Would you like a side order of numbers to go with your lunch?

For a group of students at Archer Community School, the answer is a big ‘yes!’

While their fellow students are socializing in the lunchroom, half a dozen or so 5^th-graders spend their lunchtime every Tuesday in resource teacher Kim Parsons’ classroom, getting a healthy helping of algebra with their sandwiches and milk.

Why would a group of ten- and eleven-year-olds opt for math over chatting with their friends?

“I like math more than pretty much anything,” said group member Amanda Poorman.

“I like talking to Ms. Parsons about the numbers,” said Alexis Jackson.

There are currently a handful of reading clubs at the school for students interested in discussing books during lunch. Parsons says she got the idea for a lunchtime math club from students who wanted to spend more time on their favorite subject.

“They all like math, but what they’re finding out is that they know a lot more than they thought they knew,” she said. “They have a sounder understanding of numeric operations than they realized.”

For about half an hour, Parsons will lead the students through a particular algebraic concept, often using hands-on techniques she learned during a summertime training session sponsored by the district called ‘Great Explorations in Math and Science,’ or GEMS. She may read them a book that highlights math in a fun way. The students also write in their journals, making notes and writing out examples of concepts they’ve learned. There are no tests, no homework—just math for the fun of it.

“I like numbers, and I like to challenge myself,” said Amber Stell. “If I don’t know something, I can learn it here.”

Many people consider algebra a high school subject. Parsons says that’s not true.

“Children work with variables when they start doing addition, when they have to figure out ‘2 + what equals 5,’” she said. “That’s algebra.”

Parsons has been meeting with her lunchtime algebra club for about six weeks, and plans to continue for another two or three. She says she’s considering giving students the opportunity to explore another branch of mathematics when they’ve finished algebra.

“Some of these students have really blossomed,” she said. “There were two or three who never really thought themselves strong in math before. This has given them more confidence in their abilities.”