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Foreword
"Why?"
This is the question we parents are always trying to answer.
It's good that children ask questions: that's the best way to
learn. All children have two wonderul resources or
learning !! i"agination and curiosity. As a parent# you can
awaken your children to the $oy o learning by encouraging their
i"agination and curiosity.
'%elping &our 'hild (earn "ath' is one in a series o books on
dierent education topics intended to help you "ake the "ost o
your child's natural curiosity. Teaching and learning are not
"ysteries that can only happen in school. They also happen when
parents and children do si"ple things together.
)or instance# you and your child can: sort socks on laundry day
!! sorting is a "a$or unction in "ath and science* cook a "eal
together !! cooking involves not only "ath and science but good
health as well* tell and read each other stories !! storytelling
is the basis or reading and writing +and a story about the past
is also history,* or play a ga"e o hopscotch together !! playing
physical ga"es will help your child learn to count and start on a
road to lielong itness.
-y doing things together# you will show that learning is un and
i"portant. &ou will be encouraging your child to study# learn#
and stay in school.
This book will give you a short rundown on acts# but the biggest
part o the book is "ade up o si"ple# un activities or you and
your child to do together. &our child "ay even beg you to do
the".
"The irst teachers are the parents# both by e.a"ple and
conversation. -ut don't think o it as teaching. Think o it as
un."
/o# let's get started. I invite you to ind an activity in this
book and try it.
Content
Foreword
Introd!"t#on
T$e %&#"
I'(ort&nt T$#n) To *now
'&t$ #n t$e Ho'e
P#"t!re P!++,e
More or Le
Pro-,e' So,.er
C&rd S'&rt
F#,, It U(
H&,/ F!,,0 H&,/ E'(t1
N&'e t$&t Co#n
Mone1 M&t"$
Mone12 Wort$
In t$e New
Loo3 It U(
New(&(er Se&r"$
Tre&!re H!nt
F&'#,1 Portr&#t
M&t$,&nd4 T$e S!(er'&r3et
Get Re&d1
S"&n It
We#)$#n) In
Get #nto S$&(e
C$e"3 O!t
It2 #n t$e %&)
P!t It Aw&1
M&t$ on t$e Go
N!'-er Se&r"$
L#"ene P,&te
Tot&, It
How Lon)5 How F&r5
G!e I/ Yo! C&n
A((end#"e
14 P&rent &nd t$e S"$oo,
64 W$&t S$o!,d I E7(e"t /ro' & M&t$ Pro)r&'5
34 W$&t We C&n Do To He,( O!r C$#,dren Le&rn
Introd!"t#on
0ost parents will agree that it is a wonderul e.perience to
cuddle up with their child and a good book. )ew people will say
that about lash cards or pages o "ath proble"s. )or that
reason# we have prepared this book to oer so"e "ath
activities that are "eaningul as well as un. &ou "ight want to
try doing so"e o the" to help your child e.plore relationships#
solve proble"s# and see "ath in a positive light. These
activities use "aterials that are easy to ind. They have been
planned so you and your child "ight see that "ath is not $ust
work we do at school but# rather# a part o lie.
It is i"portant or ho"e and school to $oin hands. -y ostering a
positive attitude about "ath at ho"e# we can help our children
learn "ath at school.
It's 1verywhere2 It's 1verywhere2
0ath is everywhere and yet# we "ay not recogni3e it because it
doesn't look like the "ath we did in school. "ath in the world
around us so"eti"es see"s invisible. -ut "ath is present in our
world all the ti"e !! in the workplace# in our ho"es# and in lie
in general.
&ou "ay be asking yoursel# "%ow is "ath everywhere in "y lie?
I'" not an engineer or an accountant or a co"puter e.pert2" "ath
is in your lie ro" the ti"e you wake until the ti"e you go to
sleep. &ou are using "ath each ti"e you set your alar"# buy
groceries# "i. baby ood# keep score or ti"e at an athletic
event# wallpaper a roo"# decide what type o shoe to buy# or wrap
a present. %ave you ever asked yoursel# "4id I get the correct
change?" or "4o I have enough petrol to drive 56 "iles?" or "4o I
have enough $uice to ill all "y children's lasks or lunch?" or
"4o I have enough bread or the week?" "ath is all this and
"uch# "uch "ore.
%ow 4o &ou )eel About "ath?
%ow do you eel about "ath? &our eelings will have an i"pact
on how your children think about "ath and the"selves as
"athe"aticians. Take a ew "inutes to answer these questions:
7 4id you like "ath in school?
7 4o you think anyone can learn "ath?
7 4o you think o "ath as useul in everyday lie?
7 4o you believe that "ost $obs today require "ath skills?
I you answer "yes" to "ost o these questions# then you are
probably encouraging your child to think "athe"atically. This
book contains so"e ideas that will help reinorce these positive
attitudes about "ath.
&ou 'an 4o It2
I you eel unco"ortable about "ath# here are so"e ideas to
think about.
"ath is a very i"portant skill# one which we will all need or
the uture in our technological world. It is i"portant or you to
encourage your children to think o the"selves as "athe"aticians
who can reason and solve proble"s.
"ath is a sub$ect or all people. "ath is not a sub$ect that
"en can do better than wo"en. 0ales and e"ales have equally
strong potential in "ath.
8eople in the ine arts also need "ath. They need "ath not
only to survive in the world# but each o their areas o
specialty requires an in!depth understanding o so"e "ath# ro"
so"ething as obvious as the si3e o a canvas# to the beats in
"usic# to the nu"ber o seats in an audience# to co"puter!
generated artwork.
'alculators and co"puters require us to be equally strong in
"ath. Their presence does not "ean there is less need or
knowing "ath. 'alculators de"and that people have strong "ental
"ath skills !! that they can do "ath in their heads. A
calculator is only as accurate as the person putting in the
nu"bers. It can co"pute* it cannot think2 Thereore# we "ust be
the thinkers. We "ust know what answers are reasonable and what
answers are outrageously large or s"all.
8ositive attitudes about "ath are i"portant or our country.
8eople are quick to ad"it that "I a" not good at "ath." We need
to change this attitude# because "athe"aticians are a key to our
uture.
The workplace is rapidly changing. 9o longer do people need only
the co"putational skills they once needed in the :;<6s. 9ow
workers need to be able to esti"ate# to co""unicate
"athe"atically# and to reason within a "athe"atical conte.t.
-ecause our world is so technologically oriented# e"ployees need
to have quick reasoning and proble"!solving skills and the
capability to solve proble"s together. The work orce will need
to be conident in "ath.
-uild &our /el!'onidence2
To be "athe"atically conident "eans to realise the i"portance o
"athe"atics and eel capable o learning to
7 =se "athe"atics with ease*
7 /olve proble"s and work with others to do so*
7 4e"onstrate strong reasoning ability*#
7 /ee "ore than one way to approach a proble"*
7 Apply "athe"atical ideas to other situations* and
7 =se technology.
T$e %&#"
&ou "ay have noticed that we are talking about ""athe"atics" !!
the sub$ect that incorporates nu"bers# shapes# patterns#
esti"ation# and "easure"ent# and the concepts that relate to
the". &ou probably re"e"ber studying "arith"etic" !! adding#
subtracting# "ultiplying# and dividing !! when you were in
pri"ary school. 9ow# children are starting right away to learn
about the broad ideas associated with "ath# including proble"
solving# co""unicating "athe"atically# and reasoning.
Teachers are nursery schools are building bar graphs o birthday
cakes to show which "onth has the "ost birthdays or the "ost
children in the class. 8i33as or cakes can be used to learn
ractions# and "easure"ents can be taken using ite"s other than
rulers.
What 4oes It 0ean To
7 -e a 8roble" /olver#
7 'o""unicate 0athe"atically# and
7 4e"onstrate >easoning Ability?
A proble" solver is so"eone who questions# investigates# and
e.plores solutions to proble"s* de"onstrates the ability to stick
with a proble" or days# i necessary# to ind a workable
solution* uses dierent strategies to arrive at an answer*
considers "any dierent answers as possibilities* and applies
"ath to everyday situations and uses it successully.
To co""unicate "athe"atically "eans to use words or "athe"atical
sy"bols to e.plain real lie* to talk about how you arrived at an
answer* to listen to others' ways o thinking and perhaps alter
their thinking* to use pictures to e.plain so"ething* to write
about "ath# not $ust give an answer.
To de"onstrate reasoning ability is to $ustiy and e.plain one's
thinking about "ath* to think logically and be able to e.plain
si"ilarities and dierences about things and "ake choices based
on those dierences* and to think about relationships between
things and talk about the".
%ow 4o I =se this -ook?
This book is divided into introductory "aterial that e.plains the
basic principles behind the current approach to "ath# and
sections on activities you can do with your children. The
activities take place in three locations: the ho"e# the
super"arket# and in transit.
The activities are arranged at increasingly harder levels o
diiculty. The ones you choose and the level o diiculty
really depend on your child's ability. I your child see"s ready#
you "ight want to go straight to the "ost diicult ones.
1ach activity page contains the answer or a si"ple e.planation o
the "athe"atical concept behind the activity so that you can
e.plain when your child asks# "Why are we doing this?"
With these ew signs to ollow along the way# your "ath $ourney
begins.
I'(ort&nt T$#n) To *now
It is highly likely that when you studied "ath# you were
e.pected to co"plete lots o proble"s accurately and quickly.
There was only one way to arrive at your answers# and it was
believed that the best way to i"prove "ath ability was to do
"ore proble"s and to do the" ast. Today# the ocus is less on
the quantity o "e"ori3ed proble"s# and "ore on understanding the
concepts and applying thinking skills to arrive at an answer. To
develop "transerable skills".
Wrong Answers 'an %elp2
While accuracy is always i"portant# a wrong answer "ay help you
and your child discover what your child "ay not understand. &ou
"ight ind so"e o these thoughts helpul when thinking about
wrong answers.
Above all be patient. All children want to succeed. They don't
want red "arks or incorrect answers. They want to be proud and to
"ake you and the teacher proud. /o# the wrong answer tells you to
look urther# to ask questions# and to see what the wrong answer
is saying about the child's understanding.
/o"eti"es# the wrong answer to a proble" "ight be because the
child thinks the proble" is asking another question. )or e.a"ple#
when children see the proble" < ? @@@ A ;# they oten respond
with an answer o :B. That is because they think the proble" is
asking# What is < ? ;?"# instead o "< plus what "issing a"ount
equals ;?"
Ask your child to e.plain how the proble" was solved. The
response "ight help you discover i your child needs help with
the procedures# the nu"ber acts# or the concepts involved.
&ou "ay have learned so"ething the teacher "ight ind helpul. A
short note or call will alert the teacher to possible ways o
helping your child.
%elp your children be risk takers: help the" see the value o
e.a"ining a wrong answer* assure the" that the right answers will
co"e with proper understanding.
8roble"s 'an -e /olved 4ierent Ways
Through the years# we have learned that while proble"s in "ath
"ay have only one solution# there "ay be "any ways to get the
right answer. When working on "ath proble"s with your child#
ask# "'ould you tell "e how you got that answer?" &our child's
way "ight be dierent than yours. I the answer is correct and
the strategy or way o solving it has worked# it is a great
alternative. -y encouraging children to talk about what they are
thinking# we help the" to beco"e stronger "athe"aticians and
independent thinkers.
4oing "ath in &our %ead is I"portant
%ave you ever noticed that today very ew people take their
pencil and paper out to solve proble"s in the grocery# ast ood#
or depart"ent store or in the oice? Instead# "ost people
esti"ate in their heads.
'alculators and co"puters de"and that people put in the correct
inor"ation and that they know i the answers are reasonable.
=sually people look at the answer to deter"ine i it "akes sense#
applying the "ath in their heads to the proble". This# then# is
the reason why doing "ath in their heads is so i"portant to our
children as they enter the 5:st century.
&ou can help your child beco"e a stronger "athe"atician by
trying so"e o these ideas to oster "ental "ath skills:
:. %elp children do "ental "ath with lots o s"all nu"bers in
their heads until they develop quick and accurate responses.
Cuestions such as# "I I have < cups# and I need D# how "any "ore
do I need?" or "I I need :5 drinks or the class# how "any
packages o B drinks will I need to buy?"
5. 1ncourage your child to esti"ate the answer. When esti"ating#
try to use nu"bers to "ake it easy to solve proble"s quickly in
your head to deter"ine a reasonable answer. )or e.a"ple# when
iguring :E plus 5;# an easy way to get a "close" answer is to
think about 56 ? B6# or F6.
B. As e.plained earlier# allow your children to use strategies
that "ake sense to the".
<. Ask oten# "Is your answer reasonable?" Is it reasonable that
I added :D and BF and got BGD? Why? Why not?
What Hobs >equire "ath?
All $obs need "ath in one way or another. )ro" the si"plest
thought o how long it will take to get to work to deter"ining
how "uch weight a bridge can hold# all $obs require "ath.
I you took a survey# you would ind that everyone uses "ath:
the school teacher# the cook# the doctor# the petrol station
attendant# the solicitor# the housewie# the painter.
M&t$ #n t$e Ho'e
This section provides the opportunity to use ga"es and
activities at ho"e to e.plore "ath with your child. The
activities are intended to be un and inviting# using household
ite"s.
>e"e"ber#
7 This is an opportunity or you and your child to "talk "ath#"
that is to co""unicate about "ath while investigating
relationships.
7 I so"ething is too diicult# choose an easier activity or
skip it until your child is older.
7 %ave un2
P#"t!re P!++,e
=sing sy"bols to stand or nu"bers can help "ake "ath un and
easier or young children to understand.
What you'll need
8aper
8encil
'rayons
What to do
:. 'hoose so"e sy"bols that your child can easily draw to stand
or :s and :6s +i your child is older# include :66s and :#666s,.
A ace could :6s# and a bow could be :s.
5. (ist so"e nu"bers and have your child depict the".
More or Le
8laying cards is a un way or children to use nu"bers.
What you'll need
'oin
5 packs o cards
8aper to keep score
What to do
:. )lip a coin to tell i the winner o this ga"e will be the
person with ""ore" +a greater value card, or "less" +a s"aller
value card,.
5. >e"ove all court cards +$acks# queens# and kings, and divide
the re"aining cards in the stack between the two players.
B. 8lace the cards ace down. 1ach player turns over one card
and co"pares: Is "ine "ore or less? %ow "any "ore? %ow "any
less?
This ga"e or young children encourages nu"ber sense and helps
the" learn about the relationships o nu"bers +"ore or less, and
about adding and subtracting. -y counting the shapes on the cards
and looking at the printed nu"bers on the card# they can learn to
relate the nu"ber o ob$ects to the nu"eral.
Pro-,e' So,.er
These ga"es involve proble" solving# co"putation# understanding
nu"ber values# and chance.
What you'll need
8ack o cards
8aper
8encil
What to do
:. /uper su"s. 1ach player should write the nu"bers :!:5 on a
piece o paper. The ob$ect o the ga"e is to be the irst one to
cross o all the nu"bers on this list.
=se only the cards :!G in every suit +hearts# clubs# spades#
dia"onds,. 1ach player picks two cards and adds up the nu"bers on
the". The players can choose to "ark o the nu"bers on the list
by using the total value or crossing o two or three nu"bers
that "ake that value. )or e.a"ple# i the player picks a F and a
G# the player can choose to cross out ::# or F and G# or D and <#
or E and B# or ; and 5# or :6 and :# or :# 5# and E.
5. 0ake :66. Take out all the cards ro" the pack e.cept ace to
G. 1ach player draws E cards ro" the pack. 1ach player decides
whether to use a card in the tens place or the ones place so that
the nu"bers total as close to :66 as possible without going over.
)or e.a"ple# i a player draws two :s +aces,# a 5# a F# two Bs# a
<# and a G# he can choose to use the nu"erals in the ollowing
way:
B6# <6# :6# F# G# :# B# 5. This adds up to ;D.
These ga"es help children develop dierent ways to see and work
with nu"bers by using the" in dierent co"binations to achieve a
goal.
C&rd S'&rt
%ave your children sharpen their "ath skills even "ore.
What you'll need
8ack o cards
8aper
8encil
What to do
:. %ow "any nu"bers can we "ake? Iive each player a piece o
paper and a pencil. =sing the cards ro" : +ace,!;# deal < cards
out with the nu"bers showing. =sing all our cards and a choice
o any co"bination o addition# subtraction# "ultiplication# and
division# have each player see how "any dierent answers a
person can get in F "inutes. 8layers get one point or each
answer. )or e.a"ple# suppose the cards drawn are <# E# ;# and 5.
What nu"bers can be "ade?
< ? ; ? E ? 5 A 5B
< ? ; ! +E ? 5, A B
+E ! <, . +; ! 5, A 5E
+; ! E, . +< ! 5, A 5
5. 0ake the "ost o it. This ga"e is played with cards ro" :
+ace, to ;. 1ach player alternates drawing one card at a ti"e#
trying to create the largest F!digit nu"ber possible. As the
cards are drawn# each player puts the cards down in their "place"
+ten thousands# thousands# hundreds# tens# ones, with the nu"bers
showing. Jne round goes until each player has G cards. At that
point# each player chooses one card to throw out to "ake the
largest F!digit nu"ber possible.
B. )raction un. This ga"e is played with cards : +ace,!:6# and
5 players. 1ach player receives one!hal o the cards. 8layers
turn over 5 cards each at the sa"e ti"e. 1ach player tries to
"ake the largest raction by putting the 5 cards together. The
players co"pare their ractions to see whose is larger. )or
e.a"ple# i you are given a B and a F# the raction BKF would be
"ade* i the other person is given a 5 and an E# the raction is
5KE. Which is larger? The larger raction takes all cards and
play continues until one player has all the cards.
8layers can develop strategies or using their cards# and this
is where the "ath skills co"e in.
F#,, It U(
'hildren en$oy e.ploring "easure"ent and esti"ation. 1"pty
containers can provide opportunities to e.plore co"parisons#
"easure"ent# esti"ation# and geo"etry.
What you'll need
1"pty containers in dierent shapes +yogurt cups# "argarine
tubs# $uice bo.es with tops cut o# pie tins,
>ice# popcorn kernels# or
water
0arker
0asking tape
8aper
What to do
:. %ave your child choose an e"pty container each day and label
it or the day by writing the day on a piece o "asking tape and
sticking it on the container.
5. 4iscover which containers hold "ore than# less than# or the
sa"e as the container chosen or that day by illing the day's
container with water# uncooked rice# or popcorn kernels* and
pouring the substance ro" that container into another one. Is
the container ull# not ull# or overlowing? Ask your child#
"4oes this "ean the second container holds "ore than the irst#
less# or the sa"e?"
B. Ask your child questions to encourage co"parison# esti"ation#
and thinking about "easure"ent.
<. 8ut all the containers that hold "ore in one spot# those that
hold less in another# and those that hold the sa"e in yet
another. (abel the areas ""ore#" "less#" and "the sa"e?
F. Ater the containers have been sorted# ask# "4o we have "ore
containers that hold "ore# hold less# or hold the sa"e? %ow "any
containers are in each category?"
The process o predicting# illing the containers# and co"paring
how "uch each will hold# gives your child the opportunity to
e.peri"ent with "easure"ent without worrying about e.act answers.
H&,/ F!,,0 H&,/ E'(t1
It is helpul to e.plore whole nu"bers and ractions through
"easure"ent and esti"ation. 'hildren can see relationships and
the useulness o studying ractions.
What you'll need
'lear container with straight sides# that holds at least < cups
0asking tape
0arker
0easuring cup with :# :K5# :K<# :KE cup "easures on it
=ncooked rice# popcorn kernels# or water
Jther containers with which to co"pare
What to do
:. %ave your child run a piece o "asking tape up the side o
the container so that it is straight ro" the botto" to the top.
5. )or younger children# use a :!cup "easure. )or older
children# use a :K5# :K<# and :KE cup "easure. 8our the chosen
a"ount o a substance listed above into the container.
B. 0ark the level o the $ar on the "asking tape by drawing a
line with a "arker and writing : or one cup or :K5# :K<# or :KE
on the line.
<. )ollow this procedure until the container is ull# and the
tape is "arked in incre"ents to the top o the container. 9ow#
the $ar is "arked evenly to "easure the capacity o other
containers.
F. While illing dierent containers# ask your child "thinking"
questions.
%ow "any whole cups do you think this container will hold?
%ow "any :K5# :K<# or :KE cups do you think the container will
hold?
%ow "any :K5 cups equal a cup?
%ow "any :K< cups equal a :K5 cup? A cup? %ow "any :KE cups
equal a :K< cup? A :K5 cup? A :KE cup?
This activity provides a "hands!on" opportunity or children to
e.perience ractions while "aking connections to the real world.
N&'e t$&t Co#n
'hildren love to look at coins but so"eti"es cannot identiy the
coins or deter"ine their value.
What you'll need
8enny
9ickel
4i"e
Cuarter
What to do
:. (ook at the coins and talk about what color they are# the
pictures on the"# and what they are worth.
5. 8ut a penny# nickel# and di"e on the loor or table.
B. Tell your child that you are thinking o a coin.
<. Iive your child hints to work out which coin you are thinking
o. )or e.a"ple# "0y coin has a ace on one side# a building on the
other."
F. (et your child think about what you have said by looking at
the coins.
G. Ask# "'an you "ake a guess?"
D. Add another clue: "0y coin is silver."
E. Leep giving clues until your child guesses the coin.
;. Add the quarter to the coins on the table and continue the
ga"e.
:6. %ave your child give you clues or you to guess the coin.
This guessing ga"e helps young children learn to recogni3e coins
and develop proble"!solving and higher level thinking skills.
Mone1 M&t"$
This ga"e helps children count change. (ots o repetition will
"ake it even "ore eective.
What you'll need
A die to roll
:6 o each coin +penny# nickel# di"e,
G quarters
What to do
:. )or young players +F! and G!year!olds,# use only 5 dierent
coins +pennies and nickels or di"es and quarters,. Jlder children can
use all coins.
5. 1.plain that the ob$ect o the ga"e is to be the irst player
to earn a set a"ount +5F cents or F6 cents is a good a"ount,.
B. The irst player rolls the die and gets the nu"ber o pennies
shown on the die.
<. 8layers take turns rolling the die to collect additional
coins.
F. As each player accu"ulates F pennies or "ore# the F pennies
are traded or a nickle piece.
G. As each player accu"ulates 5 nickels or "ore# the nickels
are traded or a di"e. And so on.
D. The irst player to reach the set a"ount wins.
E. Add the quarters to the ga"e when the children are ready.
'ounting "oney# which involves counting by :s# # Fs# and :6s#
is a challenging skill and usually does not co"e easily to
children at irst.
Mone12 Wort$
When children use coins to play ga"es# it "ay help the" use
coins in real lie situations.
What you'll need
'oins
'oupons
What to do
:. 'oin clues. Ask your child to gather so"e change in his or
her hand without showing what it is. /tart with a"ounts o 5F
cents or less. Ask your child to tell you how "uch "oney and how
"any coins there are. Iuess which coins are being held. )or
e.a"ple# "I have :D cents and < coins. What coins do I have?"
5. 'lip and save. 'ut out coupons and tell how "uch "oney is
saved with coins. )or e.a"ple# i you save 56cents on detergent#
show how this a"ount could be "ade up using dierent coins. Ask
your child what could be purchased using the savings ro" the
coupon. /weets? A pencil? %ow "uch "oney could be saved with
B# <# or F coupons? %ow could that "oney be counted out in coins?
What could be purchased with that savings? A notebook? A
"aga3ine? %ow "uch "oney could be saved with coupons or
a week's worth o groceries? %ow would that "oney be counted
out? What could be purchased with that savings? A book? A "ovie
ticket?
'ounting "oney involves thinking in patterns or groups o
a"ounts: :s# Fs# :6s# 5Fs. /tart these activities by having
your child irst separate the coins or coupons by types: all the
pennies together# all the nickels# all the di"es# all the
quarters* the coupons or cereals# the coupons or cake "i.es#
the coupons or soap# etc.
In t$e New
&oung children love to look at the newspaper. It is un or the"
to reali3e that there are things or the" to see and do with the
paper.
What you'll need
9ewspaper
Ilue
8aper
/cissors
8encil or crayon
What to do
:. 9ewspaper nu"bers. %elp your child look or the nu"bers :!:66
in the paper. 'ut the nu"bers out and glue the" in order onto a
large piece o paper. )or children who cannot count to :66 or
recogni3e nu"erals that large# only collect up to the nu"ber they
do know. %ave your child say the nu"bers to you and practice
counting. 'ollect only nu"bers within a certain range# like the
nu"bers between 56 and B6. Arrange the nu"bers on a chart#
grouping all the nu"bers with 5s in the"# all the nu"bers with
Fs# and so on.
5. 'ounting book. 'ut out pictures ro" the newspaper and use
the" to "ake a counting book. 8age one will have one thing on it#
page 5 will have 5 things that are alike# page B will have B
things that are alike# and so on. All the things on the pages
have to be the sa"e. At the botto" o each page# write the nu"ber
o ite"s on the page and the word or the ite". %ave your child
dictate a story to you about what is on the page.
-eing able to read and understand the newspaper involves "ore
than $ust the ability to read the words and understand what they
say. It also involves the ability to read and understand nu"bers.
Loo3 It U(
These activities help children understand how ite"s can be
organi3ed and grouped in logical ways.
What you'll need
9ewspapers
8aper
/cissors
Ilue
What to do
:. /ection selection. /how your child that the papers are divided
into dierent sections and e.plain that each section serves a
purpose. /how how the pages are nu"bered.
5. Ad adventure. 8rovide your child with super"arket ads ro" the
newspapers. %elp hi" see how "any ite"s are listed and the
prices. 'o"pare the prices at dierent stores. Ask which store
has the best bargain and why. Talk about the dierence in prices
between ite"s bought at regular price# ite"s at sale prices# and
ite"s bought with "oney!o coupons. What happens when an ite" is
bought at sale price and bought with a coupon?
B. /olid search. (ook at the ads or coupons or pictures o all
the cylinders# bo.es# or cubes you can ind. What are their
dierent uses? 8aste the pictures on paper and "ake a "book o
geo"etric solids." %ave one page or each solid.
=nderstanding that there is a logical order to the way things
are arranged in the newspaper# and in the book o solids# helps
show that "ath skills can be used in organi3ing written
"aterial. 'o"paring inor"ation# such as the sale prices at
stores# also helps children see logical relationships that can be
applied to writing.
New(&(er Se&r"$
/earch through the newspaper or "athe"atical data.
What you'll need
9ewspaper
What to do
:. 9u"bers in the news. )ind the ollowing things in the paper:
a graph
a nu"ber less than :6
so"ething that co"es in 5s# Bs# <s
a nu"ber "ore than F6 the days o the week
a nu"ber "ore than :66
a nu"ber that is "ore than :66 but less than ;;;
a sy"bol or word or inches# eet# or yards# or centi"eters and
"eters
a schedule o so"e kind
a triangle
a weather sy"bol
a percent sign
sports statistics
5. (ist it. 8rovide your child with super"arket advertise"ents in
order to "ake up a list o ood that will eed the a"ily or a
week and "eet a budget o a certain a"ount o "oney. %ave your
child "ake a chart and use a calculator to work out the cost o
"ore than one ite". I the total or the groceries is too great#
talk about which ite"s can be eli"inated. 'ould the list be cut
down by a ew ite"s or by buying less o another ite"? What will
best serve the needs o the a"ily?.
B. )or a raction o the cost. Iive your child a ew coupons and
super"arket ads ro" the paper. %elp your child "atch the coupons
to so"e o the ite"s in the advertise"ent. What raction o the
cost is the coupon? )or e.a"ple# i an ite" costs D; cents and the
coupon is or :6 cents o# what raction o the cost can be saved?
+About :KE., What percentage are you saving on the ite"? +About
:5 :K5 percent.,
Jne o the "ain ways people use nu"bers is or planning. Lnowing
how to plan how "uch things will cost beore going to the shop
and how to read schedules and weather inor"ation ro" the paper
will help your child understand the world.
Tre&!re H!nt
1veryone's house has hidden treasures. There is a lot o "ath
you and your child can do with the".
What you'll need
-uttons
/crews
Washers
-ottle caps
Jld keys
/ea shells
>ocks
or anything else you can count
What to do
:. )ind a container to hold the treasures.
5. /ort and classiy the treasures. )or e.a"ple# do you have all
the sa"e si3ed screws or keys? %ow are they alike? %ow are they
dierent?
B. =se these treasures to tell addition# subtraction#
"ultiplication# and division stories. )or e.a"ple# i we share :D
buttons a"ong three riends# how "any will we each get? Will
there be so"e let over? Jr# i we have B shirts that need G
buttons each# do we have enough buttons?
<. Jrgani3e the treasures by one characteristic and lay the" end!
to!end. 'o"pare and contrast the dierent a"ounts o that type
o treasure. )or e.a"ple# there are B short screws# D long
screws# and :: "ediu" screws. There are < "ore "ediu" screws
than long ones. This "ay also provide an opportunity to talk about
ractions: DK5: or :KB o the screws are long.
)inding a container to hold the treasures gives your child
practice in spatial proble" solving. The treasures "ay help you
to e.plain the concepts o addition# subtraction# "ultiplication#
and division because they can be "oved around and grouped
together so your child can count the ite"s.
F&'#,1 Portr&#t
%ave your child get to know "e"bers o your a"ily by collecting
inor"ation and picturing it on a graph.
What you'll need
8aper
8encil
'rayons
What to do
:. 'hoose an inherited a"ily characteristic: hair colors# or
e.a"ple.
5. 'ount how "any people in the a"ily have the dierent hair
colors.
B. 0ake a graph. )or e.a"ple# i F people have brown hair# draw
F heads side by side to show these ive people. 4o the sa"e or
the other hair colors.
Iraphs help everyone# including adults# understand inor"ation
at a glance. -y looking at the lengths o the lines o heads#
your child can quickly see which hair color# or e.a"ple# is
"ost co""on.
M&t$,&nd4 T$e S!(er'&r3et
The super"arket is one o the best e.a"ples o a place where
"ath is real. /ince ood shopping trips usually aect everyone
in the a"ily# the ollowing activities include various levels o
diiculty within the activity. All o these activities can take
place over "any visits to the store.
Iet >eady
Ietting ready to go shopping can help parents and children share
their thinking strategies about "ath with one another.
What you'll need
8aper
8encil
'oupons +i you use the",
What to do
:. Involve the a"ily in "aking a list. (ist each ite" and "ark
each ite" to indicate the nu"ber required.
5. (ook at the price o an ite" you bought last week and intend
to buy this week. %ow "uch did it cost last week? %ow "uch does
it cost this week? 4o you want to:
8ay this week's price?
Wait until the price co"es down?
Jr# stock up i it is reduced?
B. Involve the group in deciding how "uch "ilk or $uice will be
needed or a week. &ou "ight decide to esti"ate by cups. =se a
liter drink container to show how "any cups it contains.
<. I you collect coupons# organi3e the". 'hoose the coupons that
"atch the ite"s on the grocery list. 4iscuss how "uch "oney will
be saved on various ite"s by using coupons.
8racticing "easure"ent and esti"ation will help i"prove your
children's ability to predict a"ounts with accuracy.
S"&n It
/hopping is a part o lie which really necessitates our being
"athe"atically inor"ed to be good consu"ers.
What you'll need
8rices
What to do
:. 9otice whether the super"arket has prices on the ite"s or
whether the pricing is dependent on scanners.
5. I there are no prices on the ite"s# notice the prices listed
on the shelves.
B. Assign each child the $ob o re"e"bering the price o a ew
ite"s# particularly those listed as being on special oer.
<. -eing aware o the prices o ite"s will help you veriy that
the scanners are working properly and that the total is accurate
when you go to the check!out.
The ever!increasing use o technology in the super"arket puts the
burden on you to beware. &our protection lies in having strong
"ental "ath skills.
We#)$#n) In
Jne un place to try out esti"ation and "easure"ent skills in the
super"arket is the produce section where everyone can have the
opportunity to participate.
What you'll need
The grocery scale
What to do
:. %elp your child e.a"ine the scale. 1.plain that pounds are
divided into s"aller parts called ounces and :G ounces equal a
pound.
5. Iather the produce you are purchasing# and esti"ate the
weight o each ite" beore weighing it.
B. =se sa"ple questions to oster thinking about "easure"ent and
esti"ation. &ou "ight Want to ask your child:
%ow "uch do you think G apples will weigh? 0ore than a
pound# less than a pound# equal to a pound? %ow
"uch do the apples really weigh? 4o they weigh "ore or less than
you predicted? %ow about the potatoes? Will G potatoes weigh "ore
or less than the apples? %ow "uch do potatoes cost per
pound? I they cost @@@ cents per pound# what is the
total cost?
/o"e grocery stores have scales that tell all the answers to
these questions# so in that case# esti"ate using the sa"e
procedure to "ake sure the "achines are accurate.
Activities like this help children develop nu"ber sense or
weight and oster the ability to co"pare ite"s when "easuring.
Get #nto S$&(e
The super"arket is illed with geo"etric shapes.
What you'll need
Ite"s ro" the super"arket
What to do
:. /how your child pictures o the dierent shapes !! cubes#
rectangles# squares# cylinders# etc.# !! beore going to the
super"arket. This will help to identiy the" when you get to the shop.
5. At the super"arket# ask your child questions to generate
interest in the shapes.
Which ite"s are solid? Which are iat?
Which shapes have iat sides?
Which have circles or aces? >ectangles?
4o any have points at the top?
B. 8oint out shapes and talk about their qualities and their use
in daily lie.
(ook to see what shapes stack easily. Why?
Try to ind so"e cones. %ow "any can you ind?
(ook or pyra"ids.
4eter"ine which solids take up a lot o space and which ones
stack well.
4iscuss why space is i"portant to the shopkeeper and why the
shopkeeper cares about what stacks well.
-o.es# cans# rolls o toilet paper or paper towels# ice crea" cones#
plus produce such as oranges# grapes# and to"atoes are all geo"etric
shapes. >ecogni3ing these shapes helps children connect "ath to the
real world.
C$e"3 O!t
The check out counter is where we co""only think about "ath in
the grocery store. It's where the total is added up# the "oney is
e.changed# and the change is returned.
What you'll need
All the ite"s you intend to buy
What to do
:. %ave your child esti"ate the total.
5. Ask# i I have :6 one dollar bills# how "any will I have to
hand over at the check!out? What i I have a 56 dollar bill ? a :6 dollar
bill ? %ow "uch change should I receive? What coins will I get?
B. 'ount the change with your child to "ake sure the change is
correct.
Jne way to "ake esti"ating totals easy is to assign an average
price to each ite". I the average price or each ite" is 5F cents and
i you have :6 ite"s# the esti"ate would be about 5.F6
It2 #n t$e %&)
%ere's so"e un esti"ation to do with bags ull o groceries.
What you'll need
-ags o groceries
What to do
:. %ave your child guess how "any ob$ects there are in a bag.
Ask: Is it ull? 'ould it hold "ore? 'ould it tear i you put
"ore in it? Are there "ore things in another bag o the sa"e
si3e? Why do so"e bags hold "ore or less than others?
5. 1sti"ate the weight o the bag o groceries. 4oes it weigh F
pounds# :6 pounds# or "ore? %ow can you check your
esti"ate? 9ow# co"pare one bag to another. Which is lighter or
heavier? Why?
This activity e.poses children to the e.periences o counting
ite"s and co"paring qualities# as well as to $udging spatial
relationships and capacity. It shows how to esti"ate weight by
eeling how "uch the bag weighs# co"paring it to a known weight
+such as a bag o sugar,# or weighing it on a scale.
P!t It Aw&1
9ow# the sorting begins as you put away the groceries.
What you'll need
&our bags o groceries
'ounter top or table to group ite"s on
What to do
:. )ind one characteristic that is the sa"e or so"e o the
products. )or e.a"ple# so"e are bo.es and so"e are cans.
5. 8ut all the ite"s together that have the sa"e characteristic.
B. )ind another way to group these ite"s.
<. 'ontinue sorting# inding as "any dierent ways to group the
ite"s as you can.
F. 8lay "Iuess 0y >ule." In this ga"e# you sort the ite"s and
invite your child to guess your rule or sorting the". Then# your
child can sort the ite"s# and you can guess the rule.
/orting helps children develop classiying and reasoning skills
and the ability to e.a"ine data and inor"ation.
M&t$ on t$e Go
In this busy world# we spend a lot o ti"e in transit. These are
so"e pro$ects to try while you are going ro" place to place.
While you're "oving# have your children keep their eyes open or:
7 house nu"bers*
7 phone nu"bers on the sides o ta.is and vans*
7 dates on buildings and "onu"ents* and
7 business na"es that have nu"bers in the".
N!'-er Se&r"$
The ob$ect is to look or nu"bers around you: on cars# buses# and
on oot.
What you'll need
/o"e type o transportation or
A place ro" which to observe
8aper
8encil
>uler
What to do
:. 'reate a chart that lists the nu"bers ro" :!F6.
5. Write down each nu"ber as a"ily "e"bers locate that nu"ber
on a car# a sign# a building.
B. Write down phrases that have nu"bers in the" such as "one!stop
shopping#" "two!day service#" or "open 5< hours."
This is a great challenge or a"ily "e"bers o all ages# because
even young children can learn to recogni3e nu"bers.
Ve$#",e L#"ene P,&te
(icense plates have nu"bers and are un to use to play ga"es
while on the go.
What you'll need
(icense plates
8aper
8encil
What to do
:. 'opy down a license plate. >ead it as a nu"ber +e.cluding the
letters,. )or e.a"ple# i the license is (D6G LL&# the nu"ber
would be seven hundred and si..
5. )ind other license plates and read their nu"bers. Is the
nu"ber less than# greater than# or equal to yours?
B. 1sti"ate the dierence between your nu"ber and another
license plate. Is it :6# 56# F6# :66# 566 or "ore?
<. >ecord the initial letters o as "any dierent license plates
as you see. Which letters do you see the "ost? Which has the
ewest? 8repare a chart or graph to show your indings.
These activities encourage reading# recogni3ing nu"bers# noticing
sy"bols# writing# counting# and graphing.
Tot&, It
This is a good ga"e or practicing quick "ental co"putation.
What you'll need
(icense plates
What to do
:. 'all out the nu"bers on the license plate.
5. /ee who can add the nu"bers up correctly. What strategies
were used? +Were the nu"bers added by :6's like 5 ? E* were
doubles like G ? G used?,
B. Try dierent proble"s using the nu"bers in a license plate.
)or e.a"ple# i you use the plate nu"ber (D6G LL&# ask# "=sing
the nu"bers on the plate# can you:
"ake a : using two nu"bers? &es# D ! G A :.
"ake a : using three nu"bers? &es# D ! +G ? 6, A :
"ake :B using 5 nu"bers? &es# D ? G.
Adapt the calculations necessary according to the license plates#
and the child's ability.
The proble" solving and co"putation going on in your child's
head is very i"portant. It helps your child be creative with
nu"bers.
How Lon)5 How F&r5
0any ti"es when you are on the go# you are heading so"ewhere that
requires you be there by a certain ti"e.
What you'll need
Inor"ation about how ar you're traveling and how long it will
take
What to do
:. Ask your children how ar they think you are traveling.
0etres? Lilo"etres? 0iles?
5. Talk about how long it takes to get there. I it is B::F now#
and it takes <F "inutes to get there# will we "ake it or a <::F
appoint"ent? %ow "uch e.tra ti"e will we have? Will we be late?
These types o questions help children see the useulness o
understanding distance and ti"e.
G!e I/ Yo! C&n
When children practice asking questions about nu"bers# they can
develop an understanding o the characteristics and "eanings o
nu"bers.
What you'll need
Cuestions about nu"bers
What to do
:. (et your child think o a nu"ber between a stated range o
nu"bers while you try to guess the nu"ber by asking questions.
%ere is a sa"ple conversation.
'hild: I a" thinking o a nu"ber between : and :66.
8arent: Is it "ore than F6?
'hild: 9o.
8arent: Is it an even nu"ber?
'hild: 9o.
8arent: Is it "ore than 56 but less than <6?
'hild: &es.
8arent: 'an you divide this nu"ber up into B equal parts?
And so on ...
5. Ater you have guessed your child's nu"ber# let your child
guess a nu"ber ro" you by asking si"ilar questions.
The questions asked de"onstrate "any dierent levels o "ath.
They can serve as learning tools or e.plaining concepts. )or
e.a"ple# you can take the opportunity to e.plain what an even
nu"ber is i your child does not know.
APPENDI8 14 P&rent &nd t$e S"$oo,
%ere are a ew ideas that "ight help you support a positive "ath
environ"ent in your child's school:
:. Misit the school and see i the children:
7 Are actively engaged in "ath*
7 Are talking about "athe"atics*
7 Are working together to solve "ath proble"s*
7 %ave their "ath work on display*
7 =se "anipulative's +ob$ects that children can touch and "ove,
in the classroo".
5. 1.plore the "ath progra" with your child's teacher or head.
%ere are so"e questions you "ight ask:
7 Are there "anipulatable ob$ects in the classroo"?
7 %ow are the national curriculu" standards being applied in this
school?
7 What can I do to help oster a strong "ath progra" where children
can e.plore "ath concepts beore giving the right answer?
B. I you would like to help out# here are so"e suggestions or
parent groups:
7 0ake ga"es or teachers*
7 %elp seek out sponsors who believe in a strong "ath progra"
or the school and who "ight provide "aterials and resources*
7 /upport "ath classes or a"ilies at your school.
<. Leep a positive attitude even i you don't like what you see.
Work to i"prove the "ath curriculu" by doing so"e o the things
"entioned throughout this book.
F. /hare this book with your child's teacher.
APPENDI8 64 W$&t S$o!,d I E7(e"t /ro' & '&t$ Pro)r&'5
The 9ational 'urriculu" and current educational thinking "ake
certain assu"ptions about the way "ath should be taught and what
parents "ight see when visiting the classroo". %ere are so"e
e.a"ples:
:. 'hildren will be engaged in discovering "athe"atics# not $ust
doing "any proble"s in a book.
5. 'hildren will have the opportunity to e.plore# investigate#
esti"ate# question# predict# and test their ideas about "ath.
B. 'hildren will e.plore and develop understanding or "ath
concepts using "aterials they can touch and eel# either natural
or "anuactured.
<. The teacher will guide the students' learning# not dictate
how it "ust be done.
F. 'hildren will have "any opportunities to look at "ath in
ter"s o daily lie and to see the connections a"ong "ath topics
such as between geo"etry and nu"bers.
G. 'hildren will be actively involved in using technology
+calculators and co"puters, to solve "ath proble"s.
APPENDI8 34 W$&t We C&n Do To He,( O!r C$#,dren Le&rn
(isten to the" and pay attention to their proble"s.
>ead with the".
Tell a"ily stories.
(i"it their television watching.
%ave books and other reading "aterials in the house.
(ook up words in the dictionary with the".
1ncourage the" to use an encyclopedia.
/hare avorite poe"s and songs with the".
Take the" to the library !! get the" their own library cards.
Take the" to "useu"s and historical sites# when possible.
4iscuss the daily news with the".
Io e.ploring with the" and learn about plants# ani"als# and local
geography.
)ind a quiet place or the" to study.
>eview their ho"ework.
0eet with their teachers.