Steps to solve word problems!

Have your child:

·       Start by reading the problem. Then have her tell you what the problem is about.

·       Identify all the numbers in the problem. Have her look for numbers written as words. Don’t let her forget “hidden” numbers like “half” or “a dozen.”

·       Read the problem again. Ask her to draw a picture or a diagram of what’s happening.

·       Read the problem another time. Ask her what she needs to find. For example, “How many apples did the farmer sell?”

·       Inquire. Teach her to ask, “What should I do to solve the problem?” Have her look for words or phrases that tell which math skill to use.

·       Here are some examples:

•       “Total” or “in all” will mean addition or multiplication.

•       “How much is left” or “how many more” will mean subtraction.

•       “How many . . . each” will mean division.

·       Give the problem a different look. Sometimes substituting smaller numbers can make it easier to solve the problem.

·      Sometimes acting out a problem can help.

·       Take a pencil and solve the problem. Check work. Make sure the answer makes sense.

Cool Maths websites

These are some cool websites to practise Maths:

http://www.primarygames.com/math.php

http://www.coolmath4kids.com/

http://www.mathplayground.com/

Maths Relays results - CAL 1

Maths relays – CAL 1

Grade/Tribe-place	1st 50 points	2nd 40 points	3rd 30 points	4th 20 points
2nd Grade	Incas	Pipiles	Mayas	Aztecs
3rd Grade	Pipiles	Incas	Mayas	Aztecs
4th Grade	Pipiles	Aztecs	Incas	Mayas
5th Grade	Incas	Pipiles	Mayas	Aztecs

Fun ways to introduce young children to Maths!

Everyday situations:

·         Sorting things out and putting things away, e.g. shopping, toys, cutlery, clothes. Talk about which things go together and where things go, giving clear instructions for position such as ’in the cupboard, on the bottom shelf‘.

·         Matching pairs of socks, shoes.

·         Ordering and sequencing when getting dressed, going to the shops, having a shower etc. Talk about what you do first, what you do next, … and last of all.

·         Comparing objects according to size, weight or capacity, e.g. the longest spoon, the lightest shopping bag, the cup which holds the most, the shortest person, the widest hand, the bottle which is half full.

·         Matching and counting when setting the table, preparing food, sharing out food, etc.

·         Counting, weighing, measuring capacity and timing when cooking.

·         Talking about time, referring to the clock at different times throughout the day, (preferably a clock with hands), setting times for certain events, e.g. ‘We’ll have lunch at 1 o’clock.’, timing events, e.g. ‘How long will it take to wash the dishes?’

·         Handling small amounts of money when shopping, counting small totals.

Play activities/games:

·         Talking about directions when walking around or playing with toy vehicles etc. (e.g. forwards, backwards, straight on, turn left/right.)

·         Making models with building bricks, Lego, boxes etc. Talk about shape and position, count the number of similar shapes etc.

·         Playing games involving matching, recognising numbers and shapes or counting such as snap, pairs, dominoes, board and dice games (e.g. snakes and ladders).

·         Counting particular things on journeys, e.g. red cars, fields with cows in, churches etc.

·         Sharing books. Sit together when you read to children so that they can follow the pictures. Go back over the story and talk about the order of events, the number, position and shape of things in the pictures etc.

Mental activities:

·         Counting in 1s, then 2s or 10s, e.g. as you climb stairs, walk to the local shop etc.

·         Simple addition/subtraction calculations, e.g. 5 + 2, 10 – 7. Or 15 + 2, 25 + 2, 25 + 12, 20 - 7, 30 - 7, 30 - 17. ‘What’s 32 + 14? How did you work it out?’

·         The answer’s 5, what’s the question?

Activity for all ages!

This activity is one very good idea and is appropriate for any level. Ask the question:

'The answer is 10 (or any number), what’s the question? '

Possible responses:

·         8 plus 2

·         5 x 2

·         25 - 15

·         2.5 times 4

·         the number before 11

·         9999 subtract 9989

This is a brilliant activity because: there's no failure; it stimulates thinking and it stretches knowledge of numbers and mathematical relationships; it's good fun.

Welcome to a new year at the ABC!

This year promises to be an exciting one full of Maths!

In this blog you will be able to find different activities and ideas that can help you and your child develop your Maths skills in a fun way!

Always remember this golden rule when you work with your child: Whatever you do, make sure your children enjoy it!

Some advice when working with them is:

·         Talk about the use of maths in your everyday life;

·         Play games involving numbers and/or logic, such as card games, dominoes, darts, chess etc.;

·         Stimulate their thinking at times of boredom, (such as when travelling), with mental activities;

·         Check with the school about the methods they are teaching for any specific content, such as written methods of calculating.

Common Denominator - Card game for 5th Grade

This activity will give children plenty of practice in figuring out the lowest common multiple of two numbers.

What You Need:

• Index cards
• Permanent marker

What You Do:

1. Write numbers on at least 20 index cards, making sure that most of the numbers are not prime. For example, you might choose numbers such as 8 (which has the factors 2 and 4) or 9 (which has 3 as a factor) more often than 7 or 11, which are both prime. Most of the numbers should be between 1 and 20, with a few larger ones that have a lot of factors (e.g., 20, 24, 30).
2. Divide the pile of index cards in half into two smaller piles, and give each player one of these smaller piles.
3. Both players call out “1, 2, 3…war!” and simultaneously turn over the top card in their piles and place it between them.
4. The goal: as quickly as each player can, calculate the lowest common multiple of the numbers on the two cards, and call it out.
5. The first player to call out the correct lowest common multiple wins the round and gets to add both of the cards to the bottom of her pile. Repeat Steps 3 and 4 for the next round.
6. The game ends when one player runs out of cards. The other player is the winner.