Have the child work the following word problems using objects, drawings, or equations when solving:

Thirteen boats were sailing on the lake. A storm came up and then there were nine boats sailing on the lake.  How many boats left when the storm came?

Shaun has eighteen pieces of bubble gum.  Ryan has seven pieces of bubblegum.  How many more pieces of gum does Shaun have than Ryan?

There were nineteen students in Mrs. Kennedy’s class. Eight were girls.  How many were boys?

At Fairview Farm there are seventeen sheep in the herd.  At Sunnyview Farm there are thirteen sheep in the herd.  How many fewer sheep does Sunnyview farm have than Fairview Farm?

Tell the child they will be working on how forces (pushes and pulls) affect the motion of objects.

Gather several objects from around the house.  It would be best if it could include:

Ball

Spring (Slinky toy)

Elastic (rubber band)

Have a discussion with the child about the ideas of Force, Motion, and Inertia.

Newton’s Law:

Inertia means to do nothing or remain unchanged. 

Any kind of force is really just a push or pull

Magnetism is a kind of force.

Inertia is not a force.

Springs and elastic are also types of force.

Allow the child to spend some time exploring with the items and how pushing and pulling on them causes motion/movement. Not putting force on the items allows them to stay in a state of inertia.

Have the child determine if the following equations are true:

 

(4+3) + 3 = 4 + (3+3)

 

8 + (2+5) = (8+2) +5

 

11+3 = 3+11

 

14 + (4+1) = (14+4) +1

 

6+9 = 9+6

When finished have the child explain to you why they are true.

If possible, gather any magnets or magnetic items you may have around the house.  

 

Have a discussion with the child to explain how some forces can make things move without touching them, such as magnets.

 

Have the child use the magnets and various magnetic objects to explore how close or far apart they can be from an item in order to get it to move. 

Have the child solve the following word problems using objects, drawings, or equations with a symbol for the unknown number:

 

Danny needed extra snacks for his buddies at baseball practice.  Carl’s favorite snack was always fruit and Brandon loved chips. Danny went to the store and picked up eight bananas, five bags of chips, and three candy bars for himself.  How many snacks did Danny buy for himself and his friends?

 

Cara’s Mother asked her to pick up a few groceries at the store.  She would be making Cara’s favorite chocolate chip cookies!  The list Cara’s Mom shared asked Cara to get five sticks of butter, five packages of chocolate chips, and ten plastic containers to store the cookies in.  How many items did Cara buy at the store?

 

Haley and her Grandfather went fishing at the local pond.  While they were there Haley caught seven fish, her Grandfather caught nine fish, and one of her friends showed up and caught three more.  How many fish did they catch at the pond?

Have the child head outside to explore with force and motion.  Gather the following items if available or whatever you may have:

 

Small ball

Large ball

Light item

Heavy item

Swing

 

Begin with the swing.  If you have access to a swing have the child sit in the swing to demonstrate the ideas from day one on push, pull, and inertia.  This is a very easy way to see it!  Then have the child predict what happens if you change the force of the push or pull? Have them try it out.

 

Move to the items collected.  Have the child predict what will happen if each of the items are pushed/pulled?  Have them try it out.  Then have them go back and predict what will happen if they change the force of the push/pull?  Have them try that out.  

 

Have a discussion with the child about the differences observed when varying levels of force are applied to objects.

Play a game with the child where you see if they can tell you the parts of 10 quickly.  You will begin by saying one number under 10 and they have to tell  you quickly the other number that can be added to it to make ten.

 

Example:

 

Adult: “3”

Child: “7”

Adult: “6”

Child “4”

 

Keep going for as long as the child wants to play.  See if you can speed up how quickly they can provide the answer!

Subtraction Option:

 

The purpose here is to build fluency with combinations of numbers under 10.  You will call out a subtraction equation for the child and see if they can tell you quickly the difference (answer).  See if you can get them to speed up how quickly they can answer over the course of the game!

 

Example:

 

 

Adult: “6 - 3”

Child: “3”

Adult: “8 - 2”

Child: “6”

Adult: “10 - 4”

Child: “6”

Marble Painting!

 

Gather:

Marbles (or small round rocks/items)

Paper

Paint

Flat, Rectangle box

 

Have the child place the paper inside the box.  Have them choose a paint color for you to drip a few dollops of paint onto the paper.  Have the child put the marble into the box and  predict what will happen when they apply force to the marble. Allow the child to experiment with different speeds of moving the marble across the paper and any other ideas they may have. Remind them they are using force to move the marble around and paint.  Repeat with as many different colors as desired.  At the end have them reflect on how the force they applied created the motion that made their masterpiece!

There were twenty cotton candy stands at the fair.  Eleven had pink and blue cotton candy and the rest had plain pink.  How many cotton candy stands had plain pink cotton candy?

 

 

There were sixteen monster trucks at the truck show.  Twelve were orange and the rest were yellow.  How many monster trucks were yellow?

 

 

There were nineteen kids skating at the skating rink.  Some kids left and then there were twelve kids skating.  How many kids left the skating rink?

 

 

There were seven children swinging on the swings.  Some more children came over and began to swing too!  Then there were thirteen children swinging.  How many children came over to swing?

Have the child decode (read or sound out) the following list of one syllable words you have written out for them on paper:

 

tent

vest

slug

clam

mask

slip

jug

plan

glad

flat

grow

thank

Have the child go on a word hunt in one of the books they read today looking for one syllable words.  When one is found, have them decode (read or sound out) it aloud to you. Have them count to see how many words they found.  Repeat with one other book.

Inflectional Endings - 

Review with the child what Inflectional Endings are (words that have “s”, “ing”, “es”, etc. on the end).  Have the child look through 2-3 of the books they read today to hunt for “Inflectional Ending” words.  You might give them a special pair of glasses to do this work like the example at the bottom of the document. (feel free to cut it out and use it!)

 

As they find these words, have the child write them out into a list so when they are finished you all can go back and have a quick discussion on the meaning of each of the words they found. 

Have the child produce the initial, medial vowel, and final sound (beginning, middle, end) in each of the following words:

 

pat

put

hut

sat

sit

mop

lip

rip

mat

hip

top

tip

 

Example:

Adult: “pat”

Child: “p-a-t”

 

Adult: “hut”

Child: “h-u-t”

Play a game with the child where you say a word and they determine whether the word has a long or short vowel sound in it.

Have fun!

 

Possible Words:

blush (short)

glow (long)

cane (long)

beach (long)

brick (short)

leaf (long)

shell (short)

west (short)

clay (long)

fig (short)

 

Repeat as many times as desired with new words.   

Give the child the words found at the bottom of that you have rewritten on a piece of paper.  Have them sort the words into one syllable and two syllable words.  When the child is finished, check their work.

popcorn
dove
candy
rock
hotdog
crane
maple
night
cracker
field
waffle
share
paper
marsh
lotion
wave
carpet
heart
music
park
bookbag
mist
rusty
lake
yellow
gold