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10 Domino Addition Games and Activities for Your Math Centers

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Domino addition activities are a great way to engage your students! I’m sharing 10 favorite domino addition activities you can use today!

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I love finding common items around the house and making games with them. I recently came across a tin of dominoes and put those babies to work! My students LOVE the idea of playing with dominoes even if they are sharpening their math skills while doing so!

These games can be played alone or with partners. Partners tend to make them even more fun!

Ordering Products

1. Students choose five dominoes, turn them over, and multiply each side together.

2. Order the products from least to greatest or greatest to least.

3. Want to make it a game? Partners order their dominos then find the difference between their greatest number and least number. The partner with the greatest (or least) difference wins.

Multiplication War

1. Students begin with dominoes face down.

2. Each student chooses a domino.

3. On the count of three, students turn over their domino and multiply the dots on one side by the dots on the other side. The student with the highest product wins the dominoes.

Even/Odd Sort

1. Add, subtract, or multiply the dots on the dominoes then sort the answer by odd or even numbers.

2. Want to make it a game? Before the game begins state a rule. The partner with the most even numbers or odd numbers wins the set.

Prime/Composite Sort

1. Add, subtract, or multiply the dots on the dominoes then sort the answer by prime or composite.

2. Want to make it a game? Before the game begins state a rule. The partner with the most prime numbers or the most composite numbers wins.

Coordinate pairs

1. Provide students with a coordinate grid.

2. Students plot points using the dots on the dominoes. One side is the x-coordinate; the other side is the y-coordinate.

Ordering Decimals

Compare Decimals

Add or Subtract Decimals

Compare Fractions

Ordering Fractions

1. Students choose five dominoes and turn them over.

2. One side is the numerator; the other side is the denominator

3. Order the fractions from least to greatest or greatest to least.

4. Want to make it a game? Partners order their dominos then find the difference between their greatest fraction and least fraction. The partner with the greatest (or least) difference wins.

For a printable version of these games, you can download it HERE. This printable is perfect to laminate and attach to a loose leaf ring for easy access.

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I love finding common items around the house and making games with them. I recently came across a tin of dominoes and put those babies to work! My students LOVE the idea of playing with dominoes even if they are sharpening their math skills while doing so!

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When our teachers started using Headline Stories they were truly amazed to see how much ‘math’ was involved in each prompt and how each and every learner was able to contribute, not just with multiple entry points, but also with multiple solutions and many ways to get there! Headline Stories invite learners to explore possibilities, create solutions and think like mathematicians!

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Taking Part in the Irish Garden Bird Survey - BirdWatch Ireland

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The Irish Garden Bird Survey runs from December to February each winter. The survey is very easy to do and is open to everyone! See here for details on how to take part.

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Virtual manipulatives, dynamic geometry, graph plotting, data science and more: explore the ultimate mathematical playground!

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Problem Strings

The number one instructional routine for building strategy in a community of learners. Below you will find amazing example Problem Strings.

Each Problem String comes with

Video of the String in a classroom

A page dedicated to understanding the mathematics and structure of the string

Teacher moves to make the most out of the Problem String

Transcript annotated by the expert teacher giving their insights

What are Problem Strings? Click HERE to learn more.

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The number one instructional routine for building strategy in a community of learners. Below you will find amazing example Problem Strings. Each Problem String comes with Video of the String in a classroom A page dedicated to understanding the mathematics and structure of the string Teacher moves to make the most out of the Problem String Transcript annotated by the expert teacher giving their insights What are Problem Strings?

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Five Steps to 50 printable sheet
This challenge is about counting on and back in steps of 1, 10 and 100.

Roll a dice twice to establish your starting number - the first roll will give you the tens digit and the second roll will give you the units digit.
You can then make five jumps to get as close to 50 as possible.
You can jump forwards or backwards in jumps of 1 or 10 or 100.

Compare your strategy with a friend.
Did you jump forwards or backwards?
Can you land on 50 exactly?
How far from 50 were you?
Could you do it another way?
Could you get even closer?
Which numbers can get you to 50?
Which can't?

Roll the dice again and have another go!

For example:
I roll a dice and get a 2 then a 3, so my starting number is 23.
I make the following jumps to get as close to 50 as possible:
Starting number is 23
Jump one is +10 to get me to 33
Jump two is +10 to get me to 43
Jump three is +10 to get me to 53
Jump four is -1 to get me to 52
Jump five is -1 to get me to 51

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Use five steps to count forwards or backwards in 1s or 10s to get to 50. What strategies did you use?

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Arrow Cards is a tablet-friendly place value teaching tool.

Learning Objectives:
Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Y1: When given a number, identify 1 more and 1 less
Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).
Y3: To recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)

beads button - changes the concrete example to an abacus, (press again to hide / reveal).
three squares - changes the concrete example to Deinnes cubes, (press again to hide / reveal).
single arrow card - to hide / reveal the arrow cards.
zero button - to zero everything.
stack of arrow cards - to partition your number.

click on any card - to partition that digit.

Why not try counting whilst the arrow cards are hidden.

Have fun!

HAVING TROUBLE LOADING? Please try this version.

This game is © copyright 2021, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

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Arrow Cards is a tablet-friendly place value teaching tool. Learning Objectives: Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Y1: When given a number, identify 1 more and 1 less Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).

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Symmetry Reflection Symmetry Rotational Symmetry Point Symmetry Transformations Tessellation Artist Equation Artist Spiral Artist Geometry Index

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Girl toys vs boy toys: The experiment - BBC Stories

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Suggestions for learning at home - Money

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Suggestions for learning at home - Money

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Unleash your creativity with the world's best virtual manipulatives!

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Virtual Manipulatives - Kentucky Centre for Mathematics

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Virtual Manipulatives - Kentucky Centre for Mathematics

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These learning experiences use numbers in the range from 1 to 20, however the numbers in the problems and the learning experiences should be adapted, as appropriate, for the students.

Session 1

SLOs:

Review number expressions involving the operations of addition and subtraction.

Make and recognise combined amounts that have the same value.

Write statements of equivalence in words.

Write and read equations, using the language of equivalence.

Understand the word 'equation'.

1. Introduce the story of Jack and the Beanstalk (or another story or Māori legend relevant to your students and context). Ask who has planted or picked beans. Read the story. Explain that when the beanstalk is chopped to the ground, Jack picks handfuls of beans from it, some of which are bright green and others dark green. Unfortunately, they are no longer 'magic'.

2. Draw on the class chart, the combinations of beans in Jack's handfuls. Have studentsrecord beside them, in words and number expressions, what they see. For example:
three and four beans (3 + 4)
two plus five beans (2 + 5)
Pose subtraction scenarios and have students record their number expressions.
For example:
Jack has eight beans and drops four. (8 - 4)
Jack has 6 beans and drops 1. (6 - 1)

1. Make available to the students pencils, envelopes, and sets of two different coloured beans. Have students work in pairs.
Pose the problem:
"Jack wants to give away some packets of beans. He decides he'll put six in each packet. He puts some beans of each colour into each packet and writes on the outside of the packet how many there are of each colour."
Write 6 on the class chart.
Demonstrate. For example:
Put 2 bright green and four dark green beans into one envelope and write 2 + 4 in pencil on the outside.
Tell the students that they should take turns to put the beans into the packets and to write on the outside.

2. Have student pairs share their packets and discuss if they have the same combinations recorded. Have them investigate any anomalies (They may have put more or fewer than six in a packet).

3. Have student pairs return to the mat with their bean packets, which they place in front of them. On the class chart record:
6 is the same amount as:
Have students take turns to record their number expressions beside this.
6 is the same as: 5 + 1, 4 + 2, 3 + 3, 2 + 4, 1 + 5
Read these together using the language of, "is the same as."
Ask whether it would befair for Jack to give these to his friends. (Yes, because they would be getting the same amount. They would be getting an equal amount.)

1. Write the word 'equal' on the chart.
Have students tell you what 'equal' means. Brainstorm ideas and record these.

2. Add to the recording in Activity 2, Step 3.
6 is the same (amount) as: 5 + 1, 4 + 2, 3 + 3, 2 + 4, 1 + 5
6 is equal to: 5 + 1, 4 + 2, 3 + 3, 2 + 4, 1 + 5
Ask if students know how to write "is equal to" using a symbol. Introduce =.
Model writing 6 = 5 + 1.

3. Have student pairs share the task of writing the complete equation on each of their packets.

4. Have students place their "6" packets into a class container labelled with a 6 to be used in a later session.

1. Place containers labelled 3, 4, 5, and 7 in front of the students.
Explain that Jack needs packets with these different amounts. Demonstrate, using a 'six packet', that each envelope must have the "number equals story" on it.

2. Ask what is the correct word for a "number equals story". Elicit and record the word equation, highlighting that 6 = 5 + 1 (for example) is called an equation because it uses the = sign to show that bothamounts are the same. Ask if they can see part of the word 'equals' in the word equation.

3. Have students make up packets, as before, this time choosing 3, 4, 5, or 7 as their total, and recording a full equation on each packet. For example, 3 = 2 + 1, or 4 = 2 + 2.

4. Students should pair share and check their packets and equations before they are placed in the appropriate containers.

Conclude the session by reviewing =, equals and its meaning and the meaning of the word equation. Have students explain these, and record what they say.

Session 2

SLO:

Write and read addition equations, using the language of equivalence.

1. Review the words, equal, equation and the symbol =, recorded on the class chart in Session 1.
Record a 'six' equation and read it in different ways together. For example:
6 = 5 + 1, "six is equal to five plus one", "six is the same as five plus one".
Highlight the fact that each of the packets in the 6 container have an equal or same amount.

2. Make available to the students, pencil and paper.
Have students in pairs choose one of the containers (you may need to make multiples of each container depending on class size).
Students begin by taking turns to read aloud to their partner, in the two ways modeled in Step 1 (above), an equation on an envelope selected from the container. They should return these once read.

3. Explain that in shops, staff do 'stocktaking' to check the amount of items they have. Students are to "stock take' the beans by checking each packet to see that the equation on the outside matches the beans inside.
They should take two packets at a time, check that they have exactly the same amount and record what they find on their "stocktaking sheet" like this:

Students with containers 3 and 4 in particular, will accomplish this quickly.

1. Have each student pair join one other pair in this way: two pairs of seven and three, two pairs of six and four and one pair of five and five.

2. Refer to Jack and the Beanstalk.
Place in front of the students the cardboard 'tickets' and the plastic pegs.
Pose the task:
"Jack is going to have a bean stall. He needs 'pegged pairs' with ten beans altogether in each. We are going to help him. We need to make labels to show the contents, or what's inside."
Elicit from the students that by using one packet from each of their containers, they will have ten beans. If necessary, students can explore this idea and check, using their fingers, showing, for example: 10 = 7 fingers (up) and 3 fingers (down).

3. Demonstrate that the two packets can be pegged together to make one "pegged pair of ten." Model on the class chart, how labels should show the content in 3 ways. For example:

1. Write an equation using the number on each of the containers.
We say "7 beans plus 3 beans equals 10 beans" and we write 7 + 3 = 10

2. Write each of the expressions on each envelope. (The number of each colour in each envelope)
We say: "This envelope has 5 dark and 2 light (5 + 2) and this envelope has 1 dark and 2 light (1+2). Altogether that equals 10 so " We write: 5 + 2 + 1 + 2 = 10

Tip out the beans and write the number of each of the colours.
We say" There are 6 dark beans and 4 light beans and that is 10 beans altogether."
We write: 6 + 4 = 10

4. Conclude the session by having the students read aloud some of the tickets they have made for their pegged pairs.
Review the words, equal, equation and the symbol =, recorded on the class chart in Step 1, highlighting the language of 'is equal to' and 'is the same as' and that all the equations written are different names for ten.

Session 3

SLOs:

Solve addition and subtraction balance problems and explain the solutions using the language of equivalence.

Read and write addition and subtraction equations.

1. Introduce balance scales. Brainstorm and record on the class chart, students' ideas about 'how balance scales work', eliciting language of 'same, level, equal, balance.'

2. Place one envelope pair (10) in one pan and ask what could be placed in the other to achieve balance. (Another pegged envelope pair.)
Again, record and 'test' student ideas, trying different combinations of pegged pairs. For example:
5 + 5 = 6 + 4
6 + 4 = 7 + 3
Ask why the results are recorded using =.
Elicit reasons such as ,"equals shows that they are the same", "equals shows that they balance", "equals shows that both amounts have the same value (10)" , "equals means is the same as".

3. Record, 10 = 10 and discuss why this has been written and why it makes sense.

1. Model 5 + 5 = 6 + 4 using the scales.
Remove the packet of 4 beans, leaving 6 only on one side. Discuss the tipped scales and how to record the removal of the 4 beans.
Record suggestions. For example:
5 + 5 is not the same as 10 - 4
5 + 5 is not equal to 10 - 4
10 is not equal to 6

2. Ask what can be done to restore the balance.
Accept, 'put 4 back in again', but work to elicit, 'take 4 away from the other side.'
Have a student remove 4 beans from one of the 5 bean envelopes (example above), saying how many are remaining in the envelope (1). Return it to the scales.
Record suggestions that describe what has happened now the balance is restored. For example:
5 + 5 - 4 is equal to 10 - 4
10 - 4 is the same as 10 - 4
10 - 4 = 10 - 4
6 = 6
As equations are recorded, have students explain or demonstrate, using the materials, exactly what is happening. Together reach the conclusion: if you take away the same amount from each 'side' or pan, the scales will still balance.

3. Make available to the students, fresh envelopes (or erasers to clear used envelopes), and pegged bundles of ten from Session 2.
Have student pairs combine the beans from the pegged pairs into single envelopes of ten beans, writing 10 on each.
Have students work in pairs with envelopes of ten beans, some spare beans, paper to record equations and a set of balance scales.
Have students undertake the following tasks

1. Student One removes a number of beans from one envelope, unseen by the other student, and returns the envelope to the scales. This student 'secretly' records the equation. For example: 10 - 3 = 7.
Student Two guesses how many were removed, removes this number from the other envelope, 'secretly' records the equation, for example 10 - 5 = 5, and returns it to the scales. They look carefully to check to see if the scales balance. If the scales do not balance, Student Two repeats their turn with another amount. When the scales do balance, both students share their final equations and check the amount in each envelope. Both students finally record the balance, for example, 7 = 7.
The students reverse rolls.

2. Students make teen numbers and record equations.
Student One places one ten envelope and a mixture of both colours of beans into one pan to make a number between ten and twenty. The student records the equation: for example, 10 + 2 + 3 = 15.
Student Two places one ten envelope and a mixture of both colours of beans into the other pan. The two-bean mix must be a different combination, but the total must balance the scales (in this case must equal 15). This student records their equation: for example, 10 + 1 + 4 = 15.
Both students then record what they can see in bothpans.
10 + 2 + 3 = 10 + 1 + 4
15 = 15

4. Conclude this session with some students sharing their equations from tasks A and B. Record a selection on the class chart and discuss these.
It is important to highlight the balanced nature of the equations. Elicit from the students what their understanding is about equations.

Session 4

SLOs:

Interpret addition and subtraction word problems that involve start unknown, change unknown and result unknown amounts.

Write addition and subtraction equations from word problems.

1. Review conclusions from Session 3, Activity 2, Step 3, referring to the balance scales.

2. Make available to the students: balance scales, packets of beans, spare beans, and a pencil.
Explain that Jack, of Jack and the Beanstalk fame, has some problems for the students to solve and that they may want to use the equipment to help them.
Distribute a copy of Copymaster 1 to each student. Read through the problems together.
Highlight that each student will be writing equations for each problem.
Students should choose whether to work on the problems alone or with a partner; however, each student should complete their own recording sheet.

3. As students complete the recording task, have them compare and discuss their equations and solutions. They can then write some problems for their partner to solve.

Session 5

SLOs:

Identify true (correct) from false (incorrect) equations and justify the choice.

Recognise expressions that are equal in value.

1. Students will play two games in the session. Make available beans and balance scales.
Introduce the True/False game. (Copymaster 2)
(Purpose: To recognise when amounts are equal or not equal.)
Model a 'true' equation such as 1 + 3 = 2 + 2, highlighting the fact that the amounts on both sides are the same or equal to each other. Each expression is equal to 4. Model a 'false' equation such as 1 + 3 = 3 + 2, highlighting the fact that both sides are not the same and not equal to each other. 4 is not equal to 5. This is false (not true).

2. How to play:
Students play in pairs. They shuffle the playing cards and deal 10 to each player. The remainder of cards is placed in a pile, face down, handy to both players.
The aim of the game is to be the first person to have an equal number of true and false equations (five of each).
As each player turns over their cards, they sort them into true and false groups, face up in front of themselves. If they have more of one group than the other, they continue to take cards from the top of the pile, till the number of their true and false cards is equal.
The first player to have equal numbers of true and false cards calls, "Stop!"
This caller must explain to their partner, for each of their decisions, how they know they are correct in their true/false decisions. They can use beans to support their explanation.
The game begins again. The winner is the person who wins the most of three games.

Students play Same Name snap, using cards from Copymaster 3.
Purpose: To recognise when amounts are equivalent (or not equivalent) and to give the 'number name' for the 'same name' expressions.

How to play:
Student pairs shuffle the cards and deal all cards so each student has an equal number of cards. These are placed in a pile, face down in front of each student. Student One turns over the top card and places it, face up, between both students. Student Two does the same, placing their card on top of their partner's card. If the two expressions have equal value, either student calls Same Name, states the number that the expression represents, and the correct equation using either 'is equal to' or 'is the same as'. For example:
2 + 3 is placed on top of 4 + 1.
"Same name! Five! Two plus three is equal to four plus one." or
"Two plus three is the same as four plus one."
The caller collects the card pile, records the equation, 5 = 2 + 3 = 4 + 1 on their scoring paper, and the game begins again, with the winner of this round placing the first card.
The student who does not call, can challenge the caller if they believe the "name" is not true for either or both expressions. If they are correct, they collect the pile and record the correct equation. The original caller must erase the incorrect equation.
The game finishes when one student has all the cards, or when one student has recorded ten 'same name' equations.

Conclude this session by discussing learning from the games, and reviewing ideas recorded on the class chart over five sessions.

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These learning experiences use numbers in the range from 1 to 20, however the numbers in the problems and the learning experiences should be adapted, as appropriate, for the students. Session 1 SLOs: Review number expressions involving the operations of addition and subtraction. Make and recognise combined amounts that have the same value.

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Number Lines printable sheet
Leah and Tom both have number lines and a counter. They always start with their counters at zero.

Leah's number line goes along from left to right like this:

First Leah made a jump of three along her number line and then a jump of four. Where did she land?

Next Leah made a secret jump along her number line. Then she made a jump of five and landed on $9$.

How long was her secret jump?

Then Leah made a jump of six and another secret jump. She landed on $10$.

How long was her second secret jump?

Tom's number line goes up and down like this:

First Tom made a jump of three up his number line and then a jump of two. Where did he land?

Next Tom made a secret jump up his number line. Then he made a jump of six and landed on $8$.

How long was his secret jump?

Then Tom made a jump of four and another secret jump. He landed on $7$.

How long was his second secret jump?

There are some printable NRICH Roadshow resources for the game that this task is based on: Instructions and Number Line.

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A resource to try once children are familiar with number lines, and they have begun to use them for addition. It could be a good way to talk about subtraction. Leah and Tom each have a number line. Can you work out where their counters will land?

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The value of the circle changes in each of the following problems. Can you discover its value in each problem?

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Annie and Ben are playing a game with a calculator. What was Annie’s secret number?

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Inspire ALL Students with Open, Creative Mindset Mathematics

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This post contains affiliate links. As an Amazon Associate I earn from qualifying purchases.
Today I'm sharing a variety of activities to help you get the most out of your unifix cubes.
(This post contains affiliate links.)
We have a small set of unifix cubes that we use for all sorts of math learning. Today I'm sharing some ways that kids ages 2-8 can learn with these colorful manipulatives!

1- Sort by color

There are ten different colors in our set of unifix cubes, so my dip tray didn't have quite enough sections. But no matter... sorting 100 cubes (minus the 20 or so we've misplaced, ahem) is a big job - so my Two sorted about 7 colors before he'd had enough. This looked so fun my Four wanted a turn afterward.

2 - Roll a die and build a tower

My Two (going on three) is now counting past ten quite well and starting to count objects up to 5 without difficulty. The next step? Learning to recognize numbers. So I took one of our cool blank dice and labeled the sides with some small numbers to start (1, 2, 3, 1, 2, 3). When he rolled it I helped him identify the number. Then we added that number of cubes to his tower.

3 - Comparing sets with towers

This idea from Prekinders was perfect for my Two. I printed some of these more/less/same cards. Then I placed down two cards at a time - of two different colors. My Two placed cubes on the squares as we counted together. Then we built the towers to see which was taller. Older kids would be able to tell you which amount was more without building the towers; building the towers and comparing them would be a way to check their answer.

4 - Graph unifix cubes

We have found a lot of fun ways to make graphs. This is another one to add to our list. I simply gave my son the printable, crayons, and a set of cubes in eight colors. He used some crayons to color a square at the bottom of each column to represent the colors. Then he graphed them and compared the towers. Get this printable at the end of the post.

5- Continue the pattern

These free unifix cube pattern cards from Heidisongs are terrific! I love the set includes a huge variety of patterns. My Four started simple with ABAB and moved into the tougher patterns. We began the pattern by placing cubes on the colored squares. Then we named the pattern (yellow, blue, blue, yellow, blue, blue) and he continued it. A year ago patterns made no sense to him at all, and now they're a breeze. Yay!

Your child might be able to label the pattern (ABCD or AABB, for example), but my Four isn't ready for that.

For an even more advanced pattern activity using unifix cubes, visit Stay at Home Educator.

6 - Model addition facts

I printed some addition flash cards and cut them apart. When I set out a card, my Four modeled the addition fact using two different colors of unifix cubes. Then he was allowed to write the answer on a stack of sticky notes using a permanent marker (the marker was the big attraction).

We definitely aren't working on math facts yet (not even close!), but this was a great introduction to the concept of addition. Plus a nice opportunity to practice writing those numbers. (If you're interested in some simple number writing worksheets for extra practice, check out this post.)

7 - Find ways to make 10 (or another number)

I was truly surprised (okay, shocked) at how well my Four did with this. It tells me I need to up my game with him and do some more thoughtful math activities. I printed a simple "ways to make 6" printable from The Linton Academy. Then I showed him how we could use 3 green cubes and 3 yellow cubes to make a sum of 6. He wrote down the two numbers in the blanks to show the fact "3+3." Then we kept rearranging the cubes to make new facts. He actually did most of it on his own. (When did this little boy grow up?!)

8 - Race to 20

I created this simple printable to work on a variety of skills with my Four. We took turns rolling a die and building onto our towers until one of us had a total of 20 cubes. You can get Race to 10, 20, or 30 by visiting this post.

9 - Build towers to 10

My Four was excited to practice writing his numbers using permanent markers on post-it notes (two things he does not usually get to use). After making sure the post-it notes were on a newspaper as he wrote (so as not to mark up our table!) he had fun writing his numbers up to 20. For this activity, we used just numbers 1-10. I made the towers, he counted them, and put them in their proper spots. You could also have your child make the towers. We were inspired by this block activity from Frugal Fun For Boys.

10 - Estimate and measure the length of school supplies

After their day at kindergarten and second grade, I gave a copy of this printable to each of my two oldest. They enjoyed making estimates and checking their guesses by making unifix cube towers. Get this printable at the end of the post.

11 - Use a balance

We used our balance so my oldest two could get a little more measuring practice. They found objects that weighed the same, less, or more than a certain amount of cubes and recording them on the worksheet. Get this printable at the end of the post.

12 - Introduce multiplication

The other evening, after he was supposed to be asleep, my Six came down the stairs very upset because his sister had told him that five times three equals fifteen. He was sure it had be eleven, and no matter what I said he wasn't convinced. My attempts to teach him the basics of multiplication were lost on him, so I pulled this activity out a few days later.

To make it a game, I pulled out two dice and a set of six construction paper squares. The first die he rolled told us how many squares to set out. The second die told us how many cubes to put on each square. I showed him how having sets of a particular number is what multiplication is all about. We counted the cubes and wrote the multiplication facts.

Even more ways to learn with unifix cubes

CHECK OUT OUR POPULAR NO-PREP GAMES FOR K-2!
Have you seen our ways to learn with dice? Another great manipulative!

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Today I'm sharing a variety of activities to help you get the most out of your unifix cubes. (This post contains affiliate links.) We have a small set of unifix cubes that we use for

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23 Loose Parts Ideas for Early Childhood Math - My Teaching Cupboard

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Looking for ideas on how to use loose parts to teach early childhood math concepts? This blog post has 23 engaging activities and ideas you can use in your classroom.

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Set up a specific area for playful maths investigations at home or in the classroom, to encourage plenty of open-ended play and self-directed learning with a range of inviting materials.

This post is part of an ongoing series called Exploring Reggio, in which we look at some of the ideas that characterise the ideas in Reggio Emilia early years education. If you are interested to read along with me and my 5 co-hosts, An Everyday Story, Learn with Play at Home, Twodaloo, One Perfect Day and Racheous, we post every two weeks over a board range of subjects which we hope will eventually cover most areas that interest us all. You can read my introduction to Reggio in the first post here.

In Reggio settings, children are considered able to direct their own interests and learning through free investigations with stimulating materials in an enriching environment. There is always an emphasis on a multi-sensory, tactile, hands-on approach, physically learning through moving and touching objects in creative play. Most of all, maths should be real, relevant and relatable.

Maths lends itself particularly to being discovered and understood with the hands. I remember struggling as a child with the abstract concepts that were thrown out to us in the classroom, about division, fractions and complicated sums. The numbers didn't make any sense to me from a practical point of view- I needed to feel them and see them to understand the concepts. Children learn to count objects reliably not through rote counting, but by the physical picking up and moving of objects, consolidating 1:1 correspondence and understanding the concept of quantity as they do so. You could make a case that if, (for some reason) you could only have one set of toys or materials for learning in an educational setting, they should be maths based.

Of course, as with most things in life, we learn best by doing things in a real-life, practical context. For example, simply baking some cupcakes lends itself to the most amazing maths learning experience. Reading the numbers in the recipe, weighing ingredients, comparing quantities and amounts, using 1:1 correspondence to fill the muffin tin holes with cases, counting out spoonfuls of cake mixture into each one, using timer to wait for them to cook and cool, adding candles or decorations to make patterns etc. But I do believe it's also important to have engaging materials that are just so inviting to children that they can't help but learn as they use them.

We have always had a very hands-on approach to maths in our home, stemming from my teaching past, and have collected and made all sorts of easy improvised materials over the years. Anything that is safe can be used to count, sort, order and weigh, and the more part of an everyday, real-life experience the better.

I set up a maths investigation area on a table top in one corner of our home for plenty of open-ended, self-directed maths play. I included as many different materials as possible that could cover a broad range of learning possibilities, depending on how they are used and the ways that they are combined in play. From weighing, measuring, sorting, ordering, patterning, exploring shapes, classifying, counting and recognising numerals, all are possible with this table-top set up. [Side note: if I were doing this in a classroom I would have these materials in a larger space, freely accessible on low open shelving, rather than all together in such a close space.]
Here's a list of what I set out for them to discover and play with at this time:
basket with numbered pegs for counting and ordering

basket of conkers/ chestnuts (replace with any natural material e.g. pebbles, leaves, flowers)

bowl of assorted Seashells in various colours, patterns, shapes and sizes for sorting and counting

ball of no-cook play dough

tray of wooden numbers

wooden coloured pencils and notebook

plastic food tray with lavender sensory salt for writing numbers in, counting objects into etc

pipe cleaners for threading beads onto etc

rainbow gnomes

egg carton

muffin tin

paper cake cases

empty wooden bowl

measuring tape

coloured, wooden shapes in compartmented tray ( Spielgaben toys in an old Melissa and Doug toy container)
Russian nesting dolls
weighing scales

6 jam jars filled with small materials: buttons, transparent counters, plain and coloured matchsticks, glass gems, glass pebbles threading beads, straws cut to a variety of different lengths

As you can imagine, the number of possibilities for maths play investigations is huge and their play could extend for a very long time with so many ways to combine the materials here. I included lots of containers and trays for sorting, 1:1 correspondence and simple counting games, as well as making collections and sorting items out or grouping them together.

They were very excited to get their hands on the materials and absorbed themselves in their own play for a long time, not even stopping to relate what they were doing to each other. Baby Bean was very keen to join in and enjoyed filling up the trays and their various compartments the most. She filled the muffin tin with the paper cases, (building on a previous experience from baking real cakes together) and added lots of items into them.

They were very keen in the nesting dolls and I added another set so they could play together. Pop ordered all the tops by size and then all the bottoms, then tried to work out how to fit hem back inside each other in the right order, which was a great problem solving exercise, and all self-directed.

The sensory salt tray proved very popular, not so much for writing numerals into but for lining up the small resources from the jars in. Big sister Cakie lined up the gems in the salt and made patterns with the shapes. Her favourite item, however, was the measuring tape, and once we had established that it was marked out in centimetres as opposed to miles (her original thought!) she happily measured absolutely everything she could lay her hands on in the room, including both of her younger sisters!

I am looking forward to observing how the play develops over time and what the most favourite resources tend to be.

Please join us again next time as we explore our next subject in the Exploring Reggio series.

Now pop on over to see:
Making teen numbers Materials for open-ended maths
More to come!

Want MORE maths ideas? See our entire Playful Maths series here!

[This post contains Amazon affiliate links for your convenience.]

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Maths Investigation Area for Open-Ended Learning - The Imagination Tree

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Set up a specific area for playful maths investigations at home or at school, to encourage plenty of open-ended play with a range of everyday materials.

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​Whether you are an experienced teacher, a teacher trainee, a teacher educator, a parent, a researcher or a policy maker, we hope you will find this website interesting and useful. Specifically, we want to share with you the benefits of te﻿aching and learning mathematics through stories and creative writing, as well as to offer practical ideas for teachers and parents on how to embrace this approach.

This website has been designed and continuously developed based on the feedback we receive from the key stakeholders as noted above. There are plenty for you to do on this website, including, but not limited to:
Please take your time to explore the website using either the menu bar at the top of the page or from the menu below.

Finally, consider s ubscribing to our free quarterly newsletters, and please help spread the word about our project and its website :-)

Best wishes,

Dr. Natthapoj Vincent Trakulphadetkrai B.A. (Hons), M.Sc. (Oxford), M.Sc. (London, UCL), Ph.D. (Cambridge), QTS

@NatthapojVinceT Natthapoj.org

Associate Professor of Mathematics Education
​University of Reading (UK)

Founder & Principal Investigator
​MathsThroughStories.org
​

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Bookcase Maths: Teaching Maths Through Your Bookshelves | NRICH

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Books are a great way of introducing children to new mathematical concepts. Picture books provide an entertaining and engaging context for practising recall of number facts, such as adding and counting in the Early Years. They can also encourage pupils to solve
real-life problems, thinking about how they could help the characters in the story. For older children, books can link together mathematical ideas and provide a rich environment for thinking in more depth about different areas of maths.

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Why use picture books in a maths class? Using picture books with mathematical content can be an effective way to engage students and explore problems within entertaining contexts. (read more)

Select a cell from the table below to see a list of books with mathematical content suitable for a particular level AND strand. Selecting a row or column heading will provide a list of books with mathematical content at that level OR strand. Some books appear at more than one level or strand.

If you have suggestions of other books that you think should be added to this collection please click to email them to us, including as much information about the book as possible.

Click to download a spreadsheet of all picture books listed in this section (.xlsx, 18KB)

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Why use picture books in a maths class? Using picture books with mathematical content can be an effective way to engage students and explore problems within entertaining contexts. (read more) Select a cell from the table below to see a list of books with mathematical content suitable for a particular level AND strand.

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The Maths Eyes Concept

If you can see the maths that you do in your everyday life you will build your confidence in your own ability with mathematics.

Implementing the Maths Eyes concept is a low Threshold High Ceiling approach that means everyone can get started but the concept also enables lots of built in extension opportunities.

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Our mission is to help you to see the maths that you use in your everyday life by opening your Maths Eyes. Unlock Your Maths Eyes.

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Have you used Same but Different Math images in your number talks? They are wonderful! For 3rd grade, they have set that I love for showing the relationship between multiplication and division, as well as a focus on using arrays. These can generate some engaging conversations with your students when they begin to notice important relationships between numbers. It's a great way to help with number sense. Check out the website ( https://www.samebutdifferentmath.com/) for more categories. These were created by Dr. Sue Looney (Looney Math).

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Math Talks for Slides - Same But Different

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Have you used Same but Different Math images in your number talks? They are wonderful! For 3rd grade, they have set that I love for showing the relationship between multiplication and division, as well as a focus on using arrays. These can generate some engaging conversations with your students when they begin to notice important relationships between numbers.

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Same But Different is a powerful routine for use in math classrooms. The images can be used for teaching a way of thinking: grayscale thinking, categorical thinking; helping students to build a network of ideas and an approach for learning and thinking about mathematics.

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Hit the Button

Quick fire questions on number bonds, doubling, halving, times tables, division facts and square numbers against the clock. Brilliant for improving mental maths and calculation skills, but particularly times tables either up to 10 or up to 12 times.

Subtraction Grids

Can you meet the challenge to see how many subtraction calculations you can do in two minutes? There are different levels and you can choose either one or two missing numbers to make your number sentence correct.

Mental Maths Train

Mental Maths Train is a maths game which focuses on the essential vocabulary of addition, subtraction, multiplication and division. A multiple choice game which can give children confidence in the four arithmetic operations.

Caterpillar Ordering

A flexible game for ordering numbers and for number sequences. Fantastic on an interactive whiteboard. Levels range from ordering and sequencing numbers to 5 up to decimals.

Rocket Rounding

A multiple choice game involving rounding numbers to ten, a hundred and to a whole number. There are two options, one with a number line and the other more difficult level, without one.

Multiples and Factors

A multiple choice game with two game modes. In the first you need to identify the Lowest Common Multiple and in the second the Highest Common Factor. Questions increase in difficulty depending on accuracy

Shape Patterns

Shape Patterns is a shapes sequencing game. Complete the pattern of different coloured 2D shapes. There are three levels of difficulty.

Teddy Numbers

The Teddy Numbers game can help you to learn numbers to 15. Learn the digits and words for the numbers and it game can help you learn to count too.

2D Shape Reveal

An interactive whiteboard resource to help with the teaching and learning of the names and properties of 2D shapes.

Arrow Cards

Build a two or three digit number using the cards. Click the button to see how it is written. This site can help children understand place value. It is suitable for use on an interactive whiteboard.

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Searchable site of thousands of quality teaching resources, interactive resources, homework, exam and revision help. Useful for teachers, pupils and parents.

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The Numbers Game from Letters and Numbers

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

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Steve Wyborney\\\'s Blog: I\\\'m on a Learning Mission.

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Steve Wyborney's Blog: I'm on a Learning Mission

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Steve Wyborney is on a learning mission to spread math joy to classrooms everywhere! On this blog you'll find math resources for teachers and for kids of all ages.

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Maths4All project, funded by Science Foundation Ireland, has been running since 2019. Members of the DCU Institute of Education work in collaboration with teachers to run activities such as webinars and TeachMeets. Our main purpose is to create opportunities for teachers to share and discuss their practice and find ways to enhance their teaching of maths.

As of Spring 20222, we are also delighted to collaborate with Clare Education Centre and the the Teachers' Research Exchange to facilitate an online professional learning community.

The Maths4All website also presents high-quality activity plans, created for and with teachers, and video examples of mathematics teaching in Irish preschool and primary classrooms.

These activities were designed to align with the content of the draft specification of the new mathematics curriculum which was released for consultation in 2017/2018. The proposed curriculum suggests that the four elements of:

are central to mathematical learning. Each of the activity plans is structured to facilitate children's engagement with these processes and elements.

The video clips provide opportunities for teachers to see good practice in action and also to facilitate reflection on teacher practices that are relevant across all mathematics activities and all age groups. Professional development materials relating to the use of tasks and talk in mathematical activities are also provided.

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The Maths4All project, funded by Science Foundation Ireland, has been running since 2019. Members of the DCU Institute of Education work in collaboration with teachers to run activities such as webinars and TeachMeets. Our main purpose is to create opportunities for teachers to share and discuss their practice and find ways to enhance their teaching of maths.

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Growth mindset - a phrase that can easily be coined the education fad of 2015-2016. Although I do like to avoid most fads (bleached hair, suntanning oil, and silly bands were all lost on me), why not take the best from the proverbial education pendulum and allow it to positively impact our classrooms? Recently my 1st grade classroom has morphed into a K/1 combination classroom and then resulted in HUGE gaps (academically, socially, & emotionally) between my students. Today I'm sharing one of our most powerful community-building lessons we've shared since becoming a combined classroom! As a result, we have seen a huge change in the mindset of our students.

Build Your Growth Mindset with Intentional Read Alouds

Intentionally chosen read alouds and texts in a classroom have tremendous power. From writing mentor texts, to texts that lend themselves to particular reading strategies, our students need models and this is the perfect way.

Giraffes Can't Dance (affiliate link) is one of my favorite read-alouds. It's a smooth read, include rhymes, and is a perfect platform for launching a conversation about differences in the classroom. The book centers around a Giraffe who can't dance like all the other jungle animals and is made fun of because of his lack of dancing skills; thus why Gerald is the perfect character for teaching students about growth mindset!

Poor Gerald feels absolutely deflated and knows it's time for him to leave the jungle dance floor. This is the climax of the story and a perfect time to have a stellar classroom conversation about diversity, acceptance, love, and the power of "yet". I have a tendency to become involved in books, so I always tag this page with a sticky note, so I don't blow past my stopping point.

A Class Brainstorm

This was the place where our first class brainstorm took place - things we can't do YET. I started sharing with my "Yet" - "I can't whistle Yet" and recorded my idea on our class chart with my name underneath. Students had a few minutes to think and then, we took turns share their "yets" with the class. From writing words to doing a backflip, we discovered everyone has something they cannot do YET!

Then, we continued reading to discover that Gerald soon finds a dance of his own! His 'yet' has become a 'now'. All it took was practice, confidence in himself, and time!

Individual Student Responses Highlighting the Power of yet

After reading students used this graphic organizer to illustrate and make plans for their "yet". From school to life, students chose their own 'yet' and each one was perfect. We shared them together and then, made a classroom Yet Book that sits on our library display shelf.

How you do foster 'yet' attitudes in your classroom? Do you have any favorite read alouds, activities, or sayings? I would love to hear your ideas!

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Growth Mindset: The Power of Yet - The Brown Bag Teacher

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Encourage students to realize the power of growth mindset with this read aloud and free graphic organizer perfect for primary classrooms.

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"I'm not a math person." "I wasn't born with the math gene."
Unfortunately, as a math educator, these phrases are all too familiar to me. Kids go through school and life being bombarded with messages that imply some people are good at math and some people aren't.

This "cultural baggage" we have towards math is not based on truth about how our brains are wired. It's based on parents and teachers' years of misunderstanding or hating math and passing these negative attitudes and beliefs onto their children.

However, the great news is more and more research is proving these messages false as we learn how our brains work and how math teaching styles can impact mindset and achievement.

Before you continue, we thought you might like to download our FREE Affirmation Bracelets. It's important for children to be surrounded by loving and encouraging messages. These affirmation bracelets will boost your child's confidence and help them feel like they can do anything.

Why Having a Growth Mindset Towards Math is so Important?

The more researchers study and adjust how teachers think about math and how it's taught, the more evidence shows a link between a growth mindset and math success .

We all want kids to feel confident and successful as they learn math. Kids who have a growth mindset about their math abilities perform on standardized tests and are more engaged in the classroom.

In her research article, Carol Dweck, "Mindsets and Math/Science Achievement," delves deep into a variety of research studies that support this correlation. And although we see evidence for the advantages of a growth mindset, she also states,

"Students who have a fixed mindset but who are well prepared and do not encounter difficulty can do just fine. However, when they encounter challenges or obstacles they may then be at a disadvantage."

Every child will face math obstacles at some point, and being prepared to face them with a growth mindset and a healthy attitude toward mathematics will give them the stamina to persevere and overcome the challenge.

1. Teach Kids About the Brain's Ability to Grow

If necessary, first we need to change how kids view math and their math abilities. There are a lot of children who feel they are going to be good at math, no matter how hard they try.

By showing them how our brains work we give them hope that their brain can grow and change, as they continue to study and explore mathematics.

Here are some suggested activities:

For younger children, show fun YouTube videos like the Neuron Song to teach them about neuroplasticity.

For older children, show this brief clip from the BBC documentary 'The Human Body', which demonstrates how establishing new neural pathways between brain cells is like building a bridge to cross a ravine.

2. Model and Praise Mistakes as Opportunities for Brain Growth

Another important aspect of developing a growth mindset is to view mistakes positively.

According to Jo Boaler, in her book, Mathematical Mindsets, our brain responds to mistakes in one of two ways. First, through an ERN response, which is increased activity in our brain, which happens when there's "a conflict between a correct response and an error."

The second is a Pe response, which occurs when the brain is consciously aware a mistake has been made. Amazingly, our brains spark and grow with an ERN response. We can stretch and grow our brain by making mistakes, even if we don't realize it or work to correct it. How incredibly empowering it is to know this!

Here are some suggested activities:

Model mistakes in front of kids. Show them that you make mistakes too, and it's a good thing.

Analyze mistakes together to see what and how we learn from them. A great example for classroom teachers is to incorporate "my favorite no" , which allows the whole class to discuss mistakes together and find the value in them.

Create a mistake-welcoming home or classroom by decorating with inspiring posters and graphics.

Be sure to check out The Big Life Journal - Daily Edition (ages 5-11). This science-based journal helps children grow resilient, confident, and emotionally healthy. The daily activities inside the journal help your child focus on encouraging, self-loving thoughts and wire their brain for growth mindset, resilience, confidence, gratitude, kindness, and self-love.

3. Provide Rich, Open-Ended Math Tasks

Although changing kids' attitudes towards math and the language they use is important, no real change or progress will be made if math continues to be taught the way.

Because math is often taught as a closed, fixed subject with one goal - get the right answer - kids are often afraid to make mistakes because it feels like a failure . Their only thought is to find that one correct solution, and when they don't, they shut down and quit.

But the truth is math is about so much more than getting the right answer. It's about exploring big ideas, making connections, and learning to be creative problem-solvers .

Instead of focusing on memorizing facts, or replicating mathematical procedures, parents and teachers need to provide rich and meaningful tasks that challenge kids to think outside the box.

What does this look like? Well, as Jo Boaler says, meaningful math tasks combine the 5C's: curiosity, connection making, challenge, creativity, and collaboration.

Don't forget to download our FREE Affirmation Bracelets. The affirmation bracelets are great for boosting a child's confidence!

When presented with these types of tasks, kids are going to be more excited about math and more engaged in learning.

Challenging kids to actually think about what they're doing and WHY it works is more productive than merely completing 20 problems from a textbook.

Here are some suggested activities:

Try out a variety of tasks from YouCubed with your kids. These tasks are completed by kids all over the world and spark a deeper love of math. Learn more about the week of inspirational math .

Take traditional, closed problems and turn them into rich challenges. For example, your kids might be working on the problem, 18 x 5. This could be a straightforward problem with a single solution. But what if instead, you asked kids to solve it two different ways? Or to give a visual proof of their solution and explain their answer?

Use another engaging challenge from Boaler is the "four 4's" task. This challenge asks kids (or parents and teachers) to find all the numbers from 1-20 using 4 fours and any mathematical operation. For example, 4 + 4 + 4 + 4 = 16, 4 + 4 - 4 + 4 = 8, etc. After some basic operations, this challenge becomes a lot more difficult and engaging!

Raise the bar for kids who are finished with a given problem or task. One easy way to do this is to challenge them to create their own problem. Ask them to write a new similar question, but more difficult. This allows kids the chance to be creative and gets them excited to try and challenge their peers.

4. Remove an Emphasis on Speed

As I've already mentioned, kids often have the impression that math is about one thing and one thing only: getting the right answer quickly . But if learning and teaching math was only about getting the right answer, there would be no point in it, because calculators can do that work for us.

Evidence shows math tests increase kids' anxiety and hatred of math. The pressure of finishing within a time limit can be so stressful, some kids develop severe math anxiety, which stays with them all their lives.

Here are some suggested activities:

Teach kids the strategies they use, as well as how they talk about big mathematical ideas, are important than the final answer. And tell them the world's leading mathematicians often spend years focusing on ONE problem, proof or idea.

If you're a classroom teacher, you can assign fewer math problems. When kids see a worksheet or assignment with 20 or 30 problems, they may be more inclined to find a way to get through it all quickly. But if instead you assign fewer problems and make sure they justify their answers or look for multiple solutions, they're more likely to slow down and think about the process.

Replace a set of practice problems with reflective questions such as, "What was a big idea we learned about today?" or "What was something you struggled with today?" or "What mistake did you learn from today?" [ ]

5. Be Mindful of Your Own Attitude Towards Math

Lastly, and probably most importantly, I want to encourage you to be especially mindful of your own views of math and the you use to talk about it in front of your kids. Kids are watching and listening and learning from our example (whether we're aware of it or not) and even subtle fixed mindset messages will come across to kids.

Recently, authors of one research study concluded that mindset intervention is ineffective and a waste of money in math education. The problem with their research, however, is it ignores a key component to successful mindset intervention: the changes of a teacher and math teaching .

If the only effort made is a change in language, such as using words like "yet" or "mistakes help our brain grow," but the teacher's mindset and teaching style don't change, there will be no real change in kids.

Here are some suggestions for you:

Continue to learn and study the importance and impact of a growth mindset for yourself. This will not only help you to develop a growth mindset towards math but will be a powerful example to your kids as you show them how to persevere.

S p end time together as a family discussing some of the open math tasks shared above. You can learn new strategies together and have fun discussing big ideas. You'll be spending quality time together and engaging in meaningful math learning at the same time! It's a win-win.

If you're concerned about your own mindset towards math, complete the free course from Jo Boaler. You may also like this freemini coursefor teachers on creating rich math tasks (even if you're not a teacher).

Follow the free 4-week guide on How To Teach Growth Mindset to Children , it provides specific examples of how to model growth mindset and teach it to your children.

Given time and intentionality, even the most fixed mindsets towards math can be turned around, and the most struggling students can succeed, thrive and will love exploring mathematical ideas.

Looking for more ways to help your child with negative self-talk? We offer an on-demand How to Transform Negative Self-Talk into Self-Love masterclass for parents where you'll learn why your child has negative self-talk and effective practices to help them turn it into self-love.

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5 Powerful Ways to Help Kids Develop a Growth Mindset in Mathematics

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How can you help children develop a growth mindset in math? Here are some practical ideas to get you started at home or in the classroom.

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

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The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

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Information for Parents on Standardised Tests

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Information for Parents on Standardised Tests

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10 tips to help your child with maths – MATHS WEEK IRELAND

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Maths Week will take place from 14 - 22 Oct. 2023. We will have events and activities for all the family. Visit MathsWeek.ie for more info MATHS WEEK IRELAND

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Learning Irish at Home

In school, your child is learning Irish as part of the Primary Language Curriculum/Curaclam Teanga na Bunscoile. The four tip sheets below have been developed to help parents support their children as they learn Irish. Each tip sheet describes a range of activities which parents can do with children at home 'as Gaeilge'. These materials are designed to be fun and engaging for both parents and children.

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As a parent, you play a key role in your child's education. The NCCA has developed a number of resources to help you to support your child's learning in primary…

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Welcome to the beginning of summer! Since we can all use some easy ideas for keeping the kids happy and occupied this time of year, I've decided to share one of our favorite games: the dice game.

This game has a number of different names, but growing up we just called it "the dice game." The name comes from the fact that all you need to play it are six dice, which makes it absolutely perfect to pull out anytime you just really need people occupied for a while.

It's also GREAT for playing on car rides, while waiting around in airports, or even lounging at the beach. You just need a hard surface to roll the dice on and a piece of paper to keep score with and you're set.

I really like that even little kids can play this game with a bit of help - and every little kid I've ever met LOVES rolling dice.

The basic premise of the game is this: you roll six dice. Some combinations of dice will score points, while others don't. You take out the dice that have scored points and then decide whether to keep that score, or re-roll the remaining dice to try to score more points. But if you roll again and don't score points, you lose what you've earned so far. So the game moves quickly and there's an element of risk that makes it really fun to play.

I've created a free printable instruction sheet and scoring chart, which you see below. You can download it by clicking here.

And if you'd rather watch directions instead of read them, I've also made a video that walks you through all the rules and different scoring combinations, so you can get playing with your kids in no time.

Looking for more kid fun at home? Visit these posts: How to play California Speed How to make a marshmallow launcher 101 Summer fun ideas kids can do at home Unicorn masks to print + color Fired ink art 20 kids art projects that turn out pretty enough to frame 50 best indoor activities for kids DIY hallway laser maze

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The Dice Game | fun & easy game for kids and adults

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Learn how to the "the dice game" with free printable instructions and video demonstration. Easy and fun game for kids and adults. Perfect for summer!

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Any suggestions, comments on the toolkit4maths welcome here

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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Unleash your creativity with the world's best virtual manipulatives!

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I have also included many examples of the games I have developed or adapted below. Note that all of these activities below have been published in teacher journals and magazines. These games are equally relevant whether or not you have any interest in implementing the SURF framework in your classroom.

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All Games Carousel - Young Mathematicians

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