Hoop Multiplication Review

This is a fun way to review and brush up on the times tables. Here's what we did. First I gave each of the girls a stack of 12 cards and had them pick one of the multiplication families that they felt they could use some review on. Then they each wrote one of the multiples of that number on each card. Then we picked one of the sets of cards to use with our activity.
Set up and review
We used hoops but you could do it with just the cards if you don't have hoops. Start by scattering the hoops around the room and randomly placing the cards inside the hoops. First we sang the multiplication song for the number chosen, and the girls had to step in the correct hoop as we did the skip counting in the song. After that, I drilled them on 4 of the factors at a time -- selecting the ones they needed most help on, until they showed they had mastered those facts. Then we did four more and so on until we got all twelve facts. After that we were ready to add the action with the hoop review game.
Hoop Review Game
Shake a 12-sided dice and call out that number times the number you chose for that multiplication family. Then the students race to the hoop with the correct product. Continue shaking the dice to get new products until you feel the students have mastered that number. Rules: No grabbing, pushing, tripping, or holding the other person.Once they have mastered that number family trade the cards for another number family and do the same activities. 

Multiplication Dice Race

This is a fun way to review basic multiplication facts. We used a 12-sided number dice (1-12) as one factor and two regular dice added together as another factor. We could have used two 12-sided dice. Then we shook the three dice and multiplied the factors together. Here's what we did to make it fun. We set a timer for one minute, and each girl took a turn shaking the dice, multiplying the factors, and calling out the product. The object was to see how many they could get in one minute. 
Variation
Shake the dice, and everyone multiplies the products at the same time. The first one to call out the correct product wins.

Grab The Product!

This is a fun way to review multiplication facts. We wrote a variety of multiplication products on small dessert paper plates. The two factors for each product were written on a separate sheet of paper. You could also write them on slips of paper. Then we placed them face up in the middle of the floor, and the girls sat on each side. Then I called out two factors and they had to race to be the first one to grab the plate with the correct product. Each time they were the first one to grab the product they got a point.

Variation
A more active variation would be to scatter the plates face-up around the floor, and then have them race to the plate and grab it before the other one does. This version is lots of fun, but can get a little wild if they try to tackle each other in the process. Setting guidelines ahead of time for no pushing, tackling, grabbing each other, etc. is a good idea.

Human Clocks

 This activity was definitely a hit when my girls were learning to tell time. We used different colors of construction paper to make 12 large cards numbered 1 through 12. Then the girls helped to lay them out in a circle the way they would appear on a clock, with the 12 at the top and the 6 at the bottom. We also wrote the multiples of 5 on small dessert paper plates, and put those next to each number in order, beginning with the "five" next to the number "1" card of the clock. Then I had the girls each lie down so their feet were at the 6 and their head was at the 12. Then I gave them a time, and they moved their arms into the position the hands on the clock would be. 

Song Recommendations
"The Minute Hand on the Clock" by Sherri Boekweg

The Minute Hand on the Clock


"Jolly Clock" by Hap Palmer 
(found on his CD "Can Cockatoos Count By Twos?") This CD is available at www.happalmer.com. To see the lyrics and activity ideas for this song, click on "lyrics and activities" and select this CD. Then click on this song, #5 and #13.

Skip Counting Through Hoops

This is a fun way to practice skip counting in Multiplication. We bought 12 hula hoops from a dollar store. Then we would arrange them on the floor so there was space between them and the child could jump from one to the next all the way to the end. Then we made cards with the multiples of the number we were learning that day and placed the card in order, inside each hoop. Then as we would count by that number, the child would jump to each hoop as we named the number in that hoop. We sang skip counting songs to help learn them.


When I first introduced skip counting by fives, I made a strip with the four numbers in between the hoops so they could see how we skipped over those to get to the numbers in the hoops. 


Then, as they got familiar with the skip counting, I would have them turn around, and I would remove two of the number cards. Then we would skip count with the song again, but when they got to the missing numbers, they had to fill in the correct number. We continued removing cards until they could hop through all the the hoops skip counting all the numbers.


Skip Counting Songs by Sherri Boekweg

Counting Through the Twos
Count By Threes
Counting By Fours
Five Jive
Counting By Sixes
Counting Fun Begins With Seven
Eight Is Great!
Boogie to the Nines
Counting Through the Tens

Skip-Counting Songs with Familiar Melodies
Click on the link below to view the song lyrics on this blog. 


Skip Counting through Sevens, Nines, and Twelves (lyrics only)

Sevens (Tune of "Mary Had a Little Lamb")
Nines (Tune of "Twinkle Twinkle Little Star")
Twelves (Tune of "O Christmas Tree")

Coordinate Fun on a Floor Graph

This was a fun way to introduce coordinates on a graph. First, we created a graph on the floor with yarn and numbers. Then we did some fun activities with the graph. 


To Make the Floor Graph
You will need 14 pieces of yarn cut in 60-inch lengths. Then lay them out as shown in the picture so seven pieces are horizontal and seven are vertical, creating a graph. Next, you will need cards numbered as follows: one card is zero "0", then you will need two of each of the numbers 1-6. Then lay out the cards as shown in the picture, so the zero card is at the lower left corner of the graph, and the number 1-6 cards are at each line of yarn horizontally and vertically. 


How to Teach It
First make sure they understand the terms horizontal and vertical. You can also refer to them as over and up. They must understand that to find a point on the graph you first go over and then up. So when they see the two numbers in the ordered pair, they know they must go over for the first number and up for the second number.


FUN ACTIVITIES TO DO WITH THE FLOOR GRAPH


Dice coordinates
Shake two dice to get two numbers that become the ordered pair. Then use those numbers with any of the following activities.


Human Coordinates
The child becomes the point on the graph and jumps to the correct spot to show the ordered pair.


Candy Toss
Toss a piece of candy onto the graph, and then name the coordinates closest to where the piece of candy landed. Or, give the coordinates ahead of time, and see who can toss the candy closest to the correct place on the graph.


VARIATION: GRAPH IT OUTSIDE
You can also make a large graph outside by using sidewalk chalk on the driveway. Simply draw your graph and write the numbers along the sides and bottom instead of using yarn and cards. 

Number Line Jumping

 This is a fun way to add and subtract simple numbers on a number line. This idea originated from the activity that goes with Hap Palmer's "Jumping to Add and Subtract" song (see below). Create a number line on the floor by writing the numbers 0 through 9 on cards or dessert-size paper plates. Use yarn or electric tape to create the number line, and place the number cards or plates about 18 to 24 inches apart on the number line. 



To add, have the child stand on the number 2 or 3. Then add a number like 5, and have them jump or step 5 numbers ahead on the number line. 

To subtract, have them start on a higher number and jump or step backwards the number you are subtracting. 


This can also be an introduction to skip counting by twos. Have them jump to the numbers, skipping one in between.


Song Recommendation
"Jumping to Add and Subtract" 
by Hap Palmer (found on his CD "Can Cockatoos Count By Twos?") This CD is available at www.happalmer.com. To see the lyrics and activity ideas for this song, click on "lyrics and activities" and select this CD. Then click on this song, #11.

Painted Fraction Cookies

This is a fun way activity to do when learning about fractions. 

You will need:

• Sugar cookie dough that can be rolled into shapes. 
• Several colors of cookie paint (see recipe below) 
• Clean paint brushes to dip in the cookie paint (one brush for each color)

What you do:

1. Roll out the cookie dough into simple shapes like circles, hearts, and rectangles (some long and some short).
2. Before baking, use a pizza cutter or knife to press lines on the top of the unbaked cookie to divide it into sections to represent fractions (halves, thirds, fourths, fifths, and sixths). Then let the children paint the sections of the cookies to represent fractions. For example, if the fraction they are painting is 2/3, then two of the thirds of that cookie should be painted the same color.
3. If desired, sprinkle a little sugar (or add a little sugar to the paint first)

Cookie Paint Recipes

Egg-Yolk Paint

 • 1 egg yolk
 • 1/4 tsp water
 • food coloring

 • a little sugar, if desired

Egg-white Paint

Separate an egg and add lots of food coloring to egg white and stir with a fork until all the color is mixed in. Add a little sugar, if desired. This will be a more transparent paint than the egg yolk paint. 

Recommended song: 

I'm Just a Fraction by Sherri Boekweg


I'm Just a Fraction

Chocolate Chip Decimal Multiplication

This is a fun and edible way to practice multiplying decimals. I made a packet for each child containing chocolate chips, multiplication cards, and a pencil. You also need five or six 0-9 dice. I printed out the instructions so it could be a learning station.

Instructions
Take 3 chocolate chips to use for decimals. Shake the dice and fill in the squares in the top two lines. Place a chocolate chip as a decimal point in each number. The chocolate chips do not need to be lined up. Multiply the numbers and write the answer at the bottom. Count up the total number of digits after each chocolate chip and add them together. Then write that number at the top. Then use that number to determine where to place a chocolate chip in the answer. It should be the same as the number you wrote at the top. If the answer is correct, you may eat the chocolate chip.

Floor Geometry -- Yarn shapes, Length, Width and Side

This activity was an introduction to finding the area of rectangles, triangles, and squares. First, we had fun creating large shapes with yarn on the floor. Then we labeled the sides, width, and length of each shape. The label cards were colored differently. For example, the length cards were orange, the width cards were blue, and the side cards were red, for the square, and yellow, for the triangle. Then we traded the word cards for cards with the beginning letter of the word so the girls would get familiar with the letters used in the formulas for finding the area.

M & M Decimal Multiplication

We had fun multiplying decimals by using M&Ms as the decimal points. First, I gave each girl 3 M&Ms. They placed the M&Ms in the spot where the decimal goes in each of the decimals they were multiplying. Then, after they completed the multiplication, they had to place the third M&M in the correct place in the answer.

We played a dice game with decimals and M&Ms. The girls started with a blank M&M Decimal Multiplication worksheet (below), three M&Ms, and three dice. Here's what they did. They rolled the three dice and wrote the numbers down in the first row in any order they chose. Then they did the same for the second row. Then they placed an M&M in any position in the numbers in each row to create a decimal point. Then they completed the multiplication, writing the answers in the squares below. When they got the final answer, they counted up the decimal places of the two decimals they multiplied, and they counted over that many places in the answer and placed their third M&M in that spot to represent the decimal in the answer. If the answer was correct, they got to eat the M&M in the answer.Then they got another M&M so they started with three again, and they did it three more times, until the worksheet was completed.

Store Discount Math

Playing store is a fun way to review and practice figuring out discounts and sales tax.   First they set up the store by finding a few items to sell, 5 dice numbered 1-9 (1 white one and 4 colored ones), and a small dry-erase marker board with markers. They also decided to swipe pretend credit cards, rather than play money. The bench became the cash register. Here's what we did. The girls took turns being the cashier or shopper. The shopper found an item she wanted to buy and brought it to the cash register. Then she rolled the five dice to find the price of the item. She arranged the 4 colored dice to create a 4-digit money amount and told that amount to the cashier who wrote the four  digits on the marker board with the decimal after the 1st two numbers. Then the shopper told her the number on the white dice showed the percent discount by adding a zero on the end. So if she rolled a 4 the discount would be 40%. Then the cashier had to do the math by figuring out the discount. She did this by figuring out what was left after the discount to make 100%. Then they multiplied the money amount by that percent to get the discounted price. So if the discount was 40%, she multiplied the price by 60%, since 40% + 60% =100%. 

After doing the discount a few times, we changed the game so the white dice would show the sales tax percent instead of the discount. So instead of adding a zero, it would be whatever number was on the dice. So if they rolled a 6, then the sales tax would be 6%. The cashier would then write it as the decimal .06 and multiply that by the price to figure out what the sales tax would be. However, to find the full price including the decimal (percent increase), they simply added a 1 to the front of the decimal (1.06) and multiplied that by the price to show the price of the item.  

Fun With Fractions to Percent Math

The girls had fun memorizing common fraction and percent equivalents with this fun sock-toss game. Percent cards were taped to the wall. Then I called out a fraction, and they had to throw the rolled up sock and try to hit the correct percent card.

Before doing this game, we learned a song I created to help memorize these equivalents. The song is included below. Then I gave the girls a set of yellow and pink cards on which they wrote the fractions on one color and the percent and decimal on the other color. Then I had them spread them on the floor and then when I said, "Go!" they raced to see how fast they could match them up. Then we played the sock toss game on the wall. Here are the equivalents we used in the song and game.

1/2 = 50%

1/3 = 33 1/3% (or 33.3%)

2/3 = 66 2/3% (or 66.6%)

1/8 = 12 1/2% (or 12.5%)

1/5 = 20%

2/5 = 40%

3/5 = 60%

4/5 = 80%

1/4 = 25%

3/4 = 75%

3/8 = 37 1/2% (or 37.5%)

5/8 = 62 1/2% (or 62.5%)

7/8 = 87 1/2% (or 87.5%)

If these equivalents are memorized, it will really save time in a test like the ACT or other standardized testing. Here is the song we used. Please feel free to use it for your own homeschool.

Zapping Fractions -- Division Math

Dividing Fractions can be fun when you bring in a magician. Although this can be done with a paper and pencil, we found it helpful to use manipulatives and spread it out on the floor. Start with a deck of number cards. Our favorites are the "Number Jugglers" cards, but Uno cards work well too. Create the fraction you want to divide. We were dividing mixed numbers, but simple fractions will work well too. We used math rods to create the line between the numerator and the denominator. Create an operation dice or block with a division sign on one side and a multiplication sign on the other. Find an object that can be the magic wand (We used a canning lid magnet). 

Here's how it works.  

If you are dividing mixed numbers you first need to change them into improper fractions, as my daughter did in the first picture. Then imagine that the first fraction is a magician and is going to zap the other fraction. Then get the magic wand and say the magic word: "Reciprocal!" And point the wand at the 2nd fraction and flip it around so the numerator is on the bottom and the denominator is now on the top. Then zap the operation dice so the multiplication symbol now shows as in this picture.

 

 Then zap the numbers as you do cross cancelling before you multiply the fractions. Use math rods to "cross out" the numbers and number cards to show the new number. If your product is an improper fraction, then change the answer back into a mixed number.

 Edible Variation:Put a piece of candy over the first fraction to represent the magician's hat. Then after the problem is done correctly then the student can eat the treat. If doing this on paper, a chocolate chip "magician hat" could be put over the first fraction.

4 Square Quadrant Jump (Math)

To help my girls learn the different quadrants on a graph, I used a clear vinyl shower curtain. I drew a vertical and horizontal line from end to end to create four squares, or quadrants. Then I made each line a number line, with Zero being the point where the lines intersected. Then I wrote the numbers (positives and negatives) the way they would be on a graph. I used blue for the numbers on the vertical line and red for the numbers on the horizontal line. Then we learned where each quadrant was. Then I would call out the name of a quadrant and they had to jump in the correct square for that quadrant. Then we tried it with ordered pairs. We learned that the first number in the ordered pair is the number on the horizontal line and the 2nd number is the one on the vertical line. Then, I would give the girls an ordered pair, and they had to jump in the square where that ordered pair would be found.

Jump to the Roof -- Floor Division

What you need:
Black yarn cut in the following lengths: 2 feet, 8 inches, and 2 inches
A deck of number cards 0-9

What you Do
Create a division house on the floor with the longest piece of yarn. In the picture above, my daughter used part of the yarn to create a chimney where she would put the remainder. The 8 inch yarn becomes the floor of the basement. Use number cards to create the division problems. Use a small object (penny size or smaller) to be a treasure hidden on the roof. The numbers inside the house (dividend) are the family that lives inside hiding a treasure. The divisor is the King’s soldier who comes knocking at the door. When the soldier knocks, the treasure must be hidden on the roof in the spot where the first number of the quotient will go. Then the divisor has to decide which soldier will jump to the roof to get the treasure. Each soldier has a number. The only soldier that can get the treasure is the one with the correct quotient number. If it is an edible treasure, the child can eat it after correctly solving the division problem. Use pennies for decimals in decimal and money division. Make two dollar sign cards—one for inside the house and one for the roof for money division.


Here are the words of a song I created to help us remember the steps in long division. To get the sheet music please email me at lovetolearn123@gmail.com.

The Division Song
By Sherri Boekweg
First you divide, then jump to the roof.
Then you multiply --
Put the product in the basement.
Eat your favorite candy bar
While you subtract,
Then find the next digit and slide-------
Then start all over again.




The candy bar represents the subtraction sign (the 2 inch piece of yarn)Jump to the Roof  – You could make a giant division house with yarn and use large number cards and let the child do the jumping to the roof with the number to get the treasure. 

Floor Multiplication of Big Numbers

Materials
Black Yarn
7 pieces cut 12-inches long 
Number digit cards 0-9
(you will need several cards of each number)
Operation symbol cards
for addition and multiplication
(+ and x)

What We Did

First, the girls laid out the yarn as in the picture, so that there were 5 vertical lines and two horizontal. The vertical lines created columns to keep the numbers lined up. Then they laid out the number and multiplication symbol cards above the top horizontal line to create the multiplication problem. Then, as they solved it, they would place the other cards, including the addition symbol card, in the correct spots below the top horizontal line, showing the the steps to finding the product.

Jump the Hoops With Powers of Ten

We laid six hoops on the floor, and in each hoop with put a card with one of the powers of ten, including ten to the zero power. Then the girls would read a number, and translate it into scientific notation while stepping in the correct hoop. For example, if they read the number 3526, this is how they would do it:

They would first determine which hoop to start in--in this case it would be the one with the card that says 10 to the 3rd power. They would jump in that hoop and say "three times 10 to the third power plus", then they would jump into the next hoop and say "five times ten to the 2nd power (then jump to the next hoop) plus two times ten to the 1st power (then jump) plus six times ten to the zero power.

Roman Numerals With Money Manipulatives

Roman Numerals
I (1) V (5) X (10) L (50) C (100) D (500) M (1000)

To help remember the order of the Roman Numeral Symbols, here are two pneumonics. We learned the first one.

In Venice, X-tra Little Children Drink Milkshakes.
or
In Venice, X-tra Lazy Cows Don't Moo.

To help understand the value of Roman Numerals, we labeled coins and dollars as follows:
I (1) = penny    
V (5) = nickel    
X (10) = dime   
L (50) = 50 cent piece     
C (100) = $1 bill   
D (500) = $5 bill             
M (1000) = $10 bill
Then as we read a roman numeral, we would lay out the coins that represented each numeral. Then the girls did a worksheet where there was a number written, and they had to write the Roman Numeral equivalent, using the money manipulatives to help them.

Hands-On Graphs and Plots

We learned and reviewed different kinds of graphs and plots with this hands-on activity. First, we started with a graphing kit (a bag with the manipulatives and cut outs for the activities). Here is what we did to learn about these graphs and plots:

 Bar Graph

Materials: different colored and lengths of math rods and graph paper.

What we did:The girls created a bar graph by drawing a horizontal line across the bottom portion of their graph paper, and a vertical line along the left side of the graph paper. They had to leave enough room to write the data information. Then they lined up the rods vertically along that line. Then they determined what they wanted their data to be and wrote it on their graph. One daughter taped her  bars on so she could lift the paper.

Broken-Line Graph

Materials: chocolate chips for the points and toothpicks for the lines with large grid graphing paper

What we did: The girls placed their chocolate chips at different points on their graph. Then they connected them with the toothpicks. They could have simply connected them by drawing a line with a pencil. They also chose what their data would be and included it. Then they got to eat the chocolate chips.

Pictograph

Materials: stickers and large-grid graph paper

What we did: The girls were given a sticker sheet with a variety of stickers. They put the same kind of stickers in a row on the graph paper. Because there was a different number of each kind of sticker, the length of each row was different.

Stem and Leaf Plot

Materials: a "stem" and "leaf" cut out of green paper, dice, and markers
What we did: After learning how to make a stem and leaf plot, the girls rolled two dice to get a two-digit number. They wrote the number down, and then did it five more times. Then they wrote all the tens digits on the green stem. Then they glued the leaf to the stem in such a way that they could write the ones on the leaf in the way that you do with a stem and leaf plot on paper.

Box and Whiskers Plot
Materials: rectangle paper, ruler, and markers

What we did: The girls used a ruler to make and label a number line by tens from 0-100. Then we learned where to place dots when making this kind of plot. You are dividing a list of numbers in four parts. You first have to line them up from smallest to largest. Then you make a dot below the number line under the smallest of those numbers and another one below the largest one. Then you have to make another dot exactly under the middle point, which you find by finding the median of the numbers. Then you put a dot below the middle point between the middle dot and the dots on each end. To do that you have to find the median number between the numbers represented by those dots. After the girls did that, then they learned how to make a "whisker" by connecting the two dots on each side, and how to draw a box around the dot in the middle. Then I let them decorate them by adding more whiskers and making a face in the box.

Scatter Plot

Materials: frosting decorator dots and paper
What we did: The girls scattered a few decorator frosting dots on graph paper to represent the scattered dots in a scatter plot. Then we talked about what kind of data might be represented on a scatter plot. Then the girls got to eat the decorator dots.

Circle Graph
Materials: White 4" paper circles, Pie-shaped pieces of different colored paper cut from 4" circles

What we did: The girls chose which colored pieces they wanted to glue onto their white circle so the "pie" was completely covered and showed different colored sections. Then they labeled the sections to represent the kind of data that might be included in a circle graph.