**Kindergarten - 1st Grade****Painting with Shapes**

Materials:

- Stamps (toilet paper rolls, empty boxes or cans, cardboard, etc.)

- Paint

- Paper

Children can experience how the three-dimensional shape of the stamp can turn into a two-dimensional shape after being dipped into paint and then pressed onto paper. Children can associate which shape comes from which stamp (circles come from toilet paper rolls, or cylinders, rectangles come from boxes, etc.). Cardboard pieces can be manipulated and bent in order to create some harder-to-find shapes such as triangles or squares. Children can create an abstract label the picture with the names of shapes if desired.

Targeted Standards:

CCSS.MATH.CONTENT.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.A.3

Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

CCSS.MATH.CONTENT.1.G.A.2

Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

**Comparing Length**

Materials:

- Some of your children's favorite toys or items found around the house of varying length

- Ruler (optional)

Lay out the materials you've collected from around the house on a surface where children can reach, touch and examine each of the materials in order to compare and contrast their sizes. Younger children can verbally state which items are longer or shorter than one another and record those items on paper, sort them into groups, or place them in a line from shortest to longest or vice versa. Older children can use a ruler to measure each of the items and record their measurements in order to get an accurate idea of which items are longest and shortest.

Targeted Standards:

CCSS.MATH.CONTENT.K.MD.A.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

**Slice and Compare**

Materials:

- Play-doh, paper, straws, anything that can be cut or split into smaller pieces

- Plastic knife, safety scissors, any tool to cut the material into pieces

Children will start with a large piece of material and experiment with cutting the material into smaller pieces. As each new piece is made, the child can re-count the pieces and notice how splitting the material into pieces creates more pieces. Students can examine how all pieces can be joined back together to form the whole piece that they started with. Older children can begin to talk about fractions when splitting up the material (cutting it into two equal pieces is the same as cutting the object in half, cutting it into three equal pieces is the same as cutting the object into thirds, etc.) Students can experiment with cutting smaller pieces into even smaller pieces, which also serves to aid in fine-motor skills.

Targeted Standards:

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.4.B

Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.MATH.CONTENT.1.G.A.3

Partition circles and rectangles into two and four equal shares, describe the shares using the words

*halves*,

*fourths*, and

*quarters*, and use the phrases

*half of*,

*fourth of*, and

*quarter of*. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

**2nd Grade - 3rd Grade**Flip Cards to Add to 100

Materials:

- Deck of Cards

- Scrap paper

- Pen or pencil

This math game uses a standard deck of playing cards (you can either take out the face cards or assign them values, such as 1 or 10). Players draw a card and add it to their running total, trying to be the first to reach 100 without going over. Increase the difficulty level by having players draw two cards and add them together, then add the sum to their total. (weareteachers.com)

**Targeted Standards:**

CCSS.MATH.CONTENT.2.NBT.A.1.A

100 can be thought of as a bundle of ten tens — called a "hundred.

CCSS.MATH.CONTENT.2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Counting Coins

Materials:

- Bag

- Variety of Coin

- Sheet of Paper

- Pencil/ Pen

Place a variety of coins in a bag, numbering the different bags. Have children pick bags at random and count the coins. On a sheet of paper, write as many numbers as there are numbered bags. The children will need to correctly write the value of the bag next to the correct number, properly using the dollar sign and decimals. For a challenge, have children line the coins up into squares/ rectangles Using multiplication, students will be able to find the correct number of coins in the bag.

Targeted Standard:

CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Materials:

- Bag

- Variety of Coin

- Sheet of Paper

- Pencil/ Pen

Place a variety of coins in a bag, numbering the different bags. Have children pick bags at random and count the coins. On a sheet of paper, write as many numbers as there are numbered bags. The children will need to correctly write the value of the bag next to the correct number, properly using the dollar sign and decimals. For a challenge, have children line the coins up into squares/ rectangles Using multiplication, students will be able to find the correct number of coins in the bag.

Targeted Standard:

CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Deck of Cards Multiplication

Materials:

- Deck of Cards

Pull two cards from a deck of cards (face cards can either be taken out of the deck or given values). Have children multiply the two cards together to find the product of the two numbers. For a challenge, have children multiply a third card after finding the product of the first two cards drawn. See how many cards in a row children are able to multiple together.

Targeted Standards:

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.

Materials:

- Deck of Cards

Pull two cards from a deck of cards (face cards can either be taken out of the deck or given values). Have children multiply the two cards together to find the product of the two numbers. For a challenge, have children multiply a third card after finding the product of the first two cards drawn. See how many cards in a row children are able to multiple together.

Targeted Standards:

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.

**4th Grade - 5th Grade**GCF Bingo

Materials:- Paper or card stock

- Marker

- Bingo chips or cut out pieces of paper to make chips

Make bingo cards out of any numbers that are factorable under 100. Have children pick a bingo card and distribute chips to each player. When everyone is ready, announce two numbers at a time that could share a greatest common factor. Then, the child who has the number on their board would place a chip on that number. For Example, if the two numbers were 25 and 20, the GCF would be 5, and whoever has 5 would mark it. Whoever has a bingo first wins!

Targeted standard:

CCSS.MATH.CONTENT.4.OA.B.4

Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Make it Monstrous

Materials:

- A 100 grid

- Colored pencils or markers

Draw a monster inside the grid. When you are done, count the squares you colored in. Then, list the number as a fraction out of 100, a simplified fraction if possible, a decimal, and for a challenge a percent.

Targeted standard:

CCSS.MATH.CONTENT.5.NBT.A.3

Read, write, and compare decimals to thousandths.

Materials:

- A 100 grid

- Colored pencils or markers

Draw a monster inside the grid. When you are done, count the squares you colored in. Then, list the number as a fraction out of 100, a simplified fraction if possible, a decimal, and for a challenge a percent.

Targeted standard:

CCSS.MATH.CONTENT.5.NBT.A.3

Read, write, and compare decimals to thousandths.

EGG-O

Materials

- Empty egg carton

- Marker

- Dice

Write numbers inside each of the holes in the egg carton (modify game by putting large or small numbers) Players take turns putting the dice inside the egg carton, shakes it, and then opens the lid. Each player's score is the product of the two numbers the dice lands on. Keep adding scores until one player reaches 500 and is declared the winner. (this number can also be modified)

Targeted Standard:

CCSS.MATH.CONTENT.4.NBT.B.5

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Materials

- Empty egg carton

- Marker

- Dice

Write numbers inside each of the holes in the egg carton (modify game by putting large or small numbers) Players take turns putting the dice inside the egg carton, shakes it, and then opens the lid. Each player's score is the product of the two numbers the dice lands on. Keep adding scores until one player reaches 500 and is declared the winner. (this number can also be modified)

Targeted Standard:

CCSS.MATH.CONTENT.4.NBT.B.5

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.