[Photo by Photo Mojo.]
Yahtzee and other board games provide a modicum of math fact practice. But for intensive, thought-provoking math drill, I can’t think of any game that would beat Contig.
Math concepts: addition, subtraction, multiplication, division, order of operations, mental math
Number of players: 2 – 4
Equipment: Contig game board, three 6-sided dice, pencil and scratch paper for keeping score, and bingo chips or wide-tip markers to mark game squares
Place the game board and dice between players, and give each player a marker or pile of chips. (Markers do not need to be different colors.) Write the players’ names at the top of the scratch paper to make a score sheet.
Continue reading Contig Game: Master Your Math Facts
[Photo by One Laptop Per Child.]
Once again, I am adding to my Free (Mostly) Math Resources page. Here are a handful of helpful websites for teaching math…
Continue reading More Free Math Resources
Photo by Sister72.
Dave at MathNotations offers another version of Nim that will give your students something to think about:
[1,2]-3-[4,5]-6-[7,8]…21 Helping Children Devise and Understand Winning Strategies
Claim your two free learning guide booklets, and be one of the first to hear about new books, revisions, and sales or other promotions.
Fraction notation and operations may be the most abstract math monsters our students meet until they get to algebra. Before we can explain those frustrating fractions, we teachers need to go back to the basics for ourselves. First, let’s get rid of two common misconceptions:
- A fraction is not two numbers.
Every fraction is a single number. A fraction can be added to other numbers (or subtracted, multiplied, etc.), and it has to obey the Distributive Law and all the other standard rules for numbers. It takes two digits (plus a bar) to write a fraction, just as it takes two digits to write the number 18 — but, like 18, the fraction is a single number that names a certain amount of whatever we are counting or measuring.
- A fraction is not something to do.
A fraction is a number, not a recipe for action. The fraction 3/4 does not mean, “Cut your pizza into 4 pieces, and then keep 3 of them.” The fraction 3/4 simply names a certain amount of stuff, more than a half but not as much as a whole thing. When our students are learning fractions, we do cut up models to help them understand, but the fractions themselves are simply numbers.
Continue reading How to Read a Fraction
The ability to solve word problems ranks high on any math teacher’s list of goals. How can I teach my students to solve math problems? I must help them develop the ability to translate “real world” situations into mathematical language.
In two previous posts, I introduced the problem-solving tools algebra and bar diagrams. These tools help our students organize the information in a word problem and translate it into a mathematical calculation.
Working Math Problems with Poor Richard
This time I will demonstrate these problem-solving tools in action with a series of 3rd-grade problems based on the Singapore Primary Math series, level 3A. For your reading pleasure, I have translated the problems into the universe of a well-written biography of Ben Franklin, Poor Richard by James Daugherty.
Continue reading Ben Franklin Math: Elementary Problem Solving 3rd Grade
[Rescued from my old blog.]
Would you like to introduce your students to negative numbers before they study them in pre-algebra? With a whimsical number line, negative numbers are easy for children to understand.
Get a sheet of poster board, and paint a tree with roots — or a boat on the ocean, with water and fish below and bright sky above. Use big brushes and thick poster paint, so you are not tempted to put in too much detail. A thick, permanent marker works well to draw in your number line, with zero at ground (or sea) level and the negative numbers down below.
Continue reading Negative Numbers for Young Students