MATH NIGHT ACTIVITIES Date: May 2, 2017 TOPIC ACTIVITY IDEAS GO FISH CARDS A spin on the classic game of Go Fish! Instead of making matches, you are trying to make 10! For example, if I have a “3” in my hand, I would ask if my partner had a “7”. Player with the most “matches” wins! Why teach this strategy? Making 10’s is a math strategy that will help your child down the road when adding and subtracting larger numbers. Variations This game can also be played as ‘memory/concentration’. ___________________________________________________________________________ MAKING PATTERNS Use the different suits, colors, or face cards to create math patterns. For example ABC (heart, spade, club), AABB (red, red, black, black, and ABAB (7,6,7,6) are common math patterns young kids should be able to start to identify and complete. Why teach this strategy? Math is all about patterns! If you can identify the pattern, it will help you solve the problem. Variations Try some more difficult patterns. Make a pattern, have your partner continue it or name it! ___________________________________________________________________________ SLAP IT Help your child understand the concept of odd and even. This activity is based on the popular card game, Snap. Why teach this strategy? It uses cards to reinforce concepts of odd and even, which in turn will help your child succeed in addition, subtraction, multiplication and division. How to play The object of the game is to win as many cards as possible, by being the first to slap each odd number as it lands in the center. 1.
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Deal all cards, face down to each player. One at a time, each player plays their top card of their pile in the centre. If the card played is odd, the first player to slap his hand down on it, wins that card and all the cards beneath it. Play continues until one player has won all the cards. That player is the winner. ___________________________________________________________________________
HI LOW Like the game of Headbands. One player chooses a card without looking and places the card on his/her forehead. She/He tries to guess the number on their forehead. The partner may only answer with “higher, lower or yes”. Why teach this strategy? This game will help students be able to put numbers in order and compare them (5 comes before 6 and is therefore lower). Variations Older kids who are beginning to add and subtract numbers can play a variation of War called Hi Low. Instead of turning over 1 card each player turns over 2 and adds them (or subtracts them). The player with the higher answer wins. Much more fun than doing addition facts on flashcards. ___________________________________________________________________________
TAKE 5 Concepts:​ Addition and Subtraction Facts Number of Players:​ ​2 or more Materials​: deck of cards, die (or turn over a card) To Play​: - ​Divide into two opponents or teams. One side gets five red cards; the other gets five black. Face cards are worth 10; aces 1. - Roll the die (or turn over a card) to set a target number, e.g., '4'. Each side then uses up to all of their five cards to add and subtract in order to reach a final sum or difference of 4. For example, with cards marked 3, 8, 4, 2 and 1, a person could get rid of all five like this: 8 - 4 = 4, + 3 = 7, - 2 = 5, - 1 = 4. - A point is given for the side able to remove the most cards from their five. In a tie, both get a point. Continue by replacing the cards taken away with new red/black cards. Strategies​: ​Children will naturally add cards together but encourage them to subtract as well. Use the terms 'sum'/ 'difference' to refer to addition/subtraction answers. Students who don't yet have automatic recall of basic number facts can use their fingers or add/subtract using the suit symbols on each card as counters. Variation​: ​Allow more confident learners to also use their knowledge of beginning multiplication and division facts (Ontario Curriculum, Gr. 3: up to 7 X 7 and 49 divided by 7). Strategies may include making doubles (2 X 6 = 12, so 4 X 6 = 24), doubles plus another set (4 X 6 = 24, + one more group of 6 = 30), skip counting (3, 6, 9...) ___________________________________________________________________________ ADD 4 Concepts​:​ Two-digit addition and subtraction with regrouping; see variations for easier and advanced versions Number of Players:​ 2 Materials​: deck of cards; discard face cards; aces are worth 1 To Play​: ​ ​Each player gets two cards and makes the highest two-digit number possible​​. Add both numbers together to find their sum. The first (or each) player to do so accurately gets a point. Strategies: ​Place each two-digit number in a column and add the ones column first. Begin with the larger number in the column and add the smaller number to it. Regroup as needed. Players who need reminders that they have a regrouped number may add a counter of some type to the top of that column. Variations:​ Use one, three, or four cards each to make smaller or greater numbers. Also, instead of adding, students may practise subtraction with these numbers. ___________________________________________________________________________
ADDITION TOP-IT Concepts​:​ Addition facts to 18. Number of Players: ​2 or 3 Materials: ​deck of cards; discard face cards; aces are worth 1 To Play​: ​ ​A player shuffles the cards and places the deck number-side down on the playing surface. Each player turns over two cards and calls out their sum. The player with the highest sum wins the round and takes all the cards. In the case of a tie, each player turns over two more cards and calls out their sum. The player with the highest sum then takes all the cards from both plays. Play ends when not enough cards are left for each player to have another turn. The player with the most cards wins. Strategies: Encourage students to use a variety of strategies such as: Doubles Facts; (6+6=12, so 6+7=13), Start with the larger number and count up. Use counters or count the pictures on the cards. Variations: Turn over 3 cards and find the sum. Play low number wins. Subtraction Top-It: Each player draws two cards and subtracts the smaller number from the larger number. The player with the largest difference takes all the cards. Or the player with the smallest different wins. Multiplication Top-It: Multiply the 2 numbers. The player with the largest product wins. Or the player with the smallest product wins. ___________________________________________________________________________
THE DIGIT GAME Concepts​:​ Place Value Number of Players: ​2 or 3 Materials:​ deck of cards; discard face cards; aces are worth 1 To Play​: Each player is dealt two cards and uses them to make the largest 2-digit number. With the cards 2 and 5, a player would make 52. The game is over when all of the cards have been used. The player with the most cards wins. Strategies: Ask: If you want to make the largest number, should the largest card go in the ten’s place or the one’s place? Ask: If you want to make the smallest number, should the smallest card go in the ten’s place or the one’s place? Variations: Smallest number – the player who makes the smallest number wins the point. Change the number of digits to be used in the numbers for this game, e.g. 3 digit numbers, 4 digit numbers, or 5 digit numbers. Each number is dealt that number of cards. BOX IT IN DICE Materials: 2 Dice, Graph paper, Crayons Instructions: ● Roll both dice. ● Make a rectangle or square with the numbers you have rolled. For example, if you roll a 2 and 6. Colour in 2 by 6 squares. Parent Prompts ● How many squares are in your shapes? ● I wonder what the perimeter of the shape is? I wonder what the area of the shape is? Which number is bigger? Why? ● If something has the same perimeter, does it have the same area? For example, if a shape is made of 3 by 4 how does it differ from a shape that is made by 2 and 6. What is the difference in the perimeter? ● Can you count the square by twos? Math Language: Perimeter - t​he distance around the space Area - the amount of space inside a space ___________________________________________________________________________
RACE TO FILL THE BUCKET Materials: 1 - 3 dice, 2 containers, Something to fill the buckets in ​(i.e. rocks, pompoms, cotton balls, shopkins) Instructions: - Take turns rolling the dice and place the corresponding amount into the container. - First person to fill container wins. Variation: - Play with 2 or 3 dice and add them. - Multiply the dice. Parent Prompts: ● Encourage one-to-one correspondence (Counting each object without skipping an object). ● “Which cup has more/less? How do you know?” ● “Who do you think will win? Why? ● “How many do you think you have? How many more do you think will fit?” ● “What is the difference between the two cups?” ● If adding dice, model the “counting on” strategy. For example, if you roll a 3 and a 2. Start with the bigger number and count on from there such as start at 3 and count on to 5 rather than starting at 1. MAKING 10 Materials: 2 - 10 dice Instructions: Roll 2 dice and add the sum. Then pick up a third dice roll it and add it up to the sum and keep going until you make 10. For example: You roll 4 and 3 on your first roll. You roll a 2 with your third dice. You roll a 1 with your fourth dice. (4 + 3 + 2 + 1 = 10) Variations: ● Start with making 6 then work up to making 10 once your child is more comfortable adding larger numbers. ● Make 100. Play with the dice representing tens such as 1 = 10, 2 = 20, 3 = 3-, 4 = 40, 5 = 50 and 6 = 60. ● Make 100 (or any other chosen number) by multiplying the dice. Parent Prompt:: ● Counting on fingers is OKAY :) ● Model the “counting on” strategy. For example, if you roll a 3 and a 2. Start with the bigger number and count on from there such as start at 3 and count on to 5 rather than starting at 1. ● Feel free to use objects to count and keep track of sum (i.e., buttons, rocks, blocks) ___________________________________________________________________________
DICE SUBTRACTION Materials: 1 or 2 dice Instructions: Choose a number that your child is comfortable working with (10,20,30...100). Roll the dice and subtract the sum of the dice from the number you chose. Play until the player gets to zero. When the player’s chosen number is in the single digits, they must roll the exact number to get to zero. For example, if they are at the number 3 and they roll a 4 they need to roll again. Variations: ● For players using bigger numbers, the numbers that they roll can represent 10 (1=10, 2=20, 3=30, 4=40, 5=50, 6=60…) ● Play with an opponent. Parent Prompts: ● Use math language such as ​take away​ to describe the subtraction. I am taking away 5 from 10. ● Encourage using fingers or manipulatives ● Use a number line. ___________________________________________________________________________
TENZI Materials: 10 dice Instructions: Roll all the dice at the same time. Look for the number that is showing the most. If you have mostly 3s then leave the 3s alone and put them to one side. Pick up all the other dice and roll them. Continue playing until all the dice show the same number. Parent prompts: ● Groups the same numbers together. “What numbers do you see? How do you know?” ● How many more do you need to get all 10 the same? How do you know? ● How many rolls do you think it will take to have all of the dice be the same number? THE MYSTERY NUMBER Materials: 2 dice, paper and pencil Instructions: ● Each player writes 10 addition equations for their opponent, leaving out one number of the equation. ○ Ex- 3 + _____ = 8 ____ + 4 = 9 6 + ____ = 7 ● On their turn, each player rolls one or two dice (depending on the desired number) to try and complete one of the equations created by the other player. If the player rolls a number they can’t use, they lose their turn. The first player to complete their table is the winner. Variations: ● Create subtraction, multiplication or division equations ● To use larger numbers, have one die count as 10 times its amount ○ Example- if a 4 and an 8 are rolled, it would count as 48 Parent prompt: ● Do we want to use one or two dice for this roll? ● Can we use a “friendly” number like 5 or ten to help us? ● Can we use one of the other equations to help us figure this one out? ● Can we use subtraction to help us find the missing number? HOW TO MAKE A SPINNER SPINNERS Draw a circle on a piece of paper. Draw a dot in the centre of the circle. Draw lines across the circle to split the circle into sections (as many as you need) - It will look like a pizza! Use a pencil and a paper clip as your spinner. ___________________________________________________________________________ PROBABILITY​: Need: 2 pieces of paper, 2 different coloured crayons,1 pencil, a paper clip and scissors (if cutting out your own game pieces Spinner: - Draw a circle. - Divide the circle into 2 sections. - Select 2 different colours. Colour 1 side of the spinner 1 colour, and the other side of the spinner another colour Game pieces: - Cut out 2 more circles to use as game pieces. Colour these the same colour as the 2 colours used on the spinner. Game Board: - Draw a game board on a piece of paper - Any shape - a start to finish. To Play: - Each player will choose 1 colour as their own. - Taking turns, each player will spin the spinner. - Each time the spinner stops, ​only the game piece ​of that colour moves forward. Even if player 1 (whose colour is green) spins red, it is the RED coloured marker that moves forward. - The first colour to the end is the winner. ___________________________________________________________________________ MONEY Need: 1 piece of paper, pencil, paper clip and a variety of coins (pennies, nickels, dimes and quarters) Make the spinner: - Draw a circle. - Divide the circle into 4 sections. - In each quadrant, write the value of a coin (1¢, 5¢, 10¢ and 25¢) To Play​: - Place a pile of coins (variety) in the middle of the table within reach of the students playing. - Taking turns, each player will spin the spinner. - Each time the spinner stops, the player will take that amount of money from the pile of coins in the middle of the table. (For example, if the spinner stops on 10¢, the player would take a dime). - Each player is encouraged to take the LEAST AMOUNT of coins possible (i.e. 7 ¢ would be 1 nickel and 2 pennies). - The game continues with each player taking his/her turn and gathering coins. - The first person to reach 1 dollar is the winner and the game starts over. ___________________________________________________________________________
SPIN & GRAPH Need: 1 piece of paper, 1 pencil, a paper clip and a variety of colours. - Draw a circle on one side of the sheet. - Divide the circle into as many sections as you have items to graph. - In each section of the spinner place real items, or draw items you want to graph ​(graph your favourite things, monsters, pokemon, fruit, cars, colours, numbers, sports teams… ). - Create a grid on the second side of the sheet of paper with as many columns as you have items to graph. - Draw each of your items under each column (see photo). To Play: - The student will spin the spinner - the spinner will stop on 1 item. - The student find that item on the grid and will colour in 1 of the boxes, starting at the bottom of the grid. - The first “item” to reach the top wins! ___________________________________________________________________________ FIFTY WINS: ​ (​ from Games for Math by Peggy Kaye) Need: 3 sheets of paper, 1 pencil, a bowl of at least one hundred dried kidney beans (or other item such as small buttons, pennies, Cheerios, M & M’s etc.), and a paper clip. Fifty Wins is a game that helps children appreciate the importance of ten in our number system. Step 1: On two separate sheets of paper, draw two game boards that look like this: The boards should be big enough so that each little square on the right can hold one kidney bean, and each big square can hold ten. You can make the spinner by drawing a large circle in the middle of the third piece of paper. Divide the circle into quarters. Then divide each quarter into thirds. You now have a circle divided into twelve segments. Fill in the segments with the following directions: Win 1 (7 segments) Win 10 (4 segments) Lose 10 (1 segment) The object of the game is to be the first to get fifty beans on the board. The five large boxes on the left side of the game board hold ten beans each. The nine small boxes on the right hold single beans. To win, you have to fill all five large boxes with ten beans apiece - that’s FIFTY WINS. The spinner holds the key to success or failure. Spins end in one of three ways: If you’re very lucky, you’ll get​ win 10​. Then you can take ten beans and fill up a large box on your board. If you’re a little lucky, you’ll get ​win 1​. Then you take a single bean and place it in a small box. When you collect ten single beans you can transfer the whole bunch over to a large box. If you’re not lucky at all, you’ll get ​lose 10​. Then you must remove 10 beans from a filled-up box and return them to a bowl. If you don’t have beans in a large box, you have nothing to return. You don’t have to return beans that are in the small boxes. Remember, the first player to fill all 5 large boxes, each with 10 kidney beans, wins! NATURE 1.
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Go for a walk and find patterns in nature​ (colours, shapes, textures) Number walk​: Look for specific numbers on houses or mailboxes. Say hello to three neighbors. Or estimate, then count the people you meet. Look for two blue cars. Count cracks in the sidewalk. Say numbers on houses or mailboxes. Make up cards of nature things to look for in your area. Such as three leaves. Count the cars in each driveway. Look for bus numbers. Say the numbers on license plates. Or look for a special number. Count windows on the front of houses. Count the number of stairs on the front porch of each house. Which house has the most flowers, cars, etc.? Which house has the least? Which house is the smallest on the block (or between two houses)? Which house is the biggest? Sing number songs while walking along. Taken from ​http://www.preschoolexpress.com/number_station/number-walk-jun09.shtml 3.
Find shapes in the environment​ (scavenger hunt) - Where can you find a square? Can you find an octagon? etc.) 4. Estimating​… How many steps do you think it would take to get from _____ to _____? How many leaves can fit in my pail? (guess - then try - were you right?) Distance, Size, Quantity, etc. 5. Prediction ​(How many___ walk by?, How many minutes…) 6. Counting ​- House number identification - count by 2s up and down the street. How many Canadian Flags do you see? (items can change) 7. Addition / subtraction using materials from nature​ (rocks, leaves) 8. Graphing​ - using rocks, sticks, leaves etc. count and graph the different types of trees in a park, the number of girls vs boys at the park, the number of ants that crawl on your picnic blanket...etc. 9. Measurement ​- ordering from smallest to tallest… Which do you think is heavier - 5 rocks, or 5 pieces of wood? (try it)... etc….. KITCHEN MEASURING ●
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Compare capacity of similar containers How many cups go into a bowl? Compare ¼ cup, ½ cup etc Using rice, dry pasta or cereal to estimate/determine capacity of various containers Read digital clocks “Count down” and” count up” on timers Look at recipe or instructions to find time and set it Compare seconds and minutes RECIPES ●
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Recognize numbers Recognize fractions Identify how to make a different measure with the same cup eg. use ⅓ cup to measure ⅔ COUNTING ●
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Count cutlery and dishes as setting table, how many pieces do you need in total? Count groceries as you are putting them away Cout items in the pantry Make a list for shopping and count number of items SORTING AND COMPARING 3D SHAPES AND MEASUREMENT CONCEPTS ●
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POPSICLE STICK KABOOM POPSICLE STICKS or TOOTHPICKS Compare/identify shapes and sizes What can you stack? What can roll? Which ones can slide? Which ones are taller/shorter ? Which ones are heavier/lighter ? Make up questions about capacity/mass eg. Why is a little can of soup heavier than a box of cereal? Put all of the popsicle sticks in face down so students can’t see what is written on them. Here’s how to play: 1. First student pulls out a popsicle stick. 2. The student identifies the “answer” or “correct response.” If their answer is correct they get to keep the popsicle stick. If they answer it incorrectly, the stick must go back in the cup. 3. The students continue around the circle, selecting one popsicle stick at a time and answering their question. 4. Any student who pulls a KABOOM! stick has to place all of the popsicle sticks they have accumulated back into the cup, leaving them with zero. 5. The game NEVER ENDS because eventually someone will get a Kaboom! and their popsicle sticks will go back into the cup to keep the game going. Suggestions: Number Identification & Counting One More/One Less and Ten More/Ten Less Addition/Subtraction Greater Than/Less Than PATTERNS USING COLOURED POPSICLE STICKS Making patterns using coloured popsicle sticks: AB - eg. red, green, red, green etc. ABB - blue, yellow, yellow, blue, yellow, yellow etc. ABC - orange, green, blue, orange, green, blue etc. ___________________________________________________________________________ MAKING PATTERNS USING PLAIN POPSICLE STICKS Different positions of the sticks Using different size popsicle sticks ___________________________________________________________________________ COUNTING - MATCHING - ​Take plastic cups (scraps of paper or any other item you can label) and write the numbers 1-10 on them. Place the matching number of sticks into each cup. ALTERNATIVE WAYS TO PLAY ● Draw dots on the sticks and place in matching cup. ● Write number sentences e.g. 4+2, 8-6, 2x3 on the sticks and place into cup that shows the answer, etc. ___________________________________________________________________________
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Build 2D shapes that have straight sides; square, rectangle, triangle, hexagon, pentagon etc. Talk about how many sticks were used and how many sides they see. Push sticks into marshmallows, lumps of clay, plasticine or play doh to make 3D shapes; cube, rectangular prism, triangular prism Talk about the number and length of sides, the corners, and the faces. (What shapes do you see within the solid shape). STORE MONEY Use play money or extra coins to buy little toys or everyday items from around the house. Set up a simple store with these items for sale, adding price tags, and children can purchase one item, counting out the money, or multiple items, adding the prices of the items, or even making change from the amount of money they are using to pay. ___________________________________________________________________________
RACE TO 20¢, 50¢, or $1.00 Take turns rolling a dice or two dice, if you wish to reach a higher value. Once you have rolled, take the amount that you rolled on the dice in coins. Keep adding the value of the coins as you take turns and the first to reach the final or grand total wins. As you play you may also exchange your coins for higher value coins, for example 5 pennies for a nickel. ___________________________________________________________________________ COIN CATERPILLAR Lay out a line of several coins, just pennies at first, or a variety of coins, if your child already knows the value of different coins. You may trace around each coins as segments of the caterpillar and add legs and antenna with a pencil. Add up and write down the value of the coins or the caterpillar you made. ___________________________________________________________________________ COIN RUBBING OR STAMPING Use the crayons to do rubbings of coins or the stamps to stamp them on your scrap of paper. Then use the rubbings or stampings to match with the actual coins, saying the value and image on both sides of the coin. If ready to move forward, your child can write the value of the coin beside the rubbing or stamping. DOMINOES / Domino Number Match -Divide the dominoes evenly between the players. BLOCKS -The first person chooses a domino and puts it in the centre of the table. -The second person must match one end of their dominoes to one end of the domino that’s been played. -The next person must match one of their dominoes, with the same number of dots, to one end of the dominoes that have been played. -Continue until everyone has had a turn and then start over with the first person. -If a person can’t play, they skip their turn and play again in the next round. -Continue until one person is out of dominoes. Domino Parking Lot Players use a set of regular dominoes and a domino parking mat. -Divide the dominoes evenly between the players. -Each student selects a domino, counts the dots on one half. or the total number of dots. and places the domino in that parking spot. Dominoes with the same number of dots may be stacked on top of each other in the parking spot, if necessary. -Continue until all dominoes are “parked.” Domino War -Divide the dominoes evenly between the players. -Put the dominoes face down. -Each player turns over one domino, at the same time, and counts the total number of dots. -The player with the highest number keeps the dominoes. -Repeat until one player has all of the dominoes or until you wish to play another game. Domino Memory -Place all dominoes face down in the middle of the table. -The first player turns over 2 dominoes. If they have the same number of dots, on each side or the total number of dots, the players keeps both dominoes. -Continue taking turns until all of the dominoes have been collected. Domino Addition -Players select a domino, count the dots that appear on one side and write the corresponding number on paper or with board -Next, they count the dots on the opposite side of the domino and write the corresponding number beside the other number to create an addition statement -players add the number of dots on the domino by counting and totaling them all together