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Attributes/Geometric Shapes

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Geometric Shapes/Attributes

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Erikson Institute Early Math Collaborative

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Big Ideas
Children need to go beyond the use of superficial shape labels to recognizing and specifying the defining attributes of shapes. As children sort and classify shapes with knowledgeable others, they become aware of rules about shapes, such as that a triangle has three sides and three angles (corners), that a cylinder has a rounded form with two flat ends that are in the shape of a circle, or that a sphere has only one continuous curved side. That these sorts of precise distinctions can be made is not immediately obvious to young children; for this reason, it is important that teachers design activities to demonstrate this.

© Erikson Institute's Early Math Collaborative. Reprinted from Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know (2014), Pearson Education.

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Attributes. Developing understanding of geometric shapes for kids.

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Big Ideas Children need to go beyond the use of superficial shape labels to recognizing and specifying the defining attributes of shapes.

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Geometry

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geometric shapes - Yahoo Search Results Yahoo Image Search Results

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Subtraction multi digit

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IXL | Subtract a one-digit number from a two-digit number - with regrouping | 2nd grade math

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Improve your math knowledge with free questions in "Subtract a one-digit number from a two-digit number - with regrouping" and thousands of other math skills.

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Subtraction multi digit numbers

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Multiplication Board Game

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Take a traditional checkers game and make it into a cool math checkers game!

I created a multiplication checkers board to use at our house because my daughter is struggling with memorizing her multiplication facts right now. I am planning on making more: one for addition, subtraction, and division, so stay tuned!

How to Play Math Checkers:

You need a game board and 12 game pieces for each player. You can print the attached ones in my download, you you can use your own game pieces like these counters. I marked all of the the light/white colored spaces with math problems. You could use any type of problem.

If you do not want to print it, you could also use an old checkers board and write the numbers right on the squares, or put removable label stickers on it.

Line up the game pieces on the white squares, the ones with the math problems. You play checkers as usual, by moving the checkers one space forward along the squares with the numbers on them in a diagonal direction. If your opponent's piece is on a space in front of you, you can jump over their piece and remove it from the board. You may jump several in sequence if there is a vacant space between them. If you reach the far end of the board, your piece becomes a king and can move forward or backward.

To play it with the math problems, you have to solve the problem you land on. Then the answer is written down as points. If you are jumping over someone else's pieces, you count the squares you land on. Players need to keep track of their points through the game and the one with the most points at the end of the game wins. With this board, you can do it along the side with a dry erase marker.

Want to Download a FREE copy of Math Checkers: Multiplication Version? It is in my Subscriber Freebie Library.

You can get a free copy when you sign up for my newsletter. Subscribing gives you access to loads of free printables! Sign up below, then check your email for details.

Also, check out the Math Checkers Bundle in my shop!

Or buy now!

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Take a traditional checkers game and make it into a cool math checkers game! I created a multiplication checkers board to use at our house because my daughter is struggling with memorizing her multiplication facts right now. I am planning on making more: one for addition, subtraction, and division, so stay tuned!

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How to create a board game

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Emily's vacation assignment was to make a board game she could play with her class in some kind of GameFest. Making the game wasn't a mandatory thing, said the teacher's note - more of "an extra challenge" if the kids wanted to do it. When I raised my eyebrow at the likelihood of 7-year-olds independently designing and executing a workable (the keyword here being "workable") board game, Emily assured me that parents were allowed to help and asked me, therefore, to pleeeeeeeeeeaaaase help. So we spent the day making it and everyone helped.

She designed her game based on the many board games she'd seen and played. My job was to steer her ideas towards functional elements and perform all the dangerous stunts required to render them in cardboard.

If your kids are at the age when they enjoy board games, it might be fun to make your own. So we documented our process to provide a crude formula for designing a workable board game. All you need to do is pick a theme and change the details to fit that theme. Enjoy!

First, we had to find a box. It was more difficult than you'd imagine, finding the right-sized box.

and devise a way to fasten it.

For these, we used these round blue Makedo fasteners. The folks at Makedo replenished last year's supply with a fresh batch with newly-improved parts!

The saws and fasteners are the same, but the old hinges (which used to only lock or click into different angles) now swing free and also click into different angles. This opens up new possibilities for gates and doors and all sorts of free-moving stuff.

Moving along now, the next thing we made was a spinner.

A board game is only as good as its die or spinner, we felt, so we made sure ours was a good one.

Note the little cardboard washer in the left picture below - it allows the spinning arrow to move freely without touching the dial surface - this is essential for awesome spinning. The picture on the right shows the reason we needed the cardboard collar - the protruding end of the fastener. Turns out that this design improved the stability of the entire spinner - it doesn't need to be held down when spun. Bonus!

Obviously, if you don't have Makedo parts, you can use paper fasteners or a bolt and nut.

After this, we made the board. Ours folded twice into quarters. It was made of two identical rectangles, taped halfway together so that half of that seam splits open to allow folding. We glued white paper on the top surface because white is nicer to draw on than brown.

With those basic elements - box, board, spinner - we were ready to add details to give the game a theme.

Emily picked a school theme (no surprises there), so the object of the game was to collect school supplies and "get to" school. Emily furnished all the details and I simply followed her instructions and drew, cut and glued accordingly.

First we made the school supplies - we drew, colored and laminated four each of these:

Then we made cardboard school bags ("two backpacks and two messenger bags, Mom"). We drew an extra one for Kate to color and keep.

Each player has one of these to collect school supplies in.

(and yes, that's Jenna dressed as a mermaid).

The girls are all trained to color on pieces of cardboard (on the carpet) or newspaper (on tables), especially if they are using permanent markers. Jenna sometimes forgets, though but Kate is particularly good at remembering.

To make them stand up, we made little boxes out of cereal box cardboard

and glued the cardboard bag facades onto them. Obviously you don't have to make them triangular. Most normal people would make them rectangular or use band-aid boxes. Our cardboard pieces were too small to be made into rectangles wide enough to hold the supplies.

Emily made four peg people tokens.

And then we made our board:

To introduce suspense and the element of danger, we made 'chance' cards

that offered a variety of helpful and frightening instructions on them.

The last thing we made was an instruction sheet.

And then we test-drove the game to refine it. We found that because the game circuit was so long, we needed a couple of shortcuts to the school bus square (from which players could, with full backpacks, get to school without having to go all the way around the board). Emily is very excited to bring her game to school tomorrow!

P.S. Kate asked about the Barbie Castle again, today. I don't feel up to it, because of its size. We already have the Greengrocer shop that nobody wants to throw out and even I know there are only so many ginormous cardboard megastructures a person's house should host. Poor kids - who would've thought that their cardboard ambitions would be thwarted by their own mother?!

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Emily's vacation assignment was to make a board game she could play with her class in some kind of GameFest. Making the game wasn't a mandatory thing, said the teacher's note - more of "an extra challenge" if the kids wanted to do it.

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Multiplication: StudyJams! Math | Scholastic.com

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Multiplication is like addition, but faster. This activity will teach students about the basics of multiplication.

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SpaceX | Entrepreneurship | Khan Academy

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Multiplication 2: The multiplication tables | Arithmetic | Khan Academy

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Here is a how to video on multiplication!

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Here is a how to video on multiplication!

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Let's learn to multiply. M U L T I P L Y. And the best way I think to do anything is just to actually do some examples, and then talk through the examples, and try to figure out what they mean. In my first example I have 2 times 3. By now you probably know what 2 plus 3 is. That's equal to 5. And if you need a bit of a review you could think of if I had 2-- I don't know-- 2 magenta-- this color-- cherries. And I wanted to add to it 3 blueberries. How many total pieces of fruit do I now have? And you'd say, oh, 1, 2, 3, 4, 5. Or likewise, if I had our number line, and you probably don't need this review, but it never hurts. Never hurts to reinforce the concept. And it this is 0, 1, 2, 3, 4, 5. If you're sitting 2 to the right of 0 and in general, when we go positive we go to the right. And if you were to add 3 to it, you would move 3 spaces to the right. So if I said, if I just moved over 3 to the right, where do I end up? 1, 2, 3. I end up at 5. So either way, you understand that 2 plus 3 is equal to 5. So what is 2 times 3? An easy way to think about multiplication or timesing something is it's just a simple way of doing addition over and over again. So that you means is, and it's a little tricky. You're not going to add 2 to 3. You're going to add-- and there's actually two ways to think about it. You're going to add 2 to itself three times. Now what does that mean? Well, it means you're going to say 2 plus 2 plus 2. Now where did the 3 go? Well, how many 2's do we have here? Let's see, I have-- this is one 2, I have two 2's, I have three 2's. I'm counting the numbers here the same way that I counted blueberries up here. I had 1, 2, 3 blueberries. I have one, two, three 2's. So this three tells me how many 2's I'm going to have. So what's 2 times 3? Well, I took 2 and I added to itself three times. So 2 plus 2 is 4. 4 plus 2 is equal to 6. Now that's only one way to think about it. The other way we could have thought about this is we could've said, instead of having 2 added to itself three times, we could've added 3 to itself two times. And I know it's maybe becoming a little bit confusing, but the more practice you do it'll make a little sense. So this statement up here, let me rewrite it. 2 times 3. It could also be rewritten as 3 two times. So 3 plus 3. And once again, you're like, where did this 2 go? You know, I had 2 times 3 and whenever you do addition you see I have 2-- oh, I don't know these-- well, I said cherries, but they could be raspberries or anything. And then I had two things, I have three things and the 2 and the 3 never disappear. And I add them together, I get 5. But here I'm saying that 2 times 3 is the same thing as 3 plus 3. Where did the 2 go? 2 in this case, in this scenario, is telling me how many times I'm going to add 3 to itself. But what's interesting is, regardless of which way I interpret 2 times 3, I can interpret it as 2 plus 2 plus 2 or adding 2 to itself three times. I can interpret it that way or I can interpret it as adding 3 to itself two times. But notice, I get the same answer. What's 3 plus 3? That is also equal to 6. And this is probably the first time in mathematics you'll encounter something very neat. Sometimes, regardless of the path you take, as long as you take a correct path you get the same answer. So two people can kind of visualize it-- as long as they're visualizing it correctly, two different problems, but they come up with the name solution. And so you're probably saying, Sal, when is this multiplication thing even useful? And this is where it's useful. Sometimes it simplifies counting. So let's say I have a-- well, let's stick with our fruit analogy. An analogy is just when you kind of use something as-- well, I won't go too much into it. But our fruit example. Let's say I had lemons. Let me draw a bunch of lemons. I'll draw them in rows of 3. So I have 1, 2, 3-- well, I'm not going to count them because that'll give our answer away. I'm just drawing a bunch of lemons. Now, if I said, you tell me how many lemons there are here. And if I did that you would proceed to just count all of the lemons. And it wouldn't take you too long to say, that oh, there's 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 lemons I actually already gave you the answer. We know that there are 12 lemons there. But there's an easier way and a faster way to count the number of lemons. Notice: how many lemons are in each row? And a row is kind of the side to side lemons. I think you know what a row is. I don't want to talk down to you. So how many lemons are there in a row? Well, there are 3 lemons in a row. And now let me ask you another question, how many rows are there? Well, this was one row, and this is the second row, this is the third row, and this is the fourth row. So an easy way to count it is say, I have 3 lemons per row and I have 4 of them. So let's say I have 3 lemons per row. I hope I'm not confusing you, but I think you'll enjoy this. And then I have 4 rows. So I have 4 times 3 lemons. And that should be equal to the number of lemons I have-- 12. And just to make that gel with what I just did with the addition, let's think about this. 4 times 3-- literally, when you actually say out the word 4 times 3, I visualize this. I visualize 4 times 3. So 3 four times. 3 plus 3 plus 3. And if we did that we get 3 plus 3 is 6. 6 plus 3 is 9. 9 plus 3 is 12. And we learned up here, this part of the video, we learned that this same multiplication could also be interpreted as 3 times 4. You can switch the order and this is one of the useful and interesting actually, kind of properties of multiplication. But this could also be written as 4 three times. 4 plus 4 plus 4. You add 4 to itself three times. 4 plus 4 is 8. 8 plus 4 is 12. And in the U.S. we always say 4 times 3, but you know, I've met people and a lot of people in my family they kind of learned in the-- I guess, you could call it the English system. And they'll often call this four 3's or three 4's. And that in some ways is a lot more intuitive. It's not intuitive the first time you hear it, but they'll write this multiplication problem or they'll say this multiplication problem and they'll say, what are four 3's? And when they say four 3's, they're literally saying, what are four 3's? So this is one 3, two 3's, three 3's, four 3's. So what are four 3's when you add them up? It's 12. And you could also say, what are three 4's? So let me write this down. Let me do it in a different color. That is four 3's. I mean literally, that's four 3's. If I told you to say, write down for four 3's and add them up, that's what that is. And that is 4 times 3 or 3 four times. And this is-- let me do that in a different color. That is three 4's. And it could also be written as 3 times 4. And they all equal 12. And now you're probably saying, OK, this is nice. It's a cute little trick, Sal, that you've taught me. But it took you less time to count these lemons than to do this problem. And well first of all, that's only right now because you're new to multiplication. But what you'll find is there are times and there are actually many times-- and I don't want to use the word times too much in a video on multiplication-- where each row of lemons, instead of having 3 maybe they have 100 lemons. Maybe there's 100 rows. And then it would take you forever to count all the lemons and that's where multiplication comes really useful. Although, we're not going to learn right now how to multiply 100 times 100. Now, the one thing that I want to get you and this is kind of a trick. I remember my sister just to try to show how much smarter she was than me when I was in kindergarten and she was in third grade, she would say Sal, what is 3 times 1? And I would say, because my brain would say, oh, that's like 3 plus 1. And I would say 3 plus 1 is equal to 4. And so I'd say, 3 times 1? That must be 4 as well. And she would say, no, silly. It's 3. And I was like, how can that be? How can the 3 times some other number still be the same number? And think about what this means. You could view this as three 1's. What are three 1's? That's one 1 plus another one 1 plus another 1. And that's equal to 3. Or you could view this as 3 one time. So what's 3 one time? It's almost silly how easy it is. It's just 3. That's one 3. You could write this as one 3. And that's why anything times 1 or 1 times anything is that anything. So then 3 times 1 is 3. 1 times 3 is 3. And you know, I could say 100 times 1 is equal to 100. I could say that 1 times 39 is equal to 39. And I think you're familiar with numbers this large by now. So that's interesting. Now there's one other really interesting thing about multiplication. And that's when you multiply by 0. And I'll start with the analogy or the example when you add. 3 plus 0 you've hopefully learned is 3. Because I'm adding nothing to the 3. If I have 3 apples and I give you 0 more apples, you still have 3 apples. But what is 3 and maybe I'm just fixated on the number 3 a little bit too much. Let me switch. What is 4 times 0? Well this is saying, 0 four times. So what's 0 plus 0 plus 0 plus 0? Well, that's 0. I have nothing plus nothing plus nothing plus nothing, so I get nothing. Another way to think of it, I could say 4 zero times. So how do I write 4 zero times? Well, I just don't write anything, right? Because if I write anything, if I write 1/4 and I don't have no 4's-- let me write this. This is four 0's, but I could also write zero 4's. And what is zero 4's? I'll just write a big blank here. There, I wrote it. There are no 4's here. So there's just a big blank. And that's another fun thing. So anything times 0 is 0. I could write a huge number, you know, 5,493,692 times 0. What does that equal? That equals 0. And by the way, what's this number times 1? Well, it's that number again. And what's 0 times 17? Once again, that is 0. Anyway, I think I've talked for long enough. See you in the next video.

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Basic multiplication (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.