to help students as they needed. As a pair of students got tired of one game, the volunteer would choose another.
After India’s afternoon, the kit stayed in the school and other teachers from Kindergarten through fifth grade used it in their classroom. Sometimes the students all worked together to solve the puzzles, sometimes the puzzles were stations.

• Activity: A classroom setting
• Facilitators: Teacher and volunteer
• Number of students: 20
• Number of games: 3-4

Cheri’s Story

Cheri teaches middle school. Every two weeks teachers are put in charge of an enrichment period during second period when they do something non-curricular. Cheri introduced the activities first in a large group, then setting them up in stations around the room.

• Activity: Enrichment period
• Facilitators: Teacher
• Number of students: 30
• Number of games: 10

A club

David’s story

David is a homeschool parent. His children meet with several clubs throughout the week that share their interests.

Angela’s story

Angela teaches high school math and

A math family night

Alisan’s story

Dilip’s story

https://trianglemathinstitute.com/

A community festival

Dix park

Fest in the West

A large festival

Kim’s story:
The inspiration for this kit was a math festival at UNC in the great hall. There were 20 tables, dozens of volunteers, and hundreds of kids.The organizer had a basement full of math festival activities, which she would store, and create new activities every year. It was amazing, But it was something that wasn’t really repeatable very often, and it stopped with Covid and didn’t get started again.
The next festival in the chain was one at the summer math camp for teachers. One person from JRMF brought out a dozen or so activities, set them up on tables, and let the teachers facilitate the activities themselves. The overhead was much lower than the math festival at UNC, and the activities themselves were free. I looked up the cost of buying a kit from JRMF, but $1500 was a bit much for our organization which had a total budget of $500 per year.
The last thing that happened was I heard from three teachers using the festival materials in their classrooms. They had all made copies and bought materials for one or two activities. The problem was that everyone was duplicating each others efforts. I started to look into what it would take for the Triangle to make our own Math Festival box.
I called