mixin’ in math: lovin’learnin’: do the math! it all adds up! … · 2017-04-04 · the...
TRANSCRIPT
The Ashcrafts Co-Founders and CEOs
of Children's Choice
Mike: M.A. in Education
Ed.D. candidate (ABD)
with Nova Southeastern
University.
20 + years experience
in child care and
education.
Author of Best
Practices: Guidelines for
School-Age Programs,
and the Best
Practices Workbook.
Chelsea: M.S. in Early Childhood
Education and Administration.
20 + years of experience in
child care, education, &
afterschool.
Professional trainer &
presenter
Professor at Central New
Mexico community college Former accreditation endorser
for NAA
Books
are Available at
ashcraftafterschool.com
(505
) 29
6-28
80
6501
Lom
as B
lvd
NE,
Albu
quer
que NM 8
7110
Web
Site
: www.childre
ns-cho
ice.or
g
E-mail:
ashc
raft@
child
rens
-cho
ice.or
g
Like “Ashcrafts’ Afterschool Program School” on
Follow mikeafterschool on
Subscribe to CCafterschool on
Get our blog at
ashcraftafterschool.blogspot.com
Lovin’ Learnin’ :Lovin’ Learnin’ :
Mixin’ in MathMixin’ in Math
Mixin’ in Math: Do the Math! It ALL Adds Up!
Copyright: 2011 by Mike Ashcraft/ All Rights Reserved/ 6501 Lomas Blvd NE/ Albuquerque, NM 87110/ 505-‐296-‐2880/ www.childrens-‐choice.org/ page 2
Math Standards The mathematical sciences particularly exhibit order, symmetry, and limitation; and these are the greatest forms of the beautiful. – Aristotle
For the things of this world cannot be made known without a knowledge of mathematics. - Roger Bacon
No human investigation can be called real science if it cannot be demonstrated mathematically. - Leonardo da Vinci
Q: What did one math book say to the other math book? A: You have a lot of problems!
Child-‐directed elements for children to utilize with no help from adults • Math books in the book area. • Cash register with pretend money in the Drama Area. • Counting and sorting pieces, teaching clock, scale and abacus in the Science Area. • Games: Dominoes, Dice, and Cards, Yahtzee, Mille Bornes, Allowance, Monopoly, Flip 4, Sequence, Iguana Factor,
card games that involve counting, and the many, many Math Games available at all teachers’ supply stores. • Many sports and games like basketball, hockey angles, and pool/billiards can teach geometry if the staff are
intentional about sneaking geometry into the game. Educated Guess Guessing Jar - Fill container (varying sizes and shapes) with beans, candy, or anything that will fit. Children begin by making a guess, but then they refine their guesses by measuring and estimating. Don’t tell them to measure, just ask them how they could refine their estimations and let them figure it out. Measure the container and calculate volume estimates. Give them beans and smaller containers to experiment and estimate with. I Like to Move It - You’ll need some music with a nice rhythm for this one. The object is warming up with music, movement, and counting exercises. Begin by discussing even and odd numbers, especially to the younger grades. Introduce the rhymes: 2-‐4-‐6-‐8, who do we appreciate? Even numbers! Or 3-‐5-‐7-‐9, odd numbers are mighty fine. Divide group into two teams – evens and odds. Have the even numbers face the odd numbers, all standing side-‐by-‐side a little more than arms lengths apart. Begin by starting the music and have everyone jump and clap to the beat. When ready, have the odd numbers start by shouting out “1” while turning a quarter turn to the right. Then, the even numbers shout out “2” and turn to quarter turn to the right, and so on to 20, first time around. Increase counting when most participants on the teams are able to get to 20 jumping together. Variations: For older grades, can count multiples of two, four, five, etc. Have students walk or step facing one direction for four counts and then turn, repeating all the way around, all the time counting forward. Have students notice the multiples of four. Students can make up dance moves to perform on their turn. Also, can do ½ turns rather than ¼. Can also do jumping jacks to the music. Jumping jacks can be counted the same as dance moves. Sprint & Solve – You’ll need cones for this one – about 4-‐5 per team. In advance, set up cones in two (or more) lines. The object of the game is to answer math problems quickly in a relay race. Divide players into teams of 6-‐8 players, have them count off and then line up behind the starting line. Begin the game by giving players the operation to perform and a number. They perform the operation on their number and the number given. (For example, “Subtract your number from 20”.) On “Go”, the first players weave around the cones. At last cone, they CLEARLY state the problem and answer. When the correct answer is recited, the student runs back on the side of the cones. The next pleyer starts when the last player crosses the starting line. The team to finish first wins. Multiplication Twister - We modified the Milton Bradley Game Twister, by adding numbers to the spinner. We used 5-‐12 since these are the more difficult numbers. So, going clockwise around the spinner, we numbered Right Hand Green with “5,” Right Hand Red with “6,” RH Yellow with “7,” and RH Blue with “8.” Continuing clockwise, label Left Foot Green with “9,” LF Red “10,” LF Yellow “11,” and LF Blue “12.” Continuing clockwise label the Left Hand colors with a repeat of “5,6,7,8” and the Right Foot colors with “9,10,11,12.” Now pick any number for the game. If you picked 6 you would label (with Sticky Notes) every-‐other green circle with either “30” or “54” so there will be three circles with each answer. Label the yellow circles with “66” and “42.” Blue gets “48” and “72.” Red gets “36” and “60.” Children spin and
Copyright: 2011 by Mike Ashcraft/ All Rights Reserved/ 6501 Lomas Blvd NE/ Albuquerque, NM 87110/ 505-‐296-‐2880/ www.childrens-‐choice.org/ page 3
if it lands on Right Hand Green (spinner labeled as “5”), the children would do the multiplication (5 X 6), come up with the answer (30) and twist to put their right hand on the green circle labeled with “30.” Dueling Decks – Get into teams of 6-‐8 people. Give all players some cards – like 6. Teams line up single file, facing each other. On “Go” the players at the front of both lines approach each other, draw a card and hold it out for each other to see. Both players add the value of the cards together in their heads. The first player to shout out the correct total wins – capturing the other player, forcing the opponent to join his team. Variation: play with black cards indicating a positive value and red cards indicating a negative value – integers. Duel Math War - If you’ve played regular war, this one will be easy to understand. Two players divide the entire deck evenly. Each player turns over two cards. The first card is the tens number and the second card is the ones number. Both players call our their math sentence, “Four tens and eight ones equal forty-‐eight.” The player who gets the highest number captures the cards. If they tie, they go to war! Each player lays down three cards face down. Then each player turns two cards over face up, and determines who wins as before. The player with the larger number gets ALL the cards. Unless of course there is another tie, which would mean double war. You could do addition war where they add the two cards to find who has the highest sum, and modify the number of cards to the level of challenge you need. They could subtract the smaller number from the negative number or subtract the second card drawn from the first and get into negative numbers (child draws 2 and 8… 2-‐8 = -‐6). Older kids could turn over three or four cards over and build numbers into the hundreds or thousands. You could do a speed war – the child who determines his sum first wins regardless of who has a higher total. You could sneak in some decimals by making the first card the ones value and the second card the tenths value, so that a four card and a six card would equal four and six tenths (4.6). Score with a Score - A “score” means TWENTY – you know like in the Gettysburg Address, “Four score and seven years ago…” The object of this game is to make a score by making a score. Every player gets a card. Form teams of 4-‐5 players each. On “Go” teams try to make as many equations as possible that equal twenty. For example: if four players in a team are dealt: A (=1), 5, 7, & 10 cards, then they could form the equation -‐ 10 (7-‐5)/1 = 20. Teams score a point for every equation they form. Encourage players to form complex equations. Have them pick their favorite and share with the big group. 10 Count - Your group must count to ten, collectively, without any two people saying a number at the same time and with no verbal planning. This will get your group to cooperate and focus. Ask your group to form a circle. Explain that no talking or planning is allowed. The task is for the group to count to ten collectively without any two people saying a number at the same time. For example, one person starts by shouting “one,” and another person shouts “two” and so on. When two or more people speak simultaneously, the entire group must start back at zero. For example, if two people call out “five,” the group restarts. Each number must be called out clearly by one person, and no one else may talk when a number is called. If your group makes it to ten, try a larger number. You may also insert the rule that no one may say two numbers in succession. In other words, an individual cannot say, “one, two…,” but rather is allowed to state only one number. If your group makes it to ten, try counting to twenty. Try counting backwards. Skip count by 2’s, 5’s, 10’s. Count by factors (8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96). Rock n Roll You’ll need 5 dice per player. All children rock (shake) their dice and roll them. Children begin arranging their dice to make the largest 5-‐digit number possible as fast as they can. The first child to finish calls out, “ROCK AND ROLL” and verbalizes their number to the other players. Other children must freeze their numbers even if they are not finished arranging them. If the first child to shout “ROCK AND ROLL” also has the largest number he wins ten points. If not, he earns five points and the child with the highest number wins five points. First player to fifty points wins!
Copyright: 2011 by Mike Ashcraft/ All Rights Reserved/ 6501 Lomas Blvd NE/ Albuquerque, NM 87110/ 505-‐296-‐2880/ www.childrens-‐choice.org/ page 4
High Roller
Each player gets two dice (a double die is more fun). Each player gets 5 turns. The first player rolls the dice and then must decide which function to use. Each function may only be used once. The player crosses off each function as they use it. After each roll, the player writes out the number sentence created (roll 5&4 – writes 5X4=20). After all functions are used, each player adds the 5 answers. Highest score wins.
Dice Roll Equation Answer Example ___2___ & ___3___ 2+3 __ = ___5___ 1 _______ & _______ _______ = ________ 2 _______ & _______ _______ = ________ 3 _______ & _______ _______ = ________ 4 _______ & _______ _______ = ________
5 _______ & _______ _______ = ________ Total _____________ Highest Sum Wins the Game! Double Trouble Dice Game You need a pair if dice, a pen, a sheet of paper, and preferably a table that everyone can fit around fairly snuggly. Players stand in a circle around the table (or sit in a circle on the floor). The pen and paper begin in the center and the dice are passed around the circle rolled one time by each person. Once someone rolls doubles (i.e. two fives, etc.) than the frenzy begins. That person takes the pen and paper and begins to right out numbers in order from 1 to 100. That’s it. The dice continue around the table (skipping the person writing) until someone else rolls doubles. Once the second person rolls doubles, then they take away the pen and paper and pick up where the first person left off. For instance, the first person started at 1 and wrote feverishly up to 23 at which time the pen and paper were snatched away by the second person. The second person begins at 24 and keeps going. Play continues at a very fast pace until someone makes it to 100. The lucky person that writes 100 is the winner. Sometimes you may write 20-‐30 numbers in a row; sometimes you might get only a few. You may not attempt to keep the next person from taking the pen and paper from you. Each game lasts about 3-‐4 minutes and you repeat ad nauseam. Thumbball You’ll need to modify a beach ball(s) for this game. Using a permanent marker, divide the beach ball into more sections by drawing additional lines – as many as you need depending on the size of the ball. Label each section with a different number (1-‐10 OR 1-‐12). On “GO” children pass the ball around the circle or in a pattern, bouncing around the circle until everyone gets a turn. The child who catches the beach ball must state the problem indicated by the numbers under his/her THUMB (“6 plus 7” OR “6 times 7”). The whole group provides the answer ( “13” OR “42”).
Math is my bag: practice different kinds of moves – bop, clap catch, elbow bop, knee bop, forehead bop, kick, pirouette, slam catch. Throw/Cross/Catch to multiply by 3 – use slam catch. Throw and catch saying 1. Throw and catch saying 2. Throw and kick with foot saying 3. Catch the kicked bag saying 4. Throw and catch saying 5. Throw and kick saying 6. Catch the kicked bag saying 7. Throw and catch saying 8. Throw and kick saying 9. Catch the kicked bag saying 10. Continue to 36. Multiples of 7 – throw and catch for non multiples, throw and punch for multiples of 7. Toss and catch saying 1. Toss and catch saying 2. Toss and catch saying 3. Toss and catch saying 4. Toss and catch saying 5. Toss and catch saying 6. Toss and PUNCH saying 7. Catch the punched bag saying 8. Toss and catch saying 9, 10, 11, 12, 13. Toss and Punch saying 14. Catch the punched bay saying 15. And so on.