mixin’ in math: lovin’learnin’: do the math! it all adds ...the ashcrafts co-founders and ceos...
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Lovin’ Learnin’ :Lovin’ Learnin’ :
Mixin’ in MathMixin’ in Math
Mixin’ in Math: Do the Math! It ALL Adds Up!
Copyright: 2015 by Mike Ashcraft/ All Rights Reserved/ www.ashcraftafterschool.com
Lovin’ Learnin’: Mixin’ in Math 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! 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 player starts when the last player crosses the starting line. The team to finish first wins.
Poop Deck – This is one of our long-‐standing just for fun games that we “MacGyvered: into a math game. Divide court or outside space into 3 large sections: Poop Deck, Mid-‐Deck and Fore-‐Deck. Label the sections with a number that is an answer to your prepared math problems (cone with number on it). Pick a leader. Explain that the object is to run to the section of the ship with the number that answers the math problem. On “Go” the leader calls out a math problem or holds up a sheet of paper with the problem written on it. Variation: call out a number and have students run to number that is a factor/multiple of the number.
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 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.”
Copyright: 2015 by Mike Ashcraft/ All Rights Reserved/ www.ashcraftafterschool.com
Twist of Eight -‐ Use face up cards to make a spiral game board starting from the center. Place game pieces at start (the first card in the center of the spiral). Player 1 rolls a die and multiplies the number on the die by the card the game piece is on. If correct, he/she moves the number of spaces the die shows. Repeat until someone reaches the end of the spiral. The first one to the finish line wins. Flip 10 - Kids get up a grid by lining up four rows of five cards each – face down. On “Go” they take turns flipping over two cards. If the sum equals 10, they keep the cards and replace the empty spaces with two more cards from the deck. Play continues until there are no more matches left. The player with the most cards wins.
Dueling & Detain – 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. Lightning: Play with all cards. Jack = 11, Queen =12, King = 13, Ace= 1. Directions:1. Shuffle the deck of cards. Place them face down between you and your partner. 2. Turn over five cards to make a row, and then flip the top card of the deck. The top card is your target. Use at least 2 cards and any combination of operations to “make” your target number. 3. If you have a way to make your target say, “Lightning!” and tell your partner the number sentence. If your number sentence is true, you keep the cards you used to make your target number and your target card. Then replace the empty spaces and play again. 4. The person with the most cards at the end is the winner.
I Declare a Sum 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 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. Go Fish - Similar to classic Go Fish, but with a twist. Deal five cards to every child. The remaining cards are placed in a draw pile. The dealer gets to choose the Fish Fact Family. Say the dealer chooses “eights.” Children try to find ANY combinations that total eight. A child may ask another child if they have a three to add to the four and the one they are holding to make an eight. Or child may ask another for a one to subtract from the nine they are holding to make an eight. If a player does not have a card that another asks for, he says “GO FISH” and the child draws a new card from the draw pile. Each child keeps going until they can make no more matches. Then they replenish their hand from the draw pile, and the next child takes a turn. Play continues until all cards are used up. The one with the most Fish Fact Families is the winner.
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.
Copyright: 2015 by Mike Ashcraft/ All Rights Reserved/ www.ashcraftafterschool.com
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). Greedy Dice: Goal: Be the first player to rack up 1000 points by rolling the dice. Set up: Form groups of between 4 and 6 people. Each group gets six dice. The youngest player goes first, and play continues clockwise. Directions: On your turn, each player rolls all six dice. Separate the 1s and 5s from the rest of the dice. 1s are worth 100 points and 5s are worth 50 points. After each roll, players have the opportunity to either stay with (bank) the points they have earned and pass the dice to the next person, or get a little “greedy” and roll the remaining dice in an attempt to roll more 1s and 5s. You may roll as many times as you like, but if on any roll you do not get ANY 5s or 1s you lose all the points and the dice are passed to the next person. Play continues until one player scores 1000 points. 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. 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!
Copyright: 2015 by Mike Ashcraft/ All Rights Reserved/ www.ashcraftafterschool.com
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! 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 Bags: 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. Jack and the Magic Bean Game: Form teams of “Odd” and “Even.” Place a handful of MAGIC BEANS on the center of a table. Jack removes two beans at a time, until the final rake. If one bean remains, Odd wins; if two beans remain, Even wins the Magic Beans. Repeat with a new handful. When they have the hang of it, kick it up a notch! Use bigger piles of beans and count in sets of 2’s, 3’s, 4’s, etc. A square is laid out in the centre of a table, its sides marked 1, 2, 3, and 4. The players put their bets on any of these numbers, after which JACK rings a bell to terminate the betting and empties onto the table a double handful of MAGIC BEANS (numbering about 200), which he covers with a metal bowl. He then segregates about 60–100 of them with a smaller cup, after which he rapidly removes the remaining objects four at a time – until only four or fewer are left… This is the winning number. Guess Out – Put two dots on the wall. Kids guess how far apart the dots are and post guesses with post it notes. Challenge them to find a way to more precisely measure the distance without using a ruler or tape measure – using other objects of known dimensions. Capture the Cone – You’ll need some cones with numbers written clearly on both sides. We write numbers on coffee filters, cut a hole, and slip them onto the cones – removable. Explain that the object of the game is to solve a math problem and grab the cone with the right answer. Divide students into teams and line them up facing each other, side-‐by-‐side, with a 15-‐foot alley down the middle. Have students on the right be the first “up”. Place cones in the middle, with their numbers clearly visible to both sides. Begin game by reading the first math problem. The students who are up, run and grab the cone with the correct answer, return to team. The team who captured the cone gets the number of points on the cone and then both students join their teams to help tally their teams’ points. Read problems until all cones are captured. Team with the most points wins.
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