Vocabulary Spelling Game

This is a fun way to practice spelling and vocabulary.

What you need for two players:

A set of small double-sided letter cards for each player

(See how to make them below),

10 vocabulary word definition cards

10 skittles or other candies for each player

How to Play

Divide the definition cards face down in two piles of 5 cards each and place them in front of each player. Each player should also have one set of letter cards in a pile or on a plate next to the definition cards. At the word "Go" the players turn over the top card, silently read the definition, and determine which word it is. Then, they find the letters that will spell that word and put them next to the definition card. When they finish spelling that word they turn over the next card. When they have spelled all the words, they should double check their spelling. Then they get a skittle candy for each one they spelled correctly. If they misspell a word, you can give them a second chance to spell it correctly to get the skittle. Players switch cards and do it again.

To make the letter cards, write each vocabulary word on one side of a strip of cardstock with a space between each letter so you can cut the letters apart. Write the same letters on the other side of the strip so when you cut them apart, the same letter is on the front and back. Then put all the letter cards on a paper plate or in a pile. You can also print them on the computer in this way: Make columns (I used 8 columns). Type each word vertically, one letter per line, with a space between. Add extra letters if you have room. To print the same letters on the other side, you will need to copy and paste each column in the opposite order on the second page. Then cut the letters apart.



This is the vocabulary book we have used.



Kickball Review

Playing kickball is a fun way to review any subject. You can play it indoors with a foam ball or outdoors with a regular kickball. On the day we took these pictures we were reviewing math. For two children, we set it up so there were review questions at home base and second base. The person kicking picks a card, tells the answer, then the pitcher (mom) rolls the ball. They kick and run to first base. Then the next kicker does the same thing. Then the first player picks a card at 2nd base, answers it, and kicks the ball again. Having review questions at two bases makes it so that there is always someone who gets to kick. For more children, you could probably have the review questions only at home base. We had individual ziplock sandwich bags for each child (with an identifying sticker) with their specific review questions, at home base and 2nd base.

Jessica reads her review question at second base.

 

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.

Jigsaw Words (Dividing Words Into Syllables)

Print ten 2-syllable words with the same syllabication rule on a piece of colored cardstock. Cut the words into cards and let the child determine what those words have in common. Then talk about what the rule is for dividing those words into syllables. Then give the child a pair of scissors and let them cut the word into syllables (encourage them to cut them in fun creative ways). Do the same with words with other syllable rules, but print them each on different colors of paper. Store them in a bag and let the child spread them out and find the matching syllables. In the rules below letter V means vowel , letter C means consonant.

Basic Syllables Rules

VC/CV – Separate two consonants!
Trum-pet, sel-dom, plas-tic, sis-ter,
num-ber, pub-lic, con-test,
con-tent, prob-lem, won-der
V/CV – Leave the vowel!—
Divide after a long vowel
Hu-man, pi-lot, fe-male,
de-mand, se-lect, ho-tel,
de-mon, be-cause,
ba-con, pa-per,
VC/V –Close in the vowel!
Divide after the C (consonant)
Sev-en, pan-ic, lem-on, com-ic,
trav-el, drag-on, sal-ad,
plan-et, van-ish, ped-al
C + final y = ee – Never leave Y alone –
Divide before last C
Hap/py, mes/sy, can/dy, cra/zy, mis/ty,
mum/my, mis/ty, bo/ny, jol/ly, tru/ly

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.

Act It Out-- Four Sentence Types

This was a fun way to learn the four different types of sentences--declarative, interrogative, imperative, and exclamatory. First we learned about each kind, using an illustrated poster to help us remember what each kind was. Then we picked a sentence card and determined which kind of sentence it was, and then read it in the dramatic way described below.

DECLARATIVE

A Declarative sentence declares something. It is a statement. To help my girls remember this, they would use a Southern Belle voice and say, “Well, I declare!” before reading the sentence. They would also use appropriate mannerisms, like fluttering eye lashes and walking with a swing.  They could even wear a shawl or carry a parasol as well.

INTERROGATIVE

An Interrogative sentence is a question. To help my girls understand what this word means, we talked about how in World War II the Nazis would often interrogate their prisoners.  So for these kinds of sentences, my girls had to read the question in a German accent and use a very stern voice, clicking heels together or pointing fingers, etc., using the “z” sound instead of “th” and “V” instead of “W”. For example, they would say “Zis is an interrogatory sentence. Ven vill ve go?”

IMPERATIVE

An Imperative sentence is a command. To help my girls understand what this word means, we talked about how kings and queens would give commands, so with this kind of sentence, they would pretend to be a king or queen and put on a crown, if they wanted, and say their sentence in a commanding voice, beginning with “It is imperative that you do this.”

EXCLAMATORY

An Exclamatory sentence has an exclamation point, so it invites a lot of dramatic gestures and expressions, kind of like in silent movies where they were over dramatic. So for these kinds of sentences, the girls were encouraged to be over dramatic in their gestures and expressions and voice like they are on stage. They could even faint at the end.

Sentence Cards

Print out examples of the four different sentence types on cards. Then, after you have learned about them, pick a card, decide what sentence type it is, then act it out as described above.

Here are some sentences we used.

When can we eat?

Can we have ice cream?

Do you like green eggs and ham?

Oh, where is my hairbrush?

Why is your hair purple?

Can we play now?

Look at this stuff!

Your face is frightening the baby!
My shoe is on fire!
We’re on the wrong planet!
The monster is attacking!

I'm so excited!

I had the strangest dream last night.

I can’t get up. I have to finish my dream.

I like to eat apples and bananas.

I wish it was Saturday.

I left my shoe at the park.

No, I do not like to eat fish.

Stuff it in the closet.

Shut the door.

Get me a drink of water.

Tell Daddy to come here.

Don’t tell Lisa.