June Theme:  Math in the Arts

Materials:

• a calculator
• random-number generator like 2 die or playing cards
• printed math facts table: Addition, Multiplication

Number of Players:  3

How to Play:

One player is the “Caller,” a second player is the “Calculator,” and the third is the “Brain.”

The “Caller” selects a fact problem by rolling the die, picking two cards, or randomly selecting two single-digit numbers, to create an addition-fact, or multiplication-fact problem (depending on the skill level of the players). The “Calculator” then solves the problem with a calculator while the “Brain” solves it without a calculator. The “Caller” decides who got the answer first.

Players trade roles every 10 turns or so.

Get more ideas at Everyday Math

How to play:

Let your child think of a number between a stated range of numbers while you try to guess the number by asking questions. Here is a sample conversation.

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 zero and counting by 3’s?
Child: Yes.
(At this stage, your child could be thinking of 21, 27, 33, or 39.)

Figure out the answers to your own questions.

After you have guessed your child’s number, let your child guess a number from you by asking similar questions.

Get more ideas at Math.com

Estimating length can become easier when you know the length of parts of your body. To help you child begin understanding length, help her measure parts of her body.

Material: 

a standard 12-inch ruler

piece of paper and pencil to take notes.

A few suggestions:

1. Decide which unit of measurement you’ll be using, inches or centimeters.
2. Begin by measuring each finger.
   • Write down the length of each finger.
   • Talk about which one is the longest? Shortest?
   • What else can you see that is almost the same length as a finger?
3. Measure the length from your elbow to the tip of your longest finger.
   • Write down that length.
   • Can you see or think of anything that is almost the same as this length?
4. Measure the length of your foot.
   • Write down that length.
   • What other objects are almost the same as this length?

Tips:

• Remind your child that estimating is “an about.”
• Discuss how to decide which inch mark is a better choice depending on the object measuring before or after the half-way mark.
• Let you child take the ruler to other places to keep practicing.

Looking for something to pass the time in the car, traveling, or at the store? Ask your child to find shapes where ever you go. Use this handy shape key as a guide.