# Helping Your Child Learn Mathematics

**with activities for children in preschool through grade 5**

**U.S. Department of Education**

Rod Paige

*Secretary*

**Office of Intergovernmental and Interagency Affairs**

Laurie M. Rich

*Assistant Secretary*

John McGrath

*Senior Director for Community Services, Partnerships and Recognition
Programs*

First published in December 1994. Revised in June 1999 and March 2004.

This booklet is in the public domain. Authorization to reproduce it in
whole or in part for educational purposes is granted. While permission
to reprint this publication is not necessary, the citation should be:
U.S. Department of Education, Office of Intergovernmental and
Interagency Affairs, *Helping Your Child Learn Mathematics,*

Washington, D.C., 2003.

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## Foreword

We know from research that children are more likely to be successful
learners of any subject when parents actively support their
learning[^1]. Today, helping children to make the effort to learn,
appreciate and master mathematics is more important than ever. Our
increasingly technological world demands strong skills in mathematics,
not only in the workforce but also in everyday life, and these demands
will only increase over the lifetimes of our children.

To ensure that our children are ready for high school and on track for
success in college and the workforce, parents must become involved
early---and stay involved over the school years---to reinforce
children's skills in and positive attitudes toward mathematics.

Starting in elementary school, children should be learning beginning
concepts in algebra, geometry, measurement, statistics and logic. In
addition, they should be learning how to solve problems by applying
knowledge of math to new situations. They should be learning to think of
themselves as mathematicians -- able to reason mathematically and to
communicate mathematical ideas by talking and writing.

Through the *No Child Left Behind Act of 2001,* President George W. Bush
has made clear his commitment to the goals of raising standards of
achievement for all children and providing all children with highly
qualified teachers and instruction that is based on scientific research.
*Helping Your Child Learn Mathematics* is part of the president's
efforts to provide parents with the latest research and practical
information that can help them both to support children's learning at
home and to understand what they should expect from their children's
schools.

This booklet includes a range of activities for families with children
from preschool age through grade 5. These activities use materials found
inside your home and also make learning experiences out of everyday
routines, such as grocery shopping and doing laundry. The activities are
designed for you to have fun with your child while developing and
reinforcing mathematical skills. We hope you and your child will enjoy
the activities suggested in this booklet and develop many more of your
own.

## Contents

#### Foreword

#### Introduction

> Some Important Things Your Child Needs to Know About Mathematics
>
> How to Use This Booklet

#### Activities

> **Mathematics in the Home**
>
> Rhyme and Sing
>
> Number Hunt
>
> Walk and Count
>
> Find It
>
> Sort It Out
>
> Shape Up
>
> A-Weigh We Go
>
> Penny, Nickel, Dime
>
> Treasure Hunt
>
> In the News(paper)
>
> Fill It Up
>
> Tracking Time
>
> Fraction Action
>
> Simply Symmetrical
>
> **Mathematics at the Grocery Store**
>
> One Potato, Two Potatoes
>
> Ready, Set, Shop!
>
> Get Into Shapes
>
> Clip and Save
>
> Weighing In
>
> Check It Out
>
> Put It Away
>
> **Mathematics on the Go**
>
> Off We Go
>
> Are We There Yet?
>
> Number Search
>
> License Plate Riddles
>
> License Plate Special
>
> Ease on Down the Road
>
> **Mathematics for the Fun of It**
>
> A Tower of Numbers
>
> Count It Out
>
> Guess What I'm Thinking
>
> Open for Business
>
> What Coins Do I Have?
>
> What Are My Chances?
>
> Card Smarts
>
> Calculated Answers

#### Glossary

#### What Does Effective Mathematics Instruction Look Like?

#### Helping Your Child Succeed as a Mathematics Student

#### Bibliography

#### Resources

#### Acknowledgments 

## Introduction

What kind of attitude do you have toward math? Do you believe that math
skills are important job and life skills? Do you see math as useful in
everyday life? Or do you dread doing things that involve math---figuring
out how much new carpet you'll need, balancing the checkbook, reading
the technical manual that came with the DVD player? How you answer these
questions indicates how you may be influencing your child's attitudes
toward math---and how he[^2] approaches learning math.

Although parents can be a positive force in helping children learn math,
they also can undermine their children's math ability and attitudes by
saying things such as: "Math is hard," or "I'm not surprised you don't
do well in math, I didn't like math either when I was in school," or "I
wasn't very good in math and I'm a success, so don't worry about doing
well." Although you can't *make* your child like math, you can encourage
her to do so, and you can take steps to ensure that she learns to
appreciate its value both in her everyday life and in preparing for her
future. You might point out to her how fortunate she is to have the
opportunity to learn mathematics today---when mathematics knowledge can
open the door to so many interesting and exciting possibilities.

In everyday interactions with children, there are many things that
parents can do---and do without lecturing or applying pressure---to help
children learn to solve problems, to communicate mathematically and to
demonstrate reasoning abilities. These skills are fundamental to
learning mathematics. Let's look closely at what it means to be a
problem solver, to communicate mathematically and to demonstrate
mathematical reasoning ability.

*A* *problem solver* is someone who questions, finds, investigates and
explores solutions to problems; demonstrates the ability to stick with a
problem to find a solution; understands that there may be different ways
to arrive at an answer; and applies math successfully to everyday
situations. You can encourage your child to be a good problem solver by
including him in routine activities that involve math---for example,
measuring, weighing, figuring costs and comparing prices of things he
wants to buy.

*To communicate mathematically* means to use mathematical language,
numbers, charts or symbols to explain things and to explain the
reasoning for solving a problem in a certain way, rather than just
giving the answer. It also means careful listening to understand others'
ways of thinking and reasoning. You can help your child learn to
communicate mathematically by asking her to explain what she must do to
solve a math problem or how she arrived at her answer. You could ask
your child to draw a picture or diagram to show how she arrived at the
answer.

*Mathematical reasoning ability* means thinking logically, being able to
see similarities and differences in objects or problems, making choices
based on those differences and thinking about relationships among
things. You can encourage your child's mathematical reasoning ability by
talking frequently with him about these thought processes.

### Some Important Things Your Child Needs to Know About Mathematics

You also can help your child learn math by offering her insights into
how to approach math. She will develop more confidence in her math
ability if she understands the following points:

**1. Problems Can Be Solved in Different Ways.**

> Although most math problems have only one answer, there may be many
> ways to get to that answer. Learning math is more than finding the
> correct answer; it's also a process of solving problems and applying
> what you've learned to new problems.

**2. Wrong Answers Sometimes Can Be Useful.**

> Accuracy is always important in math. However, sometimes you can use a
> wrong answer to help your child figure out why she made a mistake.
> Analyzing wrong answers can help your child to understand the concepts
> underlying the problem and to learn to apply reasoning skills to
> arrive at the correct answer.
>
> Ask your child to explain how she solved a math problem. Her
> explanation might help you discover if she needs help with number
> skills, such as addition, subtraction, multiplication and division, or
> with the concepts involved in solving the problem.

**3. Take Risks!**

> Help your child to be a risk taker. Help him see the value of trying
> to solve a problem, even if it's difficult. Give your child time to
> explore different approaches to solving a difficult problem. As he
> works, encourage him to talk about what he is thinking. This will help
> him to strengthen math skills and to become an independent thinker and
> problem solver.

**4. Being Able to Do Mathematics in Your Head Is Important.**

> Mathematics isn't restricted to pencil and paper activities. Doing
> math "in your head" (mental math) is a valuable skill that comes in
> handy as we make quick calculations of costs in stores, restaurants or
> gas stations. Let your child know that by using mental math, her math
> skills will become stronger.

**5. It's Sometimes OK to Use a Calculator to Solve Mathematics
Problems.**

> It's OK to use calculators to solve math problems---sometimes. They
> are widely used today, and knowing how to use them correctly is
> important. The idea is for your child not to fall back on the excuse,
> "I don't need to know math---I've got a calculator." Let your child
> know that to use calculators correctly and most efficiently, she will
> need a strong grounding in math operations---otherwise, how will she
> know whether the answer she sees displayed is reasonable!

### How to Use This Booklet 

The major portion of this booklet is made up of activities that you can
use with your child to strengthen math skills and build strong positive
attitudes toward math. You don't need to be a great mathematician or to
have a college degree in math to use them. Your time and interest and
the pleasure that you share with your child as part of working together
are what matter most.

As the activities pertain to specific mathematical concepts, the booklet
provides a glossary defining these concepts (see page 60). Also, at the
end of this booklet, you'll find lists of resources, such as books for
you and for your child, helpful Web sites and the names of federal
agencies that you can contact for more information about how to help
your child with math. Let's get started!

Too many of America's young people are not literate in mathematics and
science. Too many are graduating from high school without the skills or
the knowledge to take their places in the fields of mathematics,
engineering and science---all critical to maintaining America\'s
leadership in the world. It is paramount that America graduate greater
numbers of young people who are strong in mathematics and science. Our
future depends on them to lead the way in developing strategies and
technologies that will keep us safe and prosperous for generations to
come.

Rod Paige

U. S. Secretary of Education

## Activities

The activities in this section are arranged into four categories:
Mathematics in the Home, Mathematics at the Grocery Store, Mathematics
on the Go and Mathematics for the Fun of It. For each activity, you'll
see a grade span---from preschool through grade 5---that suggests when
children should be ready to try it. Of course, children don't always
become interested in or learn the same things at the same time. And they
don't suddenly stop enjoying one thing and start enjoying another just
because they are a little older. You're the best judge of which activity
your child is ready to try. For example, you may find that an activity
listed for children in grades 1 or 2 works well with your preschooler.
On the other hand, you might discover that the same activity may not
interest your child until he is in grade 3 or 4.

Feel free to make changes in an activity---shorten or lengthen it---to
suit your child's interests and attention span. Most of the things that
you might need for these activities are found around most homes.

As a parent, you can help your child *want* to learn in a way no one
else can. That desire to learn is a key to your child's success, and, of
course, enjoyment is an important motivator for learning. As you choose
activities to use with your child, remember that helping him to learn
doesn't mean that you can't laugh and have a good time. In fact, you can
teach your child a lot through play. And you can play with and make
games out of almost any math skill or concept. We hope that you and your
child enjoy these activities and that they inspire you to think of
additional activities of your own.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Mathematics in the Home

Your home is a great place for you to begin to explore and "talk"
mathematics with your child. Incorporating math activities and language
into familiar daily routines will show your child how math works in his
everyday life and provide him with a safe environment in which to take
risks by trying new things.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Rhyme and Sing

**Preschool**

Young children love to hear, sing and say nursery rhymes and songs.
Counting rhymes and songs can be both enjoyable for them and introduce
them to basic mathematics concepts, such as number names and number
sequence.

#### What You Need

Book of nursery rhymes or songs

Feather

#### What to Do

-   Teach your child the following counting rhyme:

    **Four Little Ducks**

    Four little ducks that I once knew,

    Fat ducks, skinny ducks, they were, too.

    But one little duck with a feather on her back,

    She ruled the others with a quack! quack! quack!

    Down to the river they all would go,

    1, 2, 3, 4, all in a row.

    But one little duck with a feather on her back,

    She ruled the others with a quack! quack! quack!

    ---Say the rhyme with your child several times. When she can say the
    rhyme all the way through, have other family members join you. Give
    your child a feather and have her lead everyone around the room as
    you all sing.

-   For the following rhyme, show your child how to perform the actions
    indicated.

    **Five Little Speckled Frogs**

    Five little speckled frogs *(hold up five fingers)*

    Sitting on a speckled log (*sit on your heels)*

    Eating some most delicious bugs *(pretend to eat)*

    Yum! Yum!

    One jumped into the pool *(jump)*

    Where it was nice and cool *(cross arms over chest and shiver)*

    Now there are four little speckled frogs. *(hold up four fingers)*

    Burr-ump!

    (Continue until no frogs are left.)

    ---After saying the rhyme, ask your child to hold up the correct
    number of fingers to show how many frogs are in the rhyme at the
    beginning. Then have her hold up the correct number of fingers and
    count to five with you as you say each numeral.

-   Teach your child any counting rhymes and songs that were your
    personal favorites when you were a child, or have your child ask her
    grandparents what rhymes they knew when they were children. Other
    counting rhymes, songs and games that you may want to teach your
    child include "One, Two, Buckle My Shoe," "This Old Man," "Ten in a
    Bed (Roll Over)" and "One for the Money."

    **Parent Pointer**

    For titles of books that contain counting rhymes and songs, see the
    list of children's books in the **Resources** section at the end of
    this booklet.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Number Hunt {#number-hunt .unnumbered}

**Preschool**

By counting, using number names and learning to recognize differences in
number values, children build a foundation for the development of number
sense and mathematical reasoning.

#### What You Need {#what-you-need-1 .unnumbered}

3 plastic eggs that come apart (or similar containers)

Buttons

Plastic netting

#### What to Do {#what-to-do-1 .unnumbered}

-   In pieces of netting, loosely wrap different numbers of buttons and
    place one bag of buttons in each egg. With your child out of the
    room, hide the eggs.

-   Call your child into the room and tell her that you've hidden three
    eggs and that you want her to find them. As she finds each egg, have
    her count aloud---"1," "2," "3."

-   When she's found all the eggs, have her open each one and take out
    the bag of buttons (but not open it). Ask her to count how many
    buttons are in each bag.

    **Parent Pointer**

    Sometimes younger children don't understand that counting means
    naming numbers in a specific order. This simple point should be
    reinforced often.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Walk and Count {#walk-and-count .unnumbered}

**Preschool--Kindergarten**

Ordinary activities can be used to reinforce young children's number
sense and introduce them to arithmetic operations, such as addition and
subtraction.

#### What to Do {#what-to-do-2 .unnumbered}

-   Take your child for a walk. You can walk around your neighborhood,
    through a park, or just around the rooms in your home. As you walk,
    say silly things for him to do, such as the following:

    ---Take two big steps and three little steps.

    ---Take three little steps, hop one time, take three big steps.

    ---Take one little step, turn around two times.

    ---Hop four times, turn around one time.

    ---Take three big steps forward and two big steps backward.

-   Count aloud each kind of action that your child performs and
    compliment him for his efforts---"1, 2---1, 2, 3---1, 2. That's
    great!"

-   Let your child turn the tables and say silly things for you to do as
    you walk.

-   For your kindergarten child, expand the activity by asking him to
    "guess" (estimate) how many of his steps it will it take, for
    example, to get from the tree to the corner. After he makes his
    estimate, have him count steps to see how close the estimate is.
    Next ask him how many of your steps it will take. Will it take you
    more steps or fewer to go the same distance? Again, have him count
    to see if his answers are correct.

    **Parent Pointer**

    Throughout the day, find ways to let children practice using
    arithmetic skills. Ask, for example, "How many magazines came in the
    mail?" "How many more letters will we need to get to have 10
    letters?" "Which are there more of, magazines or letters?"

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Find It {#find-it .unnumbered}

**Preschool--Kindergarten**

Young children may not recognize that numbers are all around them.
Pointing out numbers on everyday items increases their number sense.

#### What You Need {#what-you-need-2 .unnumbered}

Boxes, cans and bottles of food and other household supplies

#### What to Do {#what-to-do-3 .unnumbered}

-   Place several boxes, cans and bottles on the kitchen table. You
    might use a cereal box, a can of soup and a bottle of dishwashing
    soap. Sit with your child and point out one or two numbers on each
    item. (Numbers can be found in the names of some products, as well
    as in the list of contents and in addresses. However, rather than
    pointing to a very large number, such as a ZIP code, point to one
    digit in that code---a 6 or 3 or 8.)

-   Point to one of the items and say a number that is easy to see. Ask
    your child to find it. Then have him look for that number on the
    other items.

-   Have your child choose a number for you to find on one of the
    containers.

    **Parent Pointer**

    Calling attention to numbers that are all around them lets children
    know that numbers are important and that they are used for many
    different purposes.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Sort It Out  {#sort-it-out .unnumbered}

**Preschool--Kindergarten**

Sorting and matching activities introduce young children to many
mathematical operations, including classification and measurement.

#### What You Need {#what-you-need-3 .unnumbered}

Pairs of socks of different sizes and colors

Laundry

#### What to Do {#what-to-do-4 .unnumbered}

-   When you're sorting and folding clean laundry, have your child join
    you and do such things as the following:

    ---Hold up a pair of matching socks that belong to her and say, for
    example, "These socks go together because each sock is red and each
    one fits the same size foot---yours!"

    ---Pick up another sock and ask your child to look through the pile
    for the sock that matches it. When she chooses a sock, have her tell
    you how she knows that it's the right one.

    ---Continue holding up socks until your child has paired them all.
    If she mispairs any socks, gently correct her by asking her to tell
    the color of each sock and to put the socks together to see if they
    are the same size.

    ---After you've done this activity several times, let your child
    choose the socks for you to pair. (Occasionally choose a wrong sock
    to give her the chance to help you correct your mistake!)

-   Have your child help you sort the laundry to be washed. Ask her, for
    example, to put all the blue things together, all the whites, all
    the towels and so forth. You might also have her count as she sorts.
    How many towels are there? How many shirts? Try saying, "I count
    five shirts. Is that right?" Then have your child count aloud the
    number of shirts. From time to time, give an incorrect number so
    that she can count the items one by one and show you that you've
    made a mistake.

    **Parent Pointer**

    Children need to see that grown-ups also make math mistakes
    occasionally and that they identify their mistakes and find ways to
    correct them.

    **\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--**

### Shape Up {#shape-up .unnumbered}

##### Preschool--Kindergarten {#preschoolkindergarten .unnumbered}

Using objects that are familiar to young children can be a good way to
introduce them to differences in shapes and to classification.

#### What You Need {#what-you-need-4 .unnumbered}

Snack crackers in the shape of circles, squares, triangles

Bread cut into different shapes

#### What to Do {#what-to-do-5 .unnumbered}

Here are some simple things that you can do to focus your child's
attention on different shapes:

-   Fill a bowl with snack crackers in shapes such as circles, triangles
    and squares. Point to a cracker and say, for example, "Look, this
    one's round. This one has three sides. See, 1-2-3. This one has four
    sides. Let's count them---1-2-3-4." Place a circular cracker on the
    table and ask your child to find other crackers that have the same
    shape. Continue with the other shapes.

-   As you make sandwiches, cut the bread into circles, squares and
    triangles so that you have two each of each shape. Ask your child to
    match the pairs of shapes to make Shape Sandwiches.

-   Have your child search for and point out different shapes on his
    clothes or in the room.

    **Parent Pointer**

    > Playing with children can provide many opportunities to engage in
    > activities such as sorting, matching, comparing and arranging.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### A-Weigh We Go! {#a-weigh-we-go .unnumbered}

##### Kindergarten--Grade 1 {#kindergartengrade-1 .unnumbered}

Observing, estimating, weighing and comparing are all essential
mathematics skills.

#### What You Need {#what-you-need-5 .unnumbered}

Bathroom or kitchen scales

Objects to weigh, such bags of sugar, flour, potatoes, or onions; boxes
of detergent and cookies; shoes of different sizes

Paper and pencil

A small plastic zipper bag filled with sugar and much larger zipper bag
filled with cornflakes (or popped popcorn)

Suitcase

#### What to Do {#what-to-do-6 .unnumbered}

-   Show your child two objects, such as a five-pound bag of sugar and a
    10 pound bag of potatoes and ask him to guess which weighs the most.
    Show him how to use a scale to weigh the objects and see if his
    guess is right or wrong.

-   Next show him several objects and ask him to guess how much each
    weighs. Have him write his estimates, then weigh the objects to see
    if they're correct.

-   If you choose, have your child estimate his own weight, as well as
    that of other family members, and use the bathroom scale to check
    his guesses.

-   Extend the activity or make it more challenging by doing the
    following:

    ---Show your child the small plastic bag filled with sugar and the
    larger bag filled with cornflakes or popped popcorn. Ask your child
    which will weigh more, the smaller or the larger bag? Have him weigh
    the bags to check whether his guess is correct. Afterwards, point
    out that bigger does not always mean heavier.

    ---Ask your child how he can weigh a suitcase that is too large to
    fit on the bathroom scale. Listen carefully to his answers---try
    some of his suggestions, if possible---and praise him for learning
    to think through problems. If he doesn't come up with a solution,
    show him that one way to find the weight of the suitcase is for him
    to stand on the scales while holding it and noting the total weight.
    Then put the suitcase aside and weigh himself again and note his
    weight. If he subtracts his weight from the total weight, the answer
    is the weight of the suitcase.

    **Parent Pointer**

    > Using simple bathroom and kitchen scales at home prepares children
    > for using equipment in school to weigh and measure.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Penny, Nickel, Dime {#penny-nickel-dime .unnumbered}

##### Kindergarten--Grade 1  {#kindergartengrade-1-1 .unnumbered}

Activities that involve money are a good way to develop mathematical
reasoning and to reinforce what children are learning in school about
numbers and arithmetic operations, such as addition and subtraction.

#### What You Need {#what-you-need-6 .unnumbered}

Dice

Pennies, nickels, dimes

#### What to Do {#what-to-do-7 .unnumbered}

This is a good game to play with the family.

-   Have each player roll the die and say the number. Then give the
    player that number of pennies. Explain that each penny is worth one
    cent.

-   When a player gets five pennies, replace the pennies with a nickel.
    Explain that five pennies have the same value as one nickel---that
    is, five cents. When she gets five more pennies, replace the pennies
    and the nickel with a dime. Help her to see that the value of five
    pennies plus the value of a nickel (five cents) equals 10 cents,
    which is the value of a dime.

-   The first player to reach a set amount---25 or 50 cents, for
    example---wins.

    **Parent Pointer**

    > Children can be confused by money. Some might think that the
    > larger a coin is, the more valuable it is---so a penny or nickel
    > would be more valuable than a dime.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Treasure Hunt  {#treasure-hunt .unnumbered}

**Kindergarten--Grade 1**

Once children begin school, math-related activities at home can help to
reinforce what they are learning about numbers and arithmetic operations
such as addition and subtraction, as well as reinforce classification
skills and mathematical reasoning.

#### What You Need {#what-you-need-7 .unnumbered}

Large container

Buttons, bottle caps, old keys or any other small items that you can
count

#### What to Do  {#what-to-do-8 .unnumbered}

-   As a rainy day activity, place the items in the container and give
    it to your child. Have him sort and classify items into piles: keys,
    buttons and so forth. Then have him explain how the items in each
    pile are alike and how they are different. For example, some buttons
    may be big and some small; some keys may be silver-colored and some
    gold-colored.

-   Have your child choose one of the piles and organize the items in it
    by one characteristic, such as length. Have him lay the items end to
    end then compare and contrast what he sees. For example, how many
    short keys? long keys?

-   Next, ask your child to use the items in another pile of items to
    solve simple math problems. Try problems such as the following:

    ---If you have 10 bottle caps and give me two, how many bottle caps
    do you have left?

    ---If you have three big buttons and three small ones, how many
    buttons do you have altogether?

-   Create activities that challenge your child to use mathematical
    reasoning. Ask him, for example, to look closely at items and answer
    questions such as the following:

    ---Is a gold-colored key always heavier than a silver-colored one?

    ---Do the big buttons always have more holes than the smaller ones?

    **Parent Pointer**

    Keeping the tone of math activities light will increase the
    likelihood that children will want to do them and make the
    activities seem less like "homework."

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### In the News(paper)  {#in-the-newspaper .unnumbered}

**Kindergarten--Grade 1**

Newspapers are good resources for building number sense and arithmetic
skills and using mathematical reasoning.

#### What You Need {#what-you-need-8 .unnumbered}

Newspaper

Safety scissors

Pencil or crayon

Glue

Paper

Hole puncher

Yarn

#### What to Do  {#what-to-do-9 .unnumbered}

-   Give your child a newspaper and a set of numbers to look for -- for
    example, from 1 to 25 (or 1 to 100 if she is familiar with the
    higher numbers). Have her cut out the numbers and glue them in
    numerical order onto a large piece of paper. Call her attention to
    any ways in which the numbers differ---for example, some will be in
    a bigger size of type than others, some will be in bold or italic
    type. Have her read the numbers to you, then put the paper aside.
    Have her practice counting up to that number then counting down from
    it. Also try having her count to the number by 2s or 5s.

-   Next, have your child make a counting book by using pictures she's
    cut from the newspaper. Have her write the page numbers at the
    bottom of each blank page and paste one item on page 1, two on page
    2 and so forth. Explain that all of the things she puts on a page
    must be alike in some way---all animals, all basketball players, all
    cars and so on. Help her to write the name of the items on the
    appropriate page.

-   Have your child read the book to you. Afterwards, ask her questions
    such as the following:

    ---How many pictures did you cut out altogether *(1+2+. . .+10)*?

    ---How many total pictures are on pages 1-3? on pages 1-6?

    ---We know that 6 = 2 x 3. Are there twice as many pictures on page
    6 as on page 3?

    ---Are there twice as many pictures from page 1 to 6 as from pages 1
    to 3?

    ---Which are there more of: pictures on pages 2, 3, and 4, or
    pictures on pages 5 and 6?

    **Parent Pointer**

    Newspapers also can be used to help young children learn to
    recognize numbers in different sizes and kinds of type and to
    understand that the way a number looks does not change its value.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Fill It Up  {#fill-it-up .unnumbered}

**Grades 1--2**

Filling empty containers provides opportunities to explore geometric
concepts, such as "more or less" and volume, and to apply measurement
skills.

#### What You Need {#what-you-need-9 .unnumbered}

Measuring cup

Four large glasses of equal size and shape

Water

#### What to Do {#what-to-do-10 .unnumbered}

-   On a table, put the glasses in a row and fill them with water as
    follows: 1/3 cup, 1/2 cup, 3/4 cup, 1 cup. Ask your child questions
    that encourage her to compare, estimate and think about measurement.
    Ask, for example, "Which glass has more water? Which has less?"

-   Pour more water into one of the glasses to make it equal to the
    amount of water in another glass. Move the glasses around so that
    the glasses that have the same amount of water are not next to each
    other. Ask your child to find the glasses that have the same amount
    of water.

-   Help your child to do math in her head. Ask questions such as, "If I
    have four cups of water and I need seven, how many more do I need to
    pour?"

    **Parent Pointer**

    As you use measuring cups, call attention to the different levels
    and use their names: "one-fourth," "one-half" and so on. This will
    begin to familiarize children with the language they will use when
    they begin to work with fractions.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Tracking Time  {#tracking-time .unnumbered}

**Grades 2--3**

Introducing children to statistics and data analysis can begin by having
them collect information, analyze it and describe or present their
findings in an organized way.

#### What You Need {#what-you-need-10 .unnumbered}

Stopwatch, watch or clock

Newspaper

Blank paper

Graph paper

Ruler

Small round object to trace to make a pie chart

Pencil and markers or crayons

**\<NOTE: Art should show examples of bar graph and pie chart\>**

#### What to Do  {#what-to-do-11 .unnumbered}

-   Show your child how to keep track of the time he spends on two
    activities, such as watching television and doing homework. Help him
    to make a chart with two columns, one labeled "Television" and one
    labeled "Homework." Down the left side of the chart, write the days
    of the week. Tell him that you want him to write the number of
    minutes he spends doing each activity on each day. At the end of the
    week, sit down with him and talk about what the table shows.

-   Help your child to make a chart to use as he watches television.
    Give him a stopwatch (or an easy-to-read clock or watch) and tell
    him to record how much time of each television show is used for
    commercials and how much time is used for the actual show. Have him
    keep the record for one night of viewing. On the graph paper, help
    him to make a bar graph that shows the different amounts of time
    devoted to the show and to commercials. Or, show him how to make a
    pie chart.

-   Together with your child, keep track of how he spends time in one
    24-hour period: time spent sleeping, eating, playing, reading and
    going to school. Help him to measure a strip of paper 24 inches
    long, with each inch representing one hour. Using a different color
    for each activity, have him color the number of hours he spends in
    each activity. You and other family members can make similar charts;
    then your child can compare the charts and see how everyone in the
    family spends time.

    **Parent Pointer**

    A good way to show children how statistics are used in the "real
    world" is to call their attention to statistical charts in
    newspapers and magazines and talk with them about what the charts
    show and why this information is important.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Fraction Action {#fraction-action .unnumbered}

**Grades 2**--**3**

In introducing children to the concept of *fractions*---numbers that
aren't whole numbers (such as 1/2, 1/3 and 1/4)--- it's often a good
idea to use objects that they can see and touch.

#### What You Need {#what-you-need-11 .unnumbered}

Large clear container (holding at least 2 cups)

Masking tape

Marker

Measuring cups (1/2, 1/3 or 1/4 cup measure)

Unpopped popcorn

#### What to Do  {#what-to-do-12 .unnumbered}

-   Invite your child to help you make popcorn for the family. Begin by
    having her put a piece of masking tape from top to bottom on one
    side of the large container.

-   For younger children, use a 1/2 cup measure. For older children, use
    a 1/3 or 1/4 cup measure. Choose the unit of measure and fill the
    measuring cup with popcorn. Give the cup to your child and ask her
    questions such as the following:

    ---How many whole cups do you think the container will hold?

    ---How many 1/2 cups (or 1/3 cups or 1/4 cups) do you think it will
    hold?

-   Let your child pour the measured popcorn into the clear container.
    Have her continue to pour the same amount into the container until
    it is full. As she pours each equal amount, have her mark the level
    on the container by drawing a line on the tape. Then have her write
    the fraction, corresponding to the unit of measure on the line.
    After the container is full, have your child count up the total
    number of cup increments (1/2, 1/3 or 1/4) and compare it to her
    estimate from above.

-   As you measure out the popcorn to pop, ask your child to answer
    questions such as the following:

    ---How many 1/2 cups equal a cup? Two cups?

    ---How many 1/4 cups equal 1/2 cup? A whole cup?

-   Pop the corn and enjoy!

    **Parent Pointer**

    Children may reasonably want to say, for example, that 1/4 cup plus
    1/4 cup makes 2/4 cups. Letting them work with measuring cups or
    other measuring devices can let them see that 2/4 is the same as
    1/2.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Simply Symmetrical  {#simply-symmetrical .unnumbered}

**Grades 3--5**

A shape is symmetrical if it can be cut along a straight line into two
halves that are mirror images of each other. Learning about symmetry
gives children a good sense of geometric principles and calls on their
mathematical reasoning abilities.

#### What You Need {#what-you-need-12 .unnumbered}

Shapes such as a circle, a square and a rectangle, cut from heavy paper

Sheets of paper (rectangular)

Pencil, marker or crayon

Magazine pictures of symmetrical objects

Safety scissors

Glue

#### What to Do {#what-to-do-13 .unnumbered}

-   As your child watches, show her the square that you've made. Fold it
    in half and show her that the two parts are exactly alike---or
    *symmetrical.* Do the same with the circle and the rectangle. Then
    give the shapes to your child and ask her to make the folds herself.
    Extend the activity by having her do the following:

    ---Find as many ways as she can to fold half of the square onto the
    other half. (*There are four ways: two diagonals and two lines "down
    the middle").*

    ---Do the same for the rectangle. *(There are only two ways: down
    the middle of the long side, then down the middle of the short side.
    In going from a square to a rectangle, the diagonals are lost as
    lines of symmetry.)*

    ---Do the same with the circle. *(Circles can fold along any
    diameter. Use this discovery to introduce your child to the word
    "diameter"*---*the length of a straight line that passes through the
    center of a circle).*

    ---Ask her to find the center of a circle by folding it in half
    twice. *(She'll discover that any diameter---line of folding in
    half---passes through the center of the circle, an activity that
    will prepare her for understanding more complicated geometry later
    on.)*

-   Show your child a rectangular piece of paper. Ask her, "What shape
    will you get if you fold this piece of paper in half?" Have her fold
    the paper, then ask, "Did you get a square or another rectangle?"
    Using scissors to cut the paper, show her that a rectangle will fold
    to a square only if it is twice as long as it is wide.

-   Fold a sheet of paper in half lengthwise. Have your child draw half
    of a circle, heart or butterfly from top to bottom along the fold on
    each side of the paper. Have her cut out the shapes that were drawn.
    Unfold the paper to see the symmetrical figure.

-   Cut out a magazine picture of something that is symmetrical (try,
    for example, a basketball or a computer screen). Cut it down the
    center (the line of symmetry). Glue one half of the picture on the
    paper. Ask your child to draw the missing half.

-   With your child, explore your house for symmetrical designs---things
    that have equal sides. Ask your child how many she can find. Tell
    her to look at wallpaper, floor tiles, pictures, bedspreads and
    appliances.

-   Have your child print the alphabet. Then ask her to find a letter
    that has only one line of symmetry---only one way to be divided in
    half. *(B has one.)* Ask her to find a letter that has two lines of
    symmetry---two ways to be divided in half. *(H has two.)* Ask which
    letters look the same when they're turned upside down? *(H, I, N, O,
    S*, *X* and *Z.)*

    **Parent Pointer**

    For titles of books about shapes and patterns, see the list of
    children's books in the **Resources** section at the end of this
    booklet.

## Mathematics at the Grocery Store {#mathematics-at-the-grocery-store .unnumbered}

The grocery store is one of the best examples of a place where the
ability to use mathematics is put to work in the "real world." It's a
great place to practice measurement and estimation and to learn about
volume and quantity and their relationships to the sizes and shapes of
containers---geometry!

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### One Potato, Two Potatoes {#one-potato-two-potatoes .unnumbered}

**Preschool**

Making a grocery shopping list can be both enjoyable and an opportunity
to reinforce young children's number sense.

#### What You Need {#what-you-need-13 .unnumbered}

List of grocery items

Color pictures of grocery items cut from magazines, catalogs or
advertising flyers (for example, choose pictures of different kinds of
vegetables, fruit, containers of milk or juice, cans of soup, boxes of
cereal and crackers, loaves of bread)

Index cards (or similar-sized cards cut from heavy paper)

Glue stick

Small box (large enough to hold the cards)

#### What to Do  {#what-to-do-14 .unnumbered}

-   Put together the set of food pictures and help your child paste each
    picture onto a card. Then have your child sit with you as you make
    up a grocery shopping list. Read the list aloud to her, item by
    item, saying, for example, "We need to buy milk. Find the picture of
    the milk." When the child finds the picture, have her put it in the
    box. Continue through the list, asking her to find pictures of such
    things as apples, potatoes, bread, soup and juice.

-   When you've finished, ask your child to tell you how many things you
    need to buy; then help her to count the pictures in the box.

-   Ask your child to put all the pictures of vegetables in one group,
    then all the pictures of fruit in another group. (You might continue
    with items that are in cans, items that are in boxes and so on.)

-   Point to one group of pictures, such as the fruit. Help her to count
    the number of pictures in that group. Have her do the same for other
    groups.

    **Parent Pointer**

    Use advertising flyers or newspaper advertisements to help your
    child identify, classify and count items. Ask, for example, "How
    many cans of soup are there?" "What vegetables do you see?" and so
    forth.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Ready, Set, Shop! {#ready-set-shop .unnumbered}

**Kindergarten--Grade 1**

Grocery shopping offers opportunities to let children apply a range of
mathematics skills, including data collection and estimation.

#### What You Need {#what-you-need-14 .unnumbered}

Pencil and paper

Calculator

#### What to Do  {#what-to-do-15 .unnumbered}

-   To help your child learn about collecting data, involve him in
    making a shopping list for a special occasion, such as his birthday
    party. As you discuss what you need to buy, write out a list of
    grocery items. Then review the list with your child and tell him to
    make a check mark next to each item that you name. If you need more
    than one of an item, such as cartons of ice cream, tell him how many
    checks to make beside that item. Review the list with him and have
    him tell you what items---and how many of each---that you need to
    buy.

-   Ask your child to choose something that he wants for dinner---a
    cake, a salad, tacos. Have him check to see what ingredients you
    already have; then ask him to help you make a shopping list. At the
    grocery store, let him find each item on the list. Help him to
    compare prices for different brands of the same items (such as boxes
    of cake mix) to see which items are the best buys.

-   Ask your child questions such as, "Which is cheaper, this package of
    two tomatoes for \$1.50 or three of these tomatoes at 60 cents
    each?" Have him estimate, then check his answer with a calculator.

    **Parent Pointer**

    Using the advertised prices in a newspaper or flyer to estimate the
    cost of items on a shopping list can help children sharpen their
    mental math and estimation abilities.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Get into Shapes  {#get-into-shapes .unnumbered}

**Kindergarten--Grade 1**

Introducing children to geometric principles can be as simple as helping
them recognize how different shapes are used in common settings.

#### What to Do  {#what-to-do-16 .unnumbered}

-   At the store, ask your child questions to focus her attention on the
    shapes that you see. Ask her to find, for example, items that have
    circles or triangles on them or boxes that are in the form of a cube
    or a rectangular solid.

-   As you shop, point out shapes of products---rolls of paper towels,
    unusually shaped bottles, cookie boxes shaped like houses. Talk with
    your child about the shapes. Ask her why she thinks products, such
    as paper towels and packages of napkins, come in different shapes.
    Have her notice which shapes stack easily. Try to find a stack of
    products that looks like a pyramid.

-   Ask your child for reasons the shapes of products and packages are
    important to store owners. *(Some shapes stack more easily than
    others and can save space.)*

    **Parent Pointer**

    Before shopping trips, review different shapes with children by
    pointing them out in items around the house. Encourage them to use
    the correct name for each shape: square, rectangle, triangle,
    circle, cube, cylinder and so forth.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Clip and Save  {#clip-and-save .unnumbered}

**Grades 1--2**

Coupons can be used to help children learn the value of money as well as
to let them show off their addition and subtraction skills.

#### What You Need {#what-you-need-15 .unnumbered}

Pennies, nickels, dimes, quarters

Grocery store coupons

Pencil and paper

#### What to Do  {#what-to-do-17 .unnumbered}

-   Show your child a grocery store coupon for a product that he likes
    to eat and have him count out coins to show how much money the
    coupon saves on the product. For example, if the coupon is for 30
    cents off a jar of peanut butter, give your child nickels and dimes
    and tell him to count out three dimes or six nickels. Give your
    child all the coins and challenge him to figure out how many
    different coin combinations he can make to total 30 cents.

-   Ask your child how much money you can save with two or three 20-cent
    coupons. Show him the other coupons and ask him how much money could
    be saved with each one. Have him write the amounts and then add them
    to show how much could be saved if all the coupons were used.

    **Parent Pointer**

    Help children feel that they're a part of family budgeting by
    encouraging them to look in newspapers and flyers for coupons for
    items that the family uses. Have them look for coupons for items
    that they want to buy with allowance or birthday money.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Weighing In  {#weighing-in .unnumbered}

**Grades 3--4**

Grocery shopping offers opportunities for children to increase their
estimation and measurement skills by choosing and weighing fruit and
vegetables.

#### What You Need {#what-you-need-16 .unnumbered}

A grocery scale

#### What to Do  {#what-to-do-18 .unnumbered}

-   In the produce section of the store, explain to your child that what
    you pay for fruit and vegetables is based, in large part, on the
    quantity you buy and what it weighs---that produce is usually sold
    for a certain amount per pound. Tell her that pounds are divided
    into smaller parts called ounces, and it takes 16 ounces to make one
    pound. Show her the scale that is used to weigh produce.

-   Gather the produce you want to buy and ask your child to weigh a few
    items. Then have her estimate the weight of another item before she
    weighs it. If you need one pound of apples, ask her to place several
    apples on the scale and then estimate how many apples she will have
    to add or take away to make one pound.

-   Let your child choose two pieces of fruit, such as oranges. Have her
    hold one piece in each hand and guess which weighs more. Then have
    her use the scale to see if she is right.

-   Ask your child questions such as the following to encourage her to
    think about measurement and estimation:

    ---Will six potatoes weigh more or less than six oranges?

    ---Which has more potatoes, a pound of big ones or a pound of little
    ones?

    ---How much do potatoes cost for each pound? If they cost 10 cents
    per pound, what is the total cost of the six potatoes?

-   If your child knows the metric system (and the scale has a metric
    range), have her weigh items in grams and kilograms. Ask her to find
    out the following:

    ---How a kilogram compares to a pound.

    ---How many grams an apple weighs.

    ---How many kilograms (or kilograms plus grams) a sack of potatoes
    weighs.

    ---Which contains more apples, one pound or one kilogram?

    ---Which weighs more, one pound of apples or one kilogram of apples?

    **Parent Pointer**

    In many schools, children learn the metric system of meters, grams
    and liters, along with the more familiar system of feet, ounces and
    gallons. Practicing measurement both ways helps children learn both
    systems.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Check It Out  {#check-it-out .unnumbered}

**Grades 3--4**

The checkout lane of a grocery store can be a good place for children to
practice using mental math by estimating the cost of groceries and
figuring out change.

#### What to Do  {#what-to-do-19 .unnumbered}

-   As you wait in a grocery checkout lane, use the time to have your
    child estimate what the total cost of your groceries will be. Tell
    him that one easy way to estimate a total is to round off numbers.
    That is, if an item cost 98 cents, round it off to \$1. Explain that
    the answer he gets won't be the exact cost, but it will be *about*
    that. Tell him that the word *about* shows that the amount you say
    is just an estimate.

-   Using the estimated total, ask your child: "If the groceries cost
    \$16 and I have a \$20 bill, how much change should the checker give
    back to me? If the cost is \$17.25, what coins is she likely to give
    me?

-   At the checkout counter, ask your child to watch as the items are
    rung up. What's the actual total cost of the groceries? How does
    this amount compare to the estimate? When you pay for the items,
    will you get change back from your \$20 bill, or will you have to
    give the checker more money?

-   If you receive change, have your child count it to make sure the
    amount is correct.

    **Parent Pointer**

    Grocery shopping can be a good place to show children a practical
    use for calculators---for example, as a way to keep a running total
    of what the groceries cost.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Put It Away  {#put-it-away .unnumbered}

**Grades 1--5**

Putting away groceries helps children develop classifying and
mathematical reasoning skills and the ability to analyze data.

#### What You Need {#what-you-need-17 .unnumbered}

Groceries

#### What to Do {#what-to-do-20 .unnumbered}

-   Make a game out of putting away groceries. As you empty the bags,
    group the items according to some common feature. You might, for
    example, put together all the items that go in the refrigerator or
    all the items in cans.

-   Tell your child that you're going to play "Guess My Rule." Explain
    that in this game, you sort the items and she has to guess what rule
    you used for grouping the items.

-   After your child catches on to the game, reverse roles and ask her
    to use another "rule" to group these same items. She might, for
    example, group the refrigerator items into those that are in glass
    bottles or jars and those in other kinds of packaging. She might
    group the cans into those with vegetables, those with fruit and
    those with soup. When she's regrouped the items, guess what rule she
    used.

    **Parent Pointer**

    Children can often make up very creative rules for classifying
    things. Don't be surprised if you have trouble guessing your child's
    rule!

### Mathematics on the Go {#mathematics-on-the-go .unnumbered}

Most of us spend a lot of time moving from place to place in our cars or
in cabs, on buses and on trains and in airplanes. Travel, whether across
town or around the world, provides many opportunities for you to help
your child learn about and apply math.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Off We Go  {#off-we-go .unnumbered}

**Preschool**

Involving young children in trip planning can be a time to introduce
them to measuring and comparing.

#### What You Need  {#what-you-need-18 .unnumbered}

Maps

Marker

#### What to Do  {#what-to-do-21 .unnumbered}

-   Before your family leaves on a trip, sit with your child and show
    him a map that includes both where you live and where you're going.
    Talk with him about what maps are and how they are used. Use the
    marker to circle your hometown and then explain that this is where
    you live. Then circle the place you plan to visit and explain that
    this is where you're going. Draw a line between the two (a simple
    straight line---don't attempt to follow the highway route).

-   Point out and mark other places that have meaning for your
    child---the place where his grandmother lives, the place where his
    favorite theme park is located and so forth, and do some simple
    comparisons of distance: "Grandma's is closer to us than where we're
    going on vacation. See. She lives here and where we're going is way
    over here." The idea is to familiarize your child with maps and
    distances, not to have him understand complicated directions or
    measurements.

-   Use the map to play number and counting games as well: "Can you find
    three 2s?" "What is the route number on this road?" "How many rivers
    are in this state?"

-   As part of getting ready for a long trip, involve your child in
    finding and counting things that should be packed---two shirts,
    three pairs of socks, five books and so forth.

    **Parent Pointer**

    Show children that you use math skills by "thinking out loud" as you
    do things such as measuring distances on a map: "Let's see, it's
    five miles to Jackson and then three miles from Jackson to Albany,
    so that's a total of eight miles. It's two miles from Jackson to
    Corbin, so that's a total of seven miles. Albany is further away
    from Jackson than Corbin is."

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Are We There Yet?  {#are-we-there-yet .unnumbered}

**Kindergarten--Grade 2**

Traveling---whether by car, bus, train or plane---provides many
opportunities for children to use mental math and estimation to solve
time and distance problems.

#### What You Need {#what-you-need-19 .unnumbered}

Information about how far you're traveling and how long it will take

Bus, train or plane schedule

#### What to Do {#what-to-do-22 .unnumbered}

-   On a routine trip around town, point out the time on a watch and
    say, for example, "It's 3:15, and it takes us 30 minutes to get to
    your dentist's office. Are we going to get there before your 4:15
    appointment?"

-   Show your child a bus, train or plane schedule and explain what it
    is and how to read it. Point out, for example, that a schedule shows
    when the bus leaves one place and when it arrives at another. Have
    her figure out how long it takes the bus to get to several places
    listed on the schedule.

-   On a longer trip, occasionally ask your child to estimate how far
    you've traveled and how much longer it will take to get where you're
    going. Use road signs or schedules and timetables to help her check
    the answers.

    **Parent Pointer**

    Children develop positive attitudes toward math when they see that
    their parents and families value it. Find ways to show that you
    enjoy math. Let your child see you using math not only for routine
    activities, such as paying bills and following recipes, but also for
    fun, by playing number games and solving math puzzles.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Number Search  {#number-search .unnumbered}

**Kindergarten--Grade 3**

Traveling provides children with lots of opportunities to practice
number recognition as well as counting skills.

#### What You Need {#what-you-need-20 .unnumbered}

Paper

Crayons or markers

Ruler

#### What to Do  {#what-to-do-23 .unnumbered}

-   Before you leave on a car trip, draw a "Number Search" grid, with
    five boxes across and 10 boxes down. In each box (moving across from
    the first box), write a number from 1 to 50. Make a copy of the grid
    for each family member (except, of course, the driver).

-   As you travel, have family members play "Number Search." Tell
    everyone to be on the lookout for numbers and when they see one on a
    car or truck, a billboard, a sign, a building, or anything else, to
    point out the number, then circle it on the grid. (Only the person
    who spots the number first gets to circle it.) The first person to
    circle all the numbers on the grid wins.

-   Ask your child to look for words and phrases on signs and billboards
    that have numbers (or number words) in them, such as "1-stop
    shopping," "2-day service," "buy one, get one free" and "open
    24--7."

    **Parent Pointer**

    Helping children practice number recognition can take many forms.
    Encourage them to *listen for* common expressions that include
    numbers and number words, such as: "Two's company, three's a crowd";
    "Two can play that game"; or "Three strikes and you're out."

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### License Plate Riddles  {#license-plate-riddles .unnumbered}

**Grades 2--4**

License plates can be used both to help children develop their knowledge
of numbers and as an introduction to algebra.

#### What You Need {#what-you-need-21 .unnumbered}

License plates

Paper

Crayons or markers

#### What to Do  {#what-to-do-24 .unnumbered}

-   If you're stuck in traffic, point out the license plate of a car in
    front of you and ask all family members (except the driver, of
    course!) to study it closely. Then tell everyone to use the
    individual numbers on the plate to make the largest three-digit
    number possible and write it down. For example, if the plate number
    is 254--116, the largest three-digit number that can be made is 654.
    Have each person read aloud his or her number. The person with the
    largest number wins the round. You can change the game by asking
    everyone to make the smallest three-digit number.

-   For your younger child, these activities can be simplified by having
    them find the largest single or double digit, or even to recognize
    individual numbers or add all the numbers on the plate.

-   Choose a license plate number, for example, 663M218. Then ask your
    child to use numbers from the plate to solve math problems such as
    the following:

    ---add two numbers to get the answer 5. *\[answer: 3+2 = 5\]*

    ---use three numbers to get 5. *\[answer: (3+2) x 1 = 5\]*

    ---use four numbers to get 5. *\[answer: (6+3+1) ÷ 2 = 5\]*

    ---use five numbers to get 5. *\[answer: (6+6+3) - (8+2) = 5\]*

    ---use six numbers to get 5. *\[answer: (6+6) + (3x1) - (8+2) = 5\]*

    **Parent Pointer**

    For fun, point out license plates on which numbers are part of a
    message: ALL 4 1; IML8 (I'm late).

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### License Plate Special  {#license-plate-special .unnumbered}

**Grades 2--4**

Licenses plates can be used to reinforce children's understanding of the
language of mathematics as well as their mathematical reasoning
abilities.

#### What You Need {#what-you-need-22 .unnumbered}

License plates

Paper

Crayons or markers

Ruler

**(Note: Art should include bar graph)**

#### What to Do  {#what-to-do-25 .unnumbered}

-   As you travel in a car or on a bus with your child, point out a
    license plate and read it to him using only number names (excluding
    the letters). For example, if the license plate is 663M218, read it
    as six hundred and sixty-three thousand two hundred and eighteen.
    Ask your child to find and read another license plate. Ask him if
    his number is less than, greater than or equal to yours.

-   Ask your older child to estimate the difference between his number
    and another license plate number. Is the difference less than 10,
    more than 100, more than 1,000?

-   Ask your child to write the names of the different states he sees on
    license plates (later he can check an atlas or dictionary for
    spellings---or you can help him use the abbreviations for each
    state). After the trip, ask him to tell you which state plates he
    saw most often. Which the least often? Help him to make a bar graph
    to show his findings.

    **Parent Pointer**

    It's important to help children to understand that numbers have the
    same value whether they are expressed in figures (1, 2, 3) or in
    words (one, two, three).

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Ease on Down the Road  {#ease-on-down-the-road .unnumbered}

**Grades 3--5**

An important mathematical concept for children to learn is the
relationship between two quantities such as *miles* per *hour* or *cost*
per *gallon*.

#### What You Need  {#what-you-need-23 .unnumbered}

Maps

Marker

Paper and pencil or pen

#### What to Do  {#what-to-do-26 .unnumbered}

On car trips with your child---short or long---take advantage of the
following opportunities that allow him to apply his math skills:

-   Before leaving on a trip, give him a map and tell him that you want
    him to be your "navigator" as you drive. Help him to mark the route
    that you will take. Then show him how to use distance numbers on the
    map to estimate the distances between different locations. Check the
    odometer before you begin the trip and have him write down the
    mileage.

-   As you're driving, ask him to check the route marked on the map and
    let you know in advance when you'll need to turn onto another
    road---the name and about how far away it is. Point out road signs
    along the way that tell how many miles to a junction or town or
    city. Let him point out some for you.

-   On the highway, ask your child to read road signs and look for signs
    that show the speed limits. Then ask him to watch the speedometer
    and let you know if you're driving too fast for the posted limit.
    Help him to practice his mental math skills by asking him questions
    such as, "The speed limit is 65 miles per hour. How far will we go
    in one hour? two hours? three hours? How long will it take us to go
    500 miles?"

-   When you stop for gasoline, ask your child to look at the pump to
    see how many gallons of gas you bought and the cost per gallon. If
    the gas cost \$1.59 a gallon, ask your child what five gallons will
    cost. 10 gallons? 20 gallons? Ask him if he knows an easy way to
    figure this out. *(estimating the cost by rounding the cost per
    gallon to \$1.60)*

-   When you reach your destination, have your child write down the new
    mileage on your odometer. Show him how to figure the actual number
    of miles you traveled by subtracting the mileage when you left home
    from the new number. Then have him compare the actual mileage to the
    estimated mileage.

    **Parent Pointer**

    Involving children in planning trips and in giving them important
    jobs on the trip, such as following the correct route, can increase
    their self-confidence as well as their math skills. However, if they
    make mistakes, such as giving the wrong direction for a turn, they
    need to be reassured that mistakes are part of learning. Help them
    to understand what went wrong and how to get back on track.

### Mathematics for the Fun of It {#mathematics-for-the-fun-of-it .unnumbered}

During summer vacations, on rainy days, while waiting at the doctor's
office or on a stroll through the neighborhood, learning never ends.
Children can explore some fascinating mathematical possibilities in the
world around them every day. For instance, math can be found outdoors in
nature: Look for symmetry in leaves; count the number, sizes and kinds
of trees on your street; and look at the various shapes and patterns of
blooming flowers. Children will be learning math and enjoying it, too!
The activities in this section can be done anytime and anywhere.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### A Tower of Numbers  {#a-tower-of-numbers .unnumbered}

**Preschool**

Playing with blocks is fun, but it also can teach basic math skills such
as number recognition, counting, identifying patterns, recognizing
symmetry and sorting.

#### What You Need  {#what-you-need-24 .unnumbered}

Sets of blocks that show both numbers (1--10) and letters (at least A
through J)

#### What to Do  {#what-to-do-27 .unnumbered}

-   Give your child the blocks and tell her to sort them so that one set
    shows numbers and one set shows letters.

-   Tell your child to look at the number blocks and choose the block
    with the number 1. Then have her build a tower by choosing and
    placing the remaining number blocks in the correct order. Have her
    say the name of each number as she places the block.

-   Ask your child to build a second tower beside the first using only
    the letter blocks (beginning with "A") and placing them in order.
    Have her say the name of each letter as she places the block.

-   Let her knock over the towers and scatter the blocks in front of
    her. Then tell her to use all the blocks to build a really big
    tower. When it's finished, have her find and point to numbers and
    letters as you say the names.

-   Ask your child to use the blocks to make the following patterns:

    ---one number, two letters

    ---one letter, one number, two letters

    ---A, 5, B, 4, C, 3

    ---1, 2, E, F

    **Parent Pointer**

    Young children can easily confuse letters and numbers. Throughout
    the day, have them notice and name both, or ask questions such as,
    "See the sign on that bus. Does it say 5 or E?"

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Count It Out  {#count-it-out .unnumbered}

**Preschool--Kindergarten**

Counting games make developing number sense easy and fun.

#### What You Need  {#what-you-need-25 .unnumbered}

A group of 20--25 counters (beads, blocks, plastic eggs, coins), with
three or four counters

different from the others in some way (for example, red beads in a group
of blue

beads; dimes in a group of pennies)

Dice

#### What to Do  {#what-to-do-28 .unnumbered}

-   Sit on the floor with your child and arrange the counters in a
    circle between you. Have her toss the dice and say the number that
    comes up. Tell her to start at any point in the circle---except for
    one of the counters that is "different"---and count to that number,
    touching each counter as she goes.

-   If she stops on a "regular" counter (a blue bead), she gets to take
    the counter and have another turn. If she stops on the different
    counter (the red bead), you get a turn. Leave the different counter
    in the circle.

-   The winner is the player with the most counters when only the
    different counters remain. Involve the family and expand the game!

    **Parent Pointer**

    Be sure to use counters that are small enough for small hands to
    move but large enough not to pose a choking hazard.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Guess What I'm Thinking  {#guess-what-im-thinking .unnumbered}

**Kindergarten--Grade 2**

Games give children a chance to use math skills and math language in a
non-threatening situation.

#### What to Do  {#what-to-do-29 .unnumbered}

-   Let your child think of a number within a range of numbers. Try to
    guess the number by asking him questions. Here's a sample:

    (for kindergarten children)

    Child: I am thinking of a number between 1 and 10.

    Parent: Is it more than 6?

    Child: No.

    Parent: Is it less than 3?

    Child: No.

    *(The child could be thinking of 4 or 5.)*

    (for first and second graders)

    Child: I am thinking of a number between 1 and 100.

    Parent: Is it more than 50?

    Child: No.

    Parent: Is it an even number?

    Child: No.

    Parent: Is it more than 20 but less than 40?

    Child: Yes.

    Parent: Can you reach it by starting at 20 and counting by 5s?

    Child: Yes.

    *(The child could be thinking of 25, 30, or 35.)*

-   After you've guessed your child's number, let him guess a number
    that you're thinking of by asking similar questions.

    **Parent Pointer**

    It is important to help children develop an understanding of the
    characteristics of numbers---such as odd and even---and meanings of
    terms such as "more than" and "less than."

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Open for Business  {#open-for-business .unnumbered}

**Grades 1-5**

Learning to use a calculator can help children understand and apply
estimation and mathematical reasoning skills, as well as learn addition,
subtraction, division and multiplication.

#### What You Need {#what-you-need-26 .unnumbered}

Empty containers (cartons or boxes)

Old magazines, books, newspapers

Calculator

Pencil or crayon

Paper

#### What to Do  {#what-to-do-30 .unnumbered}

-   Help your child collect empty containers so that you can play as if
    you were shopping at the grocery store. Gather the items and put
    them on a table. Help think of a price for each item. Mark the
    prices on the containers. You can even mark some items on sale.

-   Pretend to be the customer while your child is the cashier. Ask
    questions such as the following:

    ---How much would it cost to buy three cartons of eggs?

    ---If the price of soap is \$5 for two bars, then how much does one
    bar of soap cost?

    ---If I don't buy the cereal, how much is my bill?

    ---How much more will it cost if I buy this magazine?

-   Show your older child how math symbols (for example, +, -, ÷, x and
    =) are used on a calculator. Help her add the prices of each item on
    the calculator and total the amount using the (=) symbol. Have her
    write the total on a piece of paper, which will be your receipt.

-   Have your child estimate the total cost of the items you are buying.
    Have her use a calculator to see if her estimate is correct.

    **Parent Pointer**

    Learning to use calculators is important for children---they're part
    of everyday life. However, they are no replacement for strong
    arithmetic. Children should not be encouraged to rely too heavily on
    calculators.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### What Coins Do I Have?  {#what-coins-do-i-have .unnumbered}

**Grades 2--5**

Using mathematical reasoning skills to figure out the unknown is good
preparation for understanding algebra.

#### What You Need {#what-you-need-27 .unnumbered}

Coins of different denominations

Paper

Pen or pencil

#### What to Do  {#what-to-do-31 .unnumbered}

-   Choose coins so that your child can't see, then hold out your closed
    hand and ask her questions such as the following:

    ---I have three coins in my hand. They're worth 7 cents. What coins
    do I have? *(a nickel and 2 pennies)*

    ---I have three coins in my hand. They're worth 16 cents. What coins
    do I have? *(a dime, a nickel, a penny)*

    ---I have three coins in my hand. They're worth 11 cents. What coins
    do I have? *(2 nickels and 1 penny)*

    ---I have three coins in my hand. They're worth 30 cents. What coins
    do I have? *(3 dimes)* Ask your child to tell you how she knows the
    answer.

-   Make the game more challenging by asking questions that have more
    than one answer:

    ---I have six coins in my hand. They're worth 30 cents. What coins
    could I have? *(1 quarter and 5 pennies or 6 nickels)*.

    ---I have coins in my hand that are worth 11 cents. How many coins
    could I have? *(2---1 dime and 1 penny; 3---2 nickels and 1 penny;
    6---1 nickel and 6 pennies; 11---all pennies)* Again, ask your child
    to tell you how she knows the answer.

    You get the idea! Give your child coins to figure out the answers.

    **Parent Pointer**

    Games that involve math should be fun for children, so keep it
    light!

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### What Are My Chances?  {#what-are-my-chances .unnumbered}

**Grades 2--5**

Playing games that involve chance is one way to introduce children to
the meaning of probability.

#### What You Need {#what-you-need-28 .unnumbered}

Two coins

Paper and pencil

#### What to Do  {#what-to-do-32 .unnumbered}

Play these coin games with your child:

-   Flip one coin. Every time it comes up heads, your child gets 1
    point. Every time it comes up tails, you get 1 point. Flip it 50
    times. Tally by 5s to make it easier to keep track of scores. The
    player with the most points wins. If one player has 10 points more
    than the other person does, he scores an extra 10 points. Ask your
    child to notice how often this happens. *(Not very often!)*

-   Flip two coins. If the coins come up two tails or two heads, your
    child scores 1 point. If it comes up heads and tails, you get 1
    point. After 50 flips, see who has more points. Ask your child if he
    thinks this game is fair. What would happen if one player received 2
    points for every double heads and the other player received 1 point
    for everything else. Would that be fair?

-   Flip one coin. Then flip the other. If the second coin matches the
    first coin, your child scores 1 point. If the second coin doesn't
    match the first coin, you receive 1 point. Try this 50 times. Is the
    result the same as in the previous game?

    **Parent Pointer**

    Call attention to the role that probability plays in everyday life
    by pointing out how it is used in TV weather forecasts or sports
    stories.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Card Smarts  {#card-smarts .unnumbered}

**Variations for All Grades**

Games with number cards can help children develop strategies for using
numbers in different combinations by adding, subtracting, multiplying
and dividing.

#### What You Need {#what-you-need-29 .unnumbered}

Sets of number cards, 1-10 (you can make your own using heavy paper or
index cards)

Pencil and paper

Coin

#### What to Do {#what-to-do-33 .unnumbered}

Here are some games that you and your child can play with number cards:

-   **Number sandwich** With your younger child, review the numbers 1
    through 10. Make sure that he knows the correct order of the
    numbers. Sit with him and shuffle and place two sets of number cards
    in a pile between you. Have him draw two cards from the pile and
    arrange them in order in front of him, for example 3 and 6, leaving
    a space between. Then have him draw a third card. Ask him where the
    card should be placed to be in the right order---in the middle?
    before the 3? after the 6?

-   **More or less?** Sit with your younger child and place a shuffled
    set of number cards between you. Flip the coin and have your child
    call "heads" or "tails" to see if the winner of each round will be
    the person with a greater value card (heads) or a smaller value card
    (tails). Then each of you will draw a card. Compare the cards to see
    who wins that round. Continue through all the cards. When your child
    is comfortable with this game, change it just a bit. Divide the
    cards evenly between the two of you. Each of you places the cards
    face down and turns over one card at the same time. Have your child
    compare the cards to see if his card is more or less than yours. If
    his card is more than yours, ask him how much more. If it is less,
    ask how much less. The player with the greater or smaller value card
    (depending on whether heads or tails was tossed) takes both cards.
    The winner of the game is the player with more cards when the cards
    have all been used.

-   **Make a number** This game is for your older child and can be
    played with family and friends. Give each player a piece of paper
    and a pencil. Deal each player four number cards with the numbers
    showing. Explain that, using all four cards and a choice of any
    combination of addition, subtraction, multiplication and division,
    the player must make as many different numbers as possible in two
    minutes. The player gets one point for each answer.

    **Parent Pointer**

    Encourage children to use number cards to make up their own games
    for the family to play.

    \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--

### Calculated Answers  {#calculated-answers .unnumbered}

**Variations for All Grades**

Learning to use the special functions of calculators can expand
children's knowledge of many arithmetic operations, help them to
recognize number patterns and increase their ability to reason
mathematically.

#### What You Need {#what-you-need-30 .unnumbered}

Calculator with counting function

#### What to Do {#what-to-do-34 .unnumbered}

-   Give your child a calculator that is appropriate for his age (one
    with large, easy-to-read keys is especially helpful). Show him how
    he can make the calculator "count" in sequence for him. (For most
    calculators, this is done by pushing a number button, then the +
    sign, then the button for the number to be added, then the = sign:
    for example: 1 + 1 =. To make the calculator count in sequence by
    adding 1, keep pushing the = button: 1 + 1 = 2 . . . 3. . . 4 . . .
    5 and so on). Give the calculator to your child and have him try
    this, starting with 1 + 1.

-   When your child is comfortable with this function, have him explore
    number patterns such as 2 + 2 =, 5 + 5 =, 50 + 50 =, and so forth.

-   Next, show your child that he can use the same procedure to
    subtract---by substituting the -- sign for the + sign: 50 -- 1 =, or
    100 -- 5 = . Encourage him to explore other patterns.

-   Let your older child learn about negative numbers by seeing what the
    calculator when they count down from 0 (for example, 0 -- 2 = -2 ).

-   Create number pattern puzzles for your child to solve. Try the
    following:

    ---Write a sequence of numbers that follows a pattern, such as 3, 6,
    9, 12. Ask your child what number comes next. Have him explain what
    the pattern is *(counting by 3s)*.

    ---Have your older child fill in missing numbers in patterns, such
    as 43, 38, \_\_\_\_, , \_\_\_\_, 23, \_\_\_\_, 13. Ask him what the
    pattern is. *(subtracting by 5s)*

    ---Have your child create number patterns for you to identify.

    **Parent Pointer**

    Asking children to explain in their own words how they arrive at a
    solution to a problem---including how they used a calculator---
    encourages them to get into the habit of thinking and reasoning
    mathematically.

## Glossary {#glossary-1 .unnumbered}

**Algebra:** A form of advanced arithmetic in which letters of the
alphabet represent unknown numbers. Children use simple algebra when
they solve a problem such as

4 + ? =7 (a problem they would phrase as "4 + x = 7" when they get older
and begin to study algebra).

**Arithmetic:** A branch of mathematics taught to youngsters in
elementary school. It deals with numbers and how to use them in the
operations of addition, subtraction, multiplication and division.

**Classification:** Identifying ways in which objects are similar (such
as color, size or shape).

**Geometry:** A branch of mathematics that deals with measurement,
properties and relationships of points, lines, angles, surfaces and
solids. For young children, geometry begins by recognizing shapes and
patterns; formal study begins later.

**Mathematical reasoning:** Thinking through math problems logically in
order to arrive at solutions. It involves being able to identify what is
important and unimportant in solving a problem and to explain or justify
a solution.

**Measurement:** Determining the length, area, volume, time and other
quantities and using the appropriate tools to do so. Units of measure
include inches, feet, grams, kilograms, pounds, tons, gallons, liters,
dollars.

**Number sense:** The ability to recognize numbers, identify their
relative values and understand how to use them in a variety of ways,
such as counting, measuring or estimating.

**Probability:** The chance that a given event will occur. It is an
important area of mathematics study and a subject to which young
children can be introduced through games of chance, such as coin tosses.

**Statistics and data analysis:** The collection and analysis of
numerical data. Counting people in a census is a statistical activity.
So is computing a batting average or figuring the miles per gallon that
your car averages on a trip.

**Symmetry:** The property of an object when the characteristics (size,
shape and relative position of parts) are the same on either side of a
dividing line or about a center.

**What Does Effective Mathematics Instruction Look Like?**

As a result of recent efforts to strengthen the mathematics curricula in
our nation's schools, from basic through more advanced levels, the
instruction that you can see in your child's mathematics classes may
look quite a bit different from what you experienced when you were in
elementary school. For instance, in effective math classrooms today, you
can see the following:

**Children are expected to know both basic arithmetic skills and the
mathematical concepts that are the basis of these skills:** They are
learning and applying basic computational skills, and they will also be
learning that mathematics is much more than knowing the "facts" and
number operations. Young children are learning arithmetic---addition,
subtraction, multiplication and division---and they also are using
mathematical operations such as counting, measuring, weighing, reading
charts and graphs and identifying patterns and shapes. Across the
grades, children are practicing the use of their mathematics skills in
many different ways, and they are using the language of math to talk
about what they're doing. They are using mathematical operations that
involve estimation, geometry, probability, statistics and the ability to
interpret mathematical information. As they progress through school,
children will increasingly show that they understand why they are using
a particular math skill, recognize when they've made procedural errors
and know what to do to correct those errors.

**Children are involved actively in the study of mathematics:** They are
doing tasks that involve investigation, application and interpretation.
They are talking about and writing explanations for their mathematical
reasoning.

**Children sometimes are working with one another:** They sometimes
collaborate to make discoveries, draw conclusions and discuss
mathematical concepts and operations.

**Children are striving to achieve high standards** **and** **are
assessed regularly to determine their progress:** The *No Child Left
Behind Act of 2001* (NCLB) calls for all children to be taught math by
teachers who have the training needed to teach effectively, using
curricula that are grounded in scientifically based research. The law
requires annual math assessments of students in grades 3-8 according to
state-defined standards and dissemination of the results to parents,
teachers, principals and others. Curriculum based on state standards
should be taught in the classroom; thus assessment would be aligned with
instruction. In addition to assessments required by NCLB, teachers are
using many different ways to determine if children know and understand
mathematics concepts. Some of these ways are open-ended questions in
which a student writes out the steps---or thought processes---used in
solving a math problem; independent projects; and other written tests.

**Children are learning to use calculators appropriately:** They are
using calculators not as crutches but as tools for performing operations
with large numbers. Use of a calculator will not replace a thorough
knowledge of basic mathematical operations.

**Children are using computers appropriately:** They are using computers
to run software that poses interesting problem situations that would not
be available to them without the use of technology.

## Helping Your Child Succeed as a Mathematics Student {#helping-your-child-succeed-as-a-mathematics-student-1 .unnumbered}

Here are some things that you can do to help your child be a successful
mathematics student:

**Visit your child's school.** Meet with her teacher and ask how your
child approaches mathematics. Does she enjoy it? Does she participate
actively? Does she understand assignments and do them accurately? If the
teacher indicates that your child has problems with math, ask for
specific things that you can to help her.

**Check math homework and other assignments.** It's usually a good idea
to check to see that your younger child has finished her math homework
assignments. If your older child is having trouble finishing
assignments, check her work, too. After your child's teacher returns
math homework, have your child bring it home so that you can read the
comments to see if she has done the assignment satisfactorily.
**However, do not do homework for your child!** Limit your assistance to
seeing that your child understands the assignments and that she has the
necessary supplies to do them. Too much parent involvement in homework
can make children dependent---and takes away from the value of homework
as a way for children to become independent and responsible.

**Find out whether your child's teacher is highly qualified and whether
the school follows state standards for mathematics instruction.** Ask
the school principal for a school handbook or math curriculum guide. If
your school doesn't have a handbook, ask the principal and teachers
questions such as the following:

---What math teaching methods and materials are used? Are the methods
used to teach math based on scientific evidence about what works best?
Are materials up to date?

---How much time is spent on math instruction?

---How does the school measure student progress in math? What tests does
it use? How do the students at the school score on state assessments of
math?

---Does the school follow state math standards and guidelines?

---Are the math teachers highly qualified? Do they meet state
certification and subject-area knowledge requirements?

If you have not seen it, ask to look at the *No Child Left Behind*
report card for your school. These report cards show how your school
compares to others in the district and indicate how well it is
succeeding.

**Find out if the school has a Web site and, if so, get the address.**
School Web sites can provide you with ready access to all kinds of
information, including homework assignments, class schedules, lesson
plans and dates for school district and state tests.

**Help your child see that the mathematics he is learning is very much a
part of everyday life.** From statistics in sports to the sale price of
clothing to the amount of gas needed to travel from one city to another,
mathematics is important to us every day. Help your child to link his
"school" math to practical events.

**Point out that many jobs require mathematical skills.** Your child may
recognize that many people must have good math skills to do their
jobs---scientists, doctors, computer technicians, accountants and
bankers, for example. However, she may not realize that many other jobs
also require math. Point out that math also is used in jobs such as
running a business; being a plumber, carpenter, electrician or mechanic;
being a salesperson or clerk; and designing clothes---or buildings. Let
her know that having strong math skills will open up many great career
opportunities.

**Stimulate your child's interest in technology.** Help your child learn
how to use calculators---but don't let him rely solely on them to solve
math problems. Encourage him to learn to use computers to extend what he
is learning and to find math games and math-related Web sites that will
increase his interest in math.

**Show your child that you like mathematics.** Letting your child see
that you use math---and that you aren't afraid of it---will go much
further to building positive attitudes than just telling her that she
should learn it.

**Set high standards for your child in mathematics achievement.**
Challenge your child to succeed in math and encourage his interest by
doing the kinds of activities suggested in this booklet and by trying
many more activities of your own.

### Bibliography {#bibliography-1 .unnumbered}

In addition to those listed in the Resources section, the following
publications were used in preparing this booklet:

Ballen, J. and Oliver Moles, O. (1994). *Strong Families Strong
Schools.* Washington, D.C.: U. S. Department of Education.

Dixon, R. C., Carnine, D. W., Lee, D-S., Wallin, J. and Chard, D.
(1998). *Report to the California State Board of Education and Addendum
to Principal Report: Review of High Quality Experimental Mathematics
Research.* Eugene, Oregon: National Center to Improve the Tools of
Educators, University of Oregon.

Geary, D. C. (1994). *Children's Mathematical Development: Research and
Practical Applications.* Washington, D.C.: American Psychological
Association.

Grouws, D. A. (ed.). (1992). *Handbook of Research on Mathematics
Teaching and Learning : A Project of the National Council of Teachers of
Mathematics.* New York: Macmillan.

Henderson, A. T. and Berla, N. (eds.) (1994). *A New Generation of
Evidence: The Family Is Critical to Student Achievement.* Washington,
D.C.: Center for Law and Education.

Hoover-Dempsey, Kathleen and Sandler, Howard. (1997) Why Do Parents
Become Involved in Their Children\'s Education? *Review of Educational
Research, 67*(1), 3-42.

Matyas, M. and Triana, E. M. (1995). *In Touch With Mathematics*.
Washington, D.C.: American Association for the Advancement of Science.

National Commission on Mathematics and Science Teaching for the 21st
Century. (2000). *Before It's Too Late.* Washington, D.C.: Government
Printing Office.

National Council of Teachers of Mathematics/National Association for the
Education of Young Children. (2000). *The Young Child and Mathematics*.
Reston, Virginia: National Council of Teachers of Mathematics.

National Research Council. (2001). *Adding It Up: Helping Children Learn
Mathematics*. Washington, D.C.: National Academy Press.

Rand Mathematics Study Panel. (2002). *Mathematical Proficiency for All
Students: Toward a Strategic Research and Development Program in
Mathematics Education*. (Available online at
www.rand.org/multi/achievementforall/.)

U.S. Department of Education, National Center for Education Statistics.
(2001). *The Nation's Report Card: Mathematics 2000.* Washington, D.C.:
Government Printing Office.

U.S. Department of Education. (2003). *Papers Presented at the
Secretary's Summit on Mathematics, February 6, 2003 in Washington, D.
C.* (available online at
www.ed.gov/rschstat/research/progs/mathscience/index.html)

## Resources {#resources-1 .unnumbered}

#### Federal Sources of Information {#federal-sources-of-information .unnumbered}

**No Child Left Behind Parents Tool Box**

Toll Free: 1-888-814-NCLB

www.nclb.gov/parents/index.html

##### The U.S. Department of Education's Mathematics and Science Initiative {#the-u.s.-department-of-educations-mathematics-and-science-initiative .unnumbered}

Toll Free: 1-800-USA-LEARN

www.ed.gov/inits/mathscience/

Federal Resources for Educational Excellence (FREE)

www.ed.gov/free/index.htm/

**Web Sites**

In addition to the federal sources listed above, the following Web sites

contain great links for both you and your child:

Educational REALMS: www.stemworks.org

Eisenhower National Clearinghouse for Mathematics and Science Education:
www.enc.org

Family Education Network: www.fen.com

Figure This! Math Challenges for Families:
www.figurethis.org/index40.htm

KidSource: www.kidsource.com/kidsource/content/Learnmath8.html

Links Learning: www.linkslearning.org

The Math Forum: www.mathforum.org/parents.citizens.html

Math in Daily Life: www.learner.org/exhibits/dailymath/

National Council of Teachers of Mathematics: www.nctm.org/families/

National Institute of Standards and Technology:
www.nist.gov/public_affairs/kids/kidsmain.htm

National Science Foundation: www.nsf.gov

Newton's Window: www.suzannesutton.com/

#### Publications for Parents {#publications-for-parents .unnumbered}

#### A number of sites developed by federal agencies are listed above. For a more comprehensive list, be sure to check Federal Resources for Educational Excellence (FREE) at www.ed.gov/free/index.htm/. {#a-number-of-sites-developed-by-federal-agencies-are-listed-above.-for-a-more-comprehensive-list-be-sure-to-check-federal-resources-for-educational-excellence-free-at-www.ed.govfreeindex.htm. .unnumbered}

Apelman, Maja and King, Julie. (1993). *Exploring Everyday Math: Ideas
for Students, Teachers, and Parents.* Portsmouth, New Hampshire:
Heinemann.

Barber, Jacqueline, Parizeau, Nicole, Bergman, Lincoln and Lima,
Patricia. (2002). *Spark Your Child's Success in Math and Science:
Practical Advice for Parents.* Berkeley, California: Great Explorations
in Math and Science.

Dadila-Coates, Grace and Thompson, Virginia. (2003). *Family Math II*:
*Achieving Success in Mathematics*. Berkeley, California: Lawrence Hall
of Science.

Hartog, Martin D. and Brosnan, Patricia. (2003). *Doing Mathematics With
Your Child.* ERIC Digest. (Available online at
www.ericse.org/digests/dse94-3.html.)

Kaye, Peggy. (1988). *Games for Math: Playful Ways to Help Your Child
Learn Math from Kindergarten to Third Grade.* New York: Pantheon.

Kulm, Gerald. *Math Power at Home*. (1991). Washington, D.C.: American
Association for the Advancement of Science.

Kulm, Gerald. *Math Power in the Community*. (1991). Washington, D.C.:
American Association for the Advancement of Science.

Mayfield-Ingram, Karen, Thompson, Virginia and Williams, Ann. (1998).
*Family Math: The Middle School Years Algebraic Reasoning and Number
Sense.* Berkeley, California: Lawrence Hall of Science.

Milbourne, Linda A. and Haury, David L. (2003). *Helping Students With
Homework in Science and Math.* ERIC Digest. (Available online at
www.ericse.org/digests/dse99-03.html.)

Miller, Marcia K. (1999). *Quick and Easy Learning Games: Math (Grades
1--3).* New York: Scholastic Professional Books.

National Council of Teachers of Mathematics. (1996). *Family Math
Awareness Activities*. Reston, Virginia: National Council of Teachers of
Mathematics.

Polonsky, Lydia, Freedman, Dorothy, Lesher, Susan and Morrison, Kate.
(1995). *Math for the Very Young: A Handbook of Activities for Parents
and Teachers.* New York: John Wiley & Sons.

Reys, Barbara. (1999). *Elementary School Mathematics: What Parents
Should Know About Problem Solving.* Reston, Virginia: National Council
of Teachers of Mathematics.

Walthall, Barbara (ed.). (1995). *IDEAAAS: Sourcebook for Science,
Mathematics, and Technology Education.* Washington, D.C.: American
Association for the Advancement of Science.

#### Books for Children {#books-for-children .unnumbered}

The following is only a sampling of the many available math-related
children's books that your child might enjoy. Please ask your local or
school librarian to help you find other appropriate titles. Many of
books listed here are also available in languages other than English.
Your librarian can help you locate books in a particular language.

This list is divided into two groups, those books most appropriate for
you to read with your younger child and those that will appeal to your
older child, who reads independently. However, you're the best judge of
which books are appropriate for your child, regardless of age.

**Preschool---Grade 2**

Adler, David A. *Fun With Fractions.* Holiday House.

Anno, Mitsumasa. *Anno's* *Math Games*. Philomel Books.

Axelrod, Amy. *Pigs at Odds: Fun With Math and Games.* Simon and
Schuster.

Brown, Marc. *One Two Three: An Animal Counting Book*. Little Brown.

Burns, Marilyn. *The Greedy Triangle* (Brainy Day Books). Scholastic.

Carle, Eric. *1,2,3 to the Zoo.* Philomel Books.

Dee, Ruby. *Two Ways to Count to Ten.* Holt.

Demi. *Demi's Count the Animals 1 2 3.* Grosset and Dunlap.

Feelings, Muriel. *Moja Means One: Swahili Counting Book.* Dial.

Fox, Mem. *The Straight Line Wonder*. Mondo.

Greene, Rhonda G. *When a Line Bends, a Shape Begins.* Houghton Mifflin.

Hoban, Tana. *So Many Circles, So Many Squares.* Greenwillow.

Hopkins, Lee Bennett. *Marvelous Math: A Book of Poems.* Turtleback
Books.

Hudson, Cheryl Willis. *Afro-Bets 1 2 3 Book.* Just Us Productions.

Hutchins, Pat. *The Doorbell Rang.* Greenwillow Books.

Jones, Carol. *This Old Man.* Houghton Mifflin Company.

Lionni, Leo. *Numbers to Talk About.* Pantheon Books.

Miller, Jane. *Farm Counting Book.* Aladdin Library.

Pinczes, Elinor J. *A Remainder of One.* Houghton Mifflin.

Pluckrose, Henry. *Numbers and Counting: Let's Explore.* Gareth Stevens.

Schwartz, David M. *How Much Is a Million?* Scholastic

Scieszka, Jon. *Math Curse.* Viking.

Tafuri, Nancy. *Who's Counting?* Mulberry Books.

Ziefert, Harriet. *A Dozen Ducklings Lost and Found: A Counting Story.*
Houghton Mifflin/Walter Lorraine Books.

**Grades 3--5**

Adler, David A. *Shape Up! Fun With Triangles and Other Polygons.*
Holiday House.

Burns, Marilyn. *I Hate Mathematics!* (A Brown Paper School Book).
Little, Brown.

Clement, Rod. *Counting on Frank*. Gareth Stevens.

Garland, Trudi H. *Fibonacci Fun: Fascinating Activities With Intriguing
Numbers.* Dale Seymour Publications.

Holub, Joan. *Riddle-Iculous Math.* Albert Whitman.

Julius, Edward K. *Arithmatricks: 50 Easy Ways to Add, Subtract,
Multiply and Divide Without a Calculator.* John Wiley & Sons.

Lopresti, Angeline Sparagna. *A Place for Zero: A Math Adventure.*
Charlesbridge Publishing.

Murphy, Stuart J. *Sluggers' Car Wash.* HarperCollins.

Neuschwander, Cindy. *Sir Cumference and the First Round Table: A Math
Adventure*. Charlesbridge Publishing.

Pappas, Theoni. *Fractals, Googols and Other Mathematical Tales*. Wide
World Publishing.

Peterson, Ivars and Henderson, Nancy. *Math Trek: Adventures in the Math
Zone.* John Wiley & Sons.

Schmandt-Besserat, Denise. *The History of Counting.* HarperCollins.

Swartz, David M. *G Is for Googol: A Math Alphabet Book.* Triangle
Press.

Tang, Greg. *The Grapes of Math: Mind Stretching Math Riddles*.
Scholastic.

Viorst, Judith. *Alexander Who Used to Be Rich Last Sunday.* Atheneum.

Wise, Bill. *Whodunit Math Puzzles.* Sterling.

Zaslavsky, Claudia. *Math Games & Activities From Around the World.*
Chicago Review Press.

#### Math Software  {#math-software .unnumbered}

Many Web sites provide information and reviews that you can use to
select the best mathematics software for your child. Here are just a few
of those Web sites:

Children's Math Software:
www.educational-software-directory.net/children\'s/math.html

Learning Village: www.learningvillage.com/

SuperKids (the educational software review page): www.superkids.com

Viewz: www.viewz.com/reviews/

## Acknowledgments {#acknowledgments-1 .unnumbered}

This publication was originally written by Patsy Kanter, with assistance
from Linda Darby for the revised edition published in 1999. Revisions
for the current edition were completed by Douglas Carnine and Fran Lehr.
Illustrations were done by Adjoa Burrows and Joe Matos.

This booklet has been made possible with the help of many people within
the Department of Education and multiple external organizations,
including, most notably, Mark Saul of the National Science Foundation
and Daniel Berch of the National Institute of Child Health and Human
Development, who reviewed drafts, provided materials and suggestions,
and generously contributed from their own experience. In addition, a
special thanks to Todd May in the Office of Intergovernmental and
Interagency Affairs and Kathy Perkinson in the Office of Public Affairs
for their help in the design, development, editing, production and
distribution of this booklet.

**\<inside back cover\>**

## No Child Left Behind {#no-child-left-behind .unnumbered}

On January 8, 2002, President George W. Bush signed into law the *No
Child Left Behind Act* of 2001 (NCLB). This new law represents his
education reform plan and contains the most sweeping changes to the
Elementary and Secondary Education Act since it was enacted in 1965. It
changes the federal role in education by asking America's schools to
describe their success in terms of what each student accomplishes. The
act contains the president's four basic education reform principles:

-   Stronger accountability for results;

-   Local control and flexibility;

-   Expanded options for parents; and

-   An emphasis on effective and proven teaching methods.

In sum, this law---in partnership with parents, communities, school
leadership and classroom teachers---will ensure that every child in
America receives a great education and that no child is left behind.

For more information on *No Child Left Behind*, visit the Web site at
www.nochildleftbehind.gov or call 1-800-USA-LEARN.

[^1]: Hoover-Dempsey and Sandler, 3-42.

[^2]: ^\*^ **Please note:** In this booklet, we refer to a child as "he"
    in some places and "she" in others. We do this to make the booklet
    easier to read. Please understand, however, that every point that we
    make is the same for boys and girls.