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.

Geography Race -- State Abbreviations and Capitals

This is a very active way to learn and review state abbreviations and capitals. First I printed up cards with the state capital on one side and the 2-letter abbreviation on the other side. Then we scattered the cards around the frontroom floor so the abbreviations were facing up. Then the girls would stand by the door, listen for the name of the state, then race to find the card. They had a blast, and it was a lot more fun than simply filling out a worksheet.


 

To practice the capitals, we did the same thing, but turned the cards over so the name of the capital was face up. Then we played the game the same way racing for the capitals.

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.

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