Kindergarten Math Review
This optional chapter serves as a comprehensive review of essential kindergarten math concepts, including writing numerals from 0 to 9, counting up to 20, understanding position and color words, identifying basic shapes such as circles, triangles, and squares, as well as recognizing simple patterns.
The Lessons in Chapter 0 page span
Equal Amounts; Same and Different 7 1 page
Position Words, Colors, and Shapes 12 2 pages
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1 Count Write the number in the box.
2 Count Write the number Then circle the number that is MORE. a b c d e f g h a b. c d.
3 Write the missing number below the number line. a. b c.
4 Circle the group that has more things Then count ALL (both groups) Write the number in the box below. a b c. d e f.
Position Words, Colors, and Shapes
1 a Color the top shape RED. b Color the bottom shape BLUE. c Color the middle shape YELLOW.
To complete the coloring activity, start by coloring the shape on the right green Next, color the shape in the middle blue Then, proceed to color the shape on the left yellow For the two shapes on the right, use orange, and finally, color the two shapes on the left purple.
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Addition Within 0-10
The first chapter of Math Mammoth Grade 1-A focuses on teaching addition and addition facts within the range of 0-10 It is important to note that the lessons in this chapter may require several days to complete, rather than being structured as daily lessons.
This chapter introduces basic addition concepts through simple problems featuring numbers 0-5, utilizing pictures to help children count objects for addition These foundational lessons can be easily adapted to incorporate manipulatives, such as blocks and beads, enhancing hands-on learning experiences.
To introduce the symbols "+" and "=", begin by using blocks or similar objects to demonstrate addition verbally For example, say, "Three blocks and four blocks make seven blocks," or "Three blocks plus four blocks equals seven blocks." Encourage the child to replicate these phrases while manipulating the objects Continue this playful approach until the child can confidently use the terms "plus" and "equals" in their speech, which will facilitate their understanding of the written symbols later on.
In the lesson "Which is More?", children learn to use the symbols “ < ” and “ > ” to compare numbers, likening them to a hungry alligator's mouth For example, they will understand that 5 < 7 As they progress, students will also explore comparing expressions, such as 2 + 3 < 4 + 4.
We will soon introduce "missing addend" problems, such as 1 + _ = 5, where one of the addends is absent Initially, we will use visual aids, gradually transitioning to symbolic representations These problems are crucial as they help children understand the relationship between addition and subtraction.
Children might confuse the missing addend problem 1 + _ = 5 with 1 + 5 = _ To help the child see the difference, you can word these problems like this: “One and how many more makes five?”
Modeling missing addend problems can be effectively done through drawing For instance, in the equation (1 + _ = 5), a teacher can illustrate the concept by drawing one ball and instructing the student to reach a total of five balls The student is then encouraged to draw additional balls until the total equals five, determining the missing addend in the process This hands-on approach helps the child understand that starting with one ball requires adding more to achieve the total of five, effectively answering the question, “How many more did you draw?”
Then we come to the lesson Sums with 5 It practices the number combinations that add up to 5, which are
In our lessons, we focus on pairing numbers such as 0 and 5, 1 and 4, and 2 and 3 to facilitate understanding of addition Following this, we introduce sums involving 6 and 7, gradually building up to help children memorize addition facts up to 10 effectively.
Your child doesn't need to memorize addition facts at this stage; the lessons are designed to gradually build towards that goal Mastery of these facts can be achieved later in the first grade, so early memorization isn't necessary.
My approach to memorizing the basic addition facts within 10 is many-fold:
Structured drills, such as those found in "Sums with 5" and "Sums with 6," focus on teaching addition facts through recognizable patterns rather than random memorization By introducing the concept of number combinations, like 0 and 5, 1 and 4, and 2 and 3 for Sums with 5, children can grasp the underlying structure of addition This approach fosters a deeper conceptual understanding, enabling children to connect facts meaningfully rather than relying solely on rote learning.
2 Using addition facts in games, in math problems, everyday life, or anywhere else Games are especially useful because they help children to like mathematics
3 Random drilling may also be used, sparingly, as one tool among others.
Memory aids like silly mnemonics or posters displaying math facts can be beneficial for some children While not every child requires these tools, they can be helpful if you choose to implement them.
Fluency in addition facts within the range of 0-10 is essential for children by the end of first grade, as outlined in the Common Core Standards These foundational skills are vital for understanding subtraction and future math concepts Math Mammoth Grade 1-A emphasizes consistent practice of these addition facts across its first three chapters If your child has not yet mastered these facts by the time they begin the 1-B book, it is important to continue reinforcing their learning through games and drills.
Developing children's understanding of mathematical symbols such as +, is crucial They should become familiar with equations like 9 = 5 + 4 and inequalities like 2 < 5 + 4 It's essential for children to interpret the equation 2 + _ = 6 as an unknown addend problem, rather than as an addition problem We must address the misconception that the equal sign functions as an "operator," which could lead a child to incorrectly approach the equation 9 = + 4 as an addition problem.
In this chapter, we explore addition on a number line, a crucial method for modeling addition Children engage with addition tables, number patterns, and word problems, while also learning to represent unknown numbers with symbols, such as geometric shapes (e.g., + 5 = 10) Thus, although it may seem that we are only adding small numbers, there is much more depth and complexity involved in the learning process.
Incorporating games into your study routine is essential, as they not only make learning enjoyable but also reinforce addition skills for children I recommend exploring the following games that effectively support the concepts covered in this chapter.
The Lessons in Chapter 1 page span
Two Groups and a Total 19 3 pages
Learn the Symbols “ + ” and “ = ” 22 3 pages
Adding on a Number Line 38 4 pages
Review of Addition Facts 64 4 pages
Games for Addition and Subtraction Facts
Any board game where you move the piece by rolling two dice also works to practice addition.
10 Out (or 5 Out or 6 Out, etc.)
You need: Lots of number cards with numbers 1-10, such as regular playing cards without the face cards, or any other cards that have numbers on them.
To play the game, deal seven cards to each player and place the remaining cards face down in the center On their turn, a player begins by drawing a card from the pile They can then request a specific card from the player to their right, similar to "Go Fish." If the right-hand player has the requested card, they must hand it over Afterward, the player can discard one card or any two cards that total ten The first player to discard all their cards wins the game.
* Deal more than seven cards
* Deal fewer cards if there are a lot of players or the players are very young
* Allow players to discard three cards that add up to 10.
* Instead of ten, players discard cards that add up to 9, 8, 11, or some other number
Use the face cards Jack, Queen, and King for 11, 12, and 13.
You need: The same number of small objects as the sum you are studying For example, to study the sums with 5, you need 5 objects (marbles, blocks, or whatever).
Place Value Within 0-100
In Chapter 3 of Math Mammoth Grade 1, students explore numbers up to 120, focusing on comparing whole numbers to 100 They develop an understanding of numbers between 10 and 100 by learning to break them down into tens and ones, enhancing their numerical comprehension.
The 100-bead abacus, commonly known as the school abacus, features 10 rods with 10 beads each, totaling 100 beads Unlike the place-value abacus utilized in Chinese and Japanese cultures, each bead on the school abacus represents a single unit This design allows children to visually and tactilely engage with numbers, enhancing their understanding of basic arithmetic concepts.
There are many kinds of abacus available through Amazon.com For example, this Melissa & Doug
Classic Wooden Abacus: http://www.amazon.com/exec/obidos/ASIN/B00005BVRQ/?tag=mathmammoth-20
You can browse Amazon’s abacus collection at this link: http://www.amazon.com/gp/search?ie=UTF8&keywordsacus&tag=mathmammoth-20
You can purchase an abacus from various stores, but if a physical one is not available, you can utilize a virtual abacus online at this link: http://illuminations.nctm.org/Activity.aspx?idA31.
In addition to using an abacus, we utilize a visual model of base-ten blocks that connect in groups of ten to create a stick If you have these base-ten blocks available, you can incorporate them into your visual exercises for enhanced learning.
We utilize number lines and a 100-chart to enhance numerical understanding Number lines visually demonstrate the infinite nature of numbers and their connection to measurement concepts Meanwhile, the 100-chart familiarizes children with numbers up to 100 and aids in recognizing patterns within the number system.
When children learn to count, they often perceive numbers as an endless sequence However, simple counting may prevent them from understanding the underlying structure of numbers, including how they group into tens, hundreds, and thousands.
To grasp the concept of place value, children must first learn their numbers up to 10, perform basic addition with small quantities, and understand counting in groups The foundation of our whole number system relies on the principle that counting large quantities is more efficient when done in groups of tens, hundreds, and thousands, rather than counting each item individually.
Understanding place value is essential, as each digit's position indicates the size of the group it represents For instance, in the number 2,381, the digit 8 signifies eight tens, while the digit 3 represents three hundreds Thus, the digit's position reveals the group size, and the digit itself indicates the quantity within that group.
Our numerical place value system is not inherently essential; alternative methods for representing numbers could be developed One such approach could utilize font size to signify the magnitude of a group, illustrating that different systems can effectively convey numerical information.
The number 78 (or 72, 8, or 2 78) signifies 8 hundreds, 7 tens, and 2 ones, equating to 872 in the place-value system While adults often take the concept of place value for granted, it is an abstract idea that may not be intuitively clear to children This chapter offers a simplified introduction to place value by focusing on just two digits, helping young learners grasp this foundational mathematical concept.
Helpful Resources on the Internet
Use these free online resources to supplement the “bookwork” as you see fit.
Click on the number shown by the ten-stacks and individual blocks. http://www.ictgames.com/sharknumbers.html
Click on the fruit with the number that matches the number of tens and ones that are shown Choose
“medium” level for this game. http://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_place_value.htm
Build the given number using ten-sticks and blocks. http://www.learningbox.com/Base10/BaseTen.html
Match the number on the fruit to the name of the number. http://www.sheppardsoftware.com/mathgames/earlymath/fruitShootNumbersWords.htm
Explore two-digit numbers by illustrating them and making leaps on the number line Click on the line to uncover number tags, and adjust the lines to discover even more two-digit numbers Visit http://www.ictgames.com/numberLine.html for an engaging learning experience.
Counting in Groups of 10 112 2 pages
Naming and Writing Numbers 114 4 pages
Add and Subtract Whole Tens 127 2 pages
Which Number is Greater? 131 3 pages
More Practice with Numbers 136 2 pages
Move the boat the correct number of jumps on the number line to save the person http://ictgames.com/LIFEGUARDS.html
Enter the number shown by the colored blocks on a hundred chart. http://www.thegreatmartinicompany.com/Kids-Math/kids-count-99.html
Find the hidden bones on a 100-chart. http://www.oswego.org/ocsd-web/games/DogBone/gamebone.html
Create different kinds of printable number charts. http://www.homeschoolmath.net/worksheets/number-charts.php
Choose a color and create pretty number patterns on this interactive chart http://www.abcya.com/interactive_100_number_chart.htm
Click on the correct square on the number chart to find the hidden fireworks http://www.abcya.com/100_number_grid.htm
Fill in the Missing Numbers – customizable chart
Practice filling in numbers in order, or by types Set the “End Number” to 120. http://mrnussbaum.com/number-chart-2/
Answer the questions using the number chart. http://www.softschools.com/math/hundreds_chart/games/
Color to see skip-counting patterns. http://www.mathsisfun.com/numbers/number-chart.php
Number Comparison at Mr Martini’s Classroom
Click on the < , > , or = sign to be put in between two numbers. http://www.thegreatmartinicompany.com/inequalities/number-comparison.html
Counting Caterpillar is an engaging mobile-friendly game designed for children aged 4 to 7, where players learn to order both consecutive and non-consecutive numbers To begin, users select a minimum and maximum number, with smaller sliders accommodating younger kids and larger ones extending the range up to 9000 for older children Players can choose to include or exclude consecutive numbers, which is particularly helpful for ordering through the 100s barrier Once the numbers are set, players drag the leaf buds onto the branch in the correct sequence, allowing the caterpillar to eat the leaves and transform into a butterfly This interactive game not only enhances number ordering skills but also provides a fun learning experience.
Pop the balloons in order from the smallest to the greatest http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopOrder2.htm
Skip-Count by 2s – Balloon Rise – Washington Monument
Skip counting by 2s is an engaging way to assist hot-air balloons in ascending to the top of the 555-foot Washington Monument Players begin with a specified number and must click on the balloons that represent the correct skip-counted values For instance, starting at 26, participants would select balloons labeled 28, 30, 32, and 34 Each correct selection causes the balloons to rise, and upon reaching the monument's summit, players can discover fascinating facts about this iconic structure Enjoy the game!
Skip-Count by 5s – Balloon Rise – Empire State Monument
To successfully assist the hot-air balloons in ascending to the top of the Empire State Building, practice skip-counting by 5s Begin with a given number and select the balloons that correspond to the correct skip-counted values For instance, if instructed to count by 5s starting from 15, you should click on the balloons numbered 20, 25, 30, and 35 Each correct selection will help the balloons rise higher Good luck!
Move the tortoise in steps of 10s, 5s, and 1s on the number line to the target number. http://www.ictgames.com/technowithflock.html
Connect the dots by counting by twos. http://www.abcya.com/connect_the_dots_skip_count_2.htm
Find the shell that contains a number 10 more than the given number. http://www.ictgames.com/octopus.html
Find 10 more or 1 more than a given number. http://www.ictgames.com/frog.html
Sort shapes according to shape or color and fill the bar graph http://www.shodor.org/interactivate/activities/BarGraphSorter/
Interactive Bar Chart with Questions
Choose a theme and the desired number of intervals for your bar chart.
Then, answer the questions. http://www.topmarks.co.uk/Flash.aspx?frchartv2
Use the tally chart to answer 5 questions. http://www.softschools.com/math/data_analysis/tally_chart/
Interactive Tally Chart and Bar Graph activity
Click on the children to find out their favorite hobbies Using that information, make a frequency table and a bar chart. http://www.topmarks.co.uk/Flash.aspx?b=maths/interpretingdata
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Henry has a specific number of medium and long pencils, as well as a total count of short and medium pencils combined Additionally, it's noted how many more long pencils he possesses compared to his short pencils.