learning activities mathematics

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Dragon Curve Fractal Art Math + Art STEAM Activity

Learn about dragon curve fractals and how to make dragon curve fractal art with this awesome STEAM activity!

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Teach the Fibonacci Sequence with this Easy Math & Art Activity!

This math and art activity presents this would-be complex mathematical concept in an easy to understand, tangible way with Fibonacci art!

$Finding Pi Math Sun Catchers Make math fun by pairing it with other STEAM disciplines! This round-up of activities includes a ton of math + art activities, math + tech, and math + science for a whole summer of fun!$

Finding Pi with Math Sun Catchers

The goal of this activity is to explore the number Pi and prove that it is a mathematical constant by making math sun catchers out of perler beads for a fun math + art STEAM activity!

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Pilish: How to Write a Poem for Pi Day

The number Pi, inspired it’s own language known as “Pilish”. Pilish is a challenging form of writing. Learn it today and write a piem!

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Make Learning Fun: Practising Math Through Games

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Everyone wishes their child would practise math or pick up a book whenever they are bored, but let’s be honest, most kids just want to play a game or use their tablet. The good news is there are tons of fun games available online where you can use your math skills while having fun. The question is: “Do games really help children study math?” Let’s go over some of the benefits and downsides of practising math with games.

Children love games, even when they help you learn

Everyone wants to be the parent that doesn’t hand the phone or tablet over to their child for a few seconds of peace, but sometimes it’s just easier to let them play a game while you need to get some work done. Instead of watching unboxing videos or playing games, parents can selectively choose games that are not only fun, but also allow their child to hone the skills they’ll need in the future.

Children like to be challenged. That’s part of the reason they love playing games. When your child gets used to solving a math problem to move a story forward or get new in-game bonuses, they see that the work they are putting in leads to real successes and achievements.

Some of the best skills you develop in life are not the ones you’re forced to learn and use. Instead, they are the skills that you’re passionate about. While not every child would pick math games over Pokémon , if the choices are doing worksheets or playing math games, most are going to pick the one that’s more fun. Finding engaging ways to practise, be challenged, use skills, and feel a sense of accomplishment are some of the reasons why children love games and gamified learning.

Make sure the games match the skills they have

Using games to practise knowledge and skills helps with reinforcement because it challenges children at their level. One issue to look out for when using math games is to make sure they align with a child’s current skills. If a game is fun but focuses on skills they learnt last year, your child won’t be practising newer skills — and may, in fact, get bored and lose interest quickly. On the other hand, if the math problems are too hard, your child may get easily frustrated that they’re not moving the story forward in the game and just quit.

Just like any game, do your research to make sure that the game is appropriate for your child. Starting a new game that matches what they’re learning in school helps to integrate those new skills into their daily life. Math is all about looking forward, so you don’t want your child to get too comfortable and not be challenged.

Make sure the games your child wants to play are within their skill range. There’s a good way and a bad way to be challenged. If your child gets frustrated because they don’t have the skills to move forward in a game, it might add to “math anxiety” in the future.

“Math anxiety” is a fear of math that’s not only seen in primary classrooms — but also in adults. A study by Frontiers in Psychology reports that it can be impactful well into university and even everyday life. Games are a fun way to help your child gain math confidence and foster mastery motivation.

Spark Math classes and gamified learning

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Spark Math’s small group online classes are filled with fun ways for children to interact with what they are learning. Filled with original games and animation, our classes feature all the fun of practising with games, are designed by educational experts, and have exclusive content. Not to mention, students have the support and guidance of experienced ex-MOE teachers who are there to guide and teach them along the way. Students will be able to practise what they are learning in their regular curriculum, get a head start on new concepts, and even be ready for tests and math competitions.

Check out the gamified learning in Spark Math online classes with a FREE trial class today. Your child can look forward to animated explanations and highly interactive lessons that help them to master math heuristics.

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$learning activities mathematics$

Gain fluency and confidence in math! IXL helps students master essential skills at their own pace through fun and interactive questions, built in support, and motivating awards.

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Throughout this series, Times Tables , you have learned how to multiply with two, five, and ten.

Let's try a few practice problems to make sure you are retaining what you have learned. Tell the product of each problem to a teacher or parent:

How did you do? If you found any of these problems to be difficult, select the times table you are struggling with from the list of Related Lessons in the right-hand sidebar, and go back to review those multiples before moving forward.

In this lesson, you will learn multiples of 11. Multiplying with double digits may seem scary, but multiplying with 11 is actually very easy.

Did you notice any type of pattern or repetition when you saw the list of numbers at the very beginning of the lesson?

If not, look at the multiplication table below. The 11 times tables have been highlighted.

What do you notice when you examine multiples of 11?

Tell your teacher or parent.

You should have noticed that the product of any number from one to nine times eleven is just the number doubled.

For example, 9 x 11 = 99. The answer is just nine doubled.

There is also a simple trick for determining the product of any number from ten to eighteen times eleven. To find the product for these problems, write the sum of the digits between the digits.

See the examples below for a visual:

Add these tips to the foldable you have been creating throughout this series under the "11" flap. Then, review what you have learned about the 11 times tables by listening to the song 11 times trick (for numbers greater than 9)- multiplication math song (Mr. R's Songs for Teaching):

What tricks for remembering the 11 times tables did you hear in the video?

Listen to the song as many times as you need to, to get the hang of multiples of 11. Then, move onto the Got It? section to start solving problems.

$Large icon for the Duck shoot math game$

The games must be easy to understand and play without long explanations or pages of rules - simple games can be just as exciting as more complicated ones as long as they are well designed.

$Screenshot of the Rock fall game for learning and practicing math online$

Our math games are designed to be both simple to understand and quick to play. They are suitable for both school pupils and home-educated children and are designed to be played by individual players learning or revising math. The games are primarily based on answering questions either using the keyboard or multiple choice - this is done in a variety of ways in the different games.

Select a game below for more information on how it is played:

All our games are available online and are free to use with all our topics - that is well over 17,000 question / answer pairs that are at the core of any K-8 math course. Our games are accompanied by math lessons and tests to provide a vital free resource for math learners with limited (or no) budget. The details for each game are given on their own pages.

Duck shoot * The frog flies * Pong * The beetle and the bee

Four in a row * Mix and match * Sow grow

Choose or lose * Cat and mouse * Rock fall

How to use our math Games

$Free Math Games screenshot of games available for K-8 math$

Click on the name of a game to go to that game page with the topic you have selected. On the game page there are instructions on how to play the game in addition to a chance to change the topic you want to play with. All our K-8 math games are quick to play and easy to understand. You need to have seen the math you are going to play with before you play the games, either at school or using our own K-8 lessons .

The frog flies

The beetle and the bee, four in a row, mix and match, choose or lose, cat and mouse, future games.

We intend to develop many more games for Free Math Games - if you would like to suggest a game, please use the contact page to let us know your ideas.

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Kindergarten Math Activity Workbook: Basic Mathematics Learning Book for Preschool and 1st Grade Children| Fun Activities Addition & Substraction + Worksheets for Kids Ages 3-6 Paperback – February 23, 2023

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Thought-provoking math activities, games, and practice pages.

This collection of activities, organized by mathematical content, uses familiar routines that can be used by students, families, and teachers in a variety of settings.

Choose your grade level →

Using Cooperative Learning to Teach Mathematics to Students with Learning Disabilities

“ Cooperative learning ” (i.e., jigsaw, learning together, group investigation, student teams-achievement divisions, and teams-games-tournaments) is a generic term that is used to describe an instructional arrangement for teaching academic and collaborative skills to small, heterogeneous groups of students (Rich,1993; Sharan,1980). Cooperative learning is deemed highly desirable because of its tendency to reduce peer competition and isolation, and to promote academic achievement and positive interrelationships. A benefit of cooperative learning, therefore, is to provide students with learning disabilities (LD), who have math disabilities and social interaction difficulties, an instructional arrangement that fosters the application and practice of mathematics and collaborative skills within a natural setting (i.e., group activity). Thus, cooperative learning has been used extensively to promote mathematics achievement of students both with and without LD (Slavin, Leavey, & Madden, 1984; Slavin, Madden, & Leavey,1984).

According to the National Council of Teachers of Mathematics (NCTM; 1991), learning environments should be created that promote active learning and teaching; classroom discourse; and individual, small-group, and whole-group learning. Cooperative learning is one example of an instructional arrangement that can be used to foster active student learning, which is an important dimension of mathematics learning and highly endorsed by math educators and researchers. Students can be given tasks to discuss, problem solve, and accomplish.

Cooperative learning activities can be used to supplement textbook instruction by providing students with opportunities to practice newly introduced or to review skills and concepts. Teachers can use cooperative learning activities to help students make connections between the concrete and abstract level of instruction through peer interactions and carefully designed activities.

Finally, cooperative learning can be used to promote classroom discourse and oral language development. Wiig and Semel (1984) described mathematics as “conceptually dense.” That is, students must understand the language and symbols of mathematics because contextual clues, like those found in reading, are lacking in mathematics. For example, math vocabulary (e.g., greater-than, denominator, equivalent) and mathematical symbols (e.g., =, , or ) must be understood to work problems as there are no contextual clues to aid understanding. In a cooperative learning activity, vocabulary and symbolic understanding can be facilitated with peer interactions and modeling.

Research (e.g., Johnson & Johnson, 1986) supports cooperative learning as an effective approach for including students with LD in classroom group work and promoting peer acceptance. However, some researchers (e.g., Andersen, Nelson, Fox, & Gruber, 1988; Rivera, Gillam, Goodwin, & Smith,1996; Slavin, Madden, & Leavey,1984) caution teachers to integrate direct instruction and cooperative learning. Thus, in cooperative learning groups with proper instruction and preparation (i.e., previous direct instruction on skills), students with math disabilities can benefit from peer interactions to learn mathematics skills and concepts. The purpose of this article is to discuss the components of cooperative learning and to present an example of how cooperative learning can be used to teach mathematics skills.

Cooperative learning components

The literature (e.g., Johnson, Johnson, & Holubec,1994) is replete with descriptions of cooperative learning; therefore, only a brief overview of the components of cooperative learning are described to serve as a foundation for the remaining section of this article. Cooperative learning consists of three major components: “lesson preparation,” “lesson instruction,” and “lesson evaluation.” Each component is briefly described.

Lesson preparation

During the “lesson preparation” component, teachers (a) select the mathematics and collaborative objectives to target for instruction and cooperative learning groups, (b) plan the math activity, (c) identify ways to promote the elements of cooperative learning, (d) identify roles, and (e) establish groups. To identify mathematics content area objectives for instruction, teachers can examine a variety of resources, such as curriculum guides, textbooks, the Curriculum and Evaluation Standards (NCTM, 1989), and students’ Individualized Education Programs (IEPs). Additionally, teachers can use assessment information obtained from clinical interviews, criterion-referenced tests, and error analyses (Enright, 1995; Rivera & Bryant, 1992) that reflects students’ knowledge of prerequisite mathematics skills and concepts (see Bryant’s article in this series).

Collaborative objectives, in turn, can be drawn from curriculum guides, IEPs, and other references (e.g., Jackson, Jackson, & Monroe,1983; McGinnis & Goldstein,1984; Walker et al.,1983). Additionally, it is recommended that student group behaviors and interactions be observed to identify those collaborative skills (e.g., listening, sharing, taking turns, asking questions, using self-control, compromising, contributing ideas) that require intervention to enable students to work successfully as a group towards task completion.

Designing math activities for cooperative learning groups requires consideration of both the instructional objectives and the purposes for having children work in a cooperative instructional arrangement. Teachers should design activities to promote math understanding by having students practice, experiment, manipulate, reason, and problem solve. Such math activities may help students make connections across math skills and concepts, and other disciplines. Kagan (1989/90) identified ways to structure group activities to foster group interactions. Table 1 presents four examples of activity structures, their definitions, and applications to math activities.

According to Johnson et al. (1994), there are five basic elements of cooperative learning: positive interdependence, face-to-face interaction, individual accountability, group behaviors, and group processing. Positive interdependence means that students see the importance of working as a team and realize that they are responsible for contributing to the group’s effort. face-to-face interaction involves students working in environmental situations that promote eye contact and social space so that students can engage in discussions. Individual accountability suggests that each person is responsible to the group and must be a contributing member- not someone who lets others do all of the work. Group behaviors refer to those interpersonal, social, collaborative skills needed to work with others successfully. Finally, group processing is a time after the cooperative learning task is finished when team members analyze their own and their group’s abilities to work collaboratively.

These five elements can be structured to promote team work and collaborative skills. They can be facilitated in various ways, for example, by (a) asking students to be responsible for certain duties (e.g., record keeper, spokesperson, encourager); (b) providing limited materials thus necessitating sharing; (c) providing bonus points for demonstrating collaborative behaviors; (d) asking students to self-evaluate after-task completion, (e) assigning a group grade to the math activity, and (f) arranging the environment so students interact in small groups (see Johnson et al.,1994 for a thorough discussion of the five elements and activities to promote them).

Roles with specific responsibilities can be assigned to each group member. Examples of roles include materials person, spokesperson, writer, encourages and timekeeper. Roles should be taught and practiced prior to placing students in cooperative groups; students need a good understanding of the responsibilities associated with each role.

Groups should contain various ability levels. By limiting group size to four to six students, each member should be able to have an active role and access materials within a reasonable amount of time.

Lesson instruction

The “lesson instruction” component of cooperative learning refers to the time in which cooperative learning activities occur. Students should engage in cooperative learning activities after they have received direct instruction in the mathematics and collaborative skills objectives targeted for the group activity. Asking students to perform math activities and collaborative skills for which no previous direct instruction has occurred puts students with LD (as well as other students) at risk for failure and group frustration. Inevitably, the lack of direct instruction prior to cooperative learning may result in numerous questions requesting clarification and assistance. Therefore, “lesson instruction” consists first of direct instruction, and then the cooperative learning activity. Cooperative learning can be used as the “guided practice” time when students engage in tasks to practice introduced skills. Cooperative learning can be used at the onset of math instruction as a means of reviewing skills and concepts or after the presentation of subject matter where new material is practiced within the context of previously taught material. For example, if the math objective is to teach students how to solve story problems using a strategy, then the strategy steps should first be taught directly. Students could then work in a cooperative learning activity that requires the use of the strategy to solve story problems.

An important aspect of the “lesson instruction” component is the teacher’s role. The teacher must (a) have students transition quickly after direct instruction, (b) have activities and materials ready, (c) monitor student progress in groups, and (d) reinforce the occurrences of collaborative behaviors.

During cooperative learning activities, teachers should circulate among groups monitoring the students’ ability to complete the assigned mathematics activity and demonstrate the targeted collaborative skills. The teacher can facilitate group work by asking questions to help students redirect their work, by providing additional instruction to some students who may be struggling with the task, and by reinforcing students’ efforts for working collaboratively and seeking solutions to problems.

Lesson evaluation

The purpose of the “lesson evaluation” component is to assess student mastery of the math objectives and the group’s ability to work collaboratively. Teachers can conduct such evaluation by (a) observing students during the cooperative learning activity, (b) having students complete individual tasks following cooperative learning activities, and (c) asking students to engage in group processing (self-evaluation).

Teachers can assess students’ mathematics abilities during the group activity by addressing evaluation questions, such as those listed in Table 2. Group and/or individual responses and needs can be recorded on a clipboard to determine if additional instruction and group work are necessary for students to achieve mastery. Answers to the evaluation questions may suggest further direct instruction in a math skill with some or all of the students.

When the cooperative learning activity is finished, teachers may want to administer an individual posttest to determine how well each student has mastered the mathematics content. This is a common form of pupil evaluation that typically yields some type of permanent product, which can then can be graded. The purpose of this evaluation is to ascertain whether students are capable of performing the mathematics objectives independently at mastery level.

Students also should be given the opportunity to evaluate their ability to be team players; this is called group processing. Johnson and Johnson (1986) recommended that, following any cooperative learning activity, students should have time to discuss how their group performed in completing the math activities. Their responses could be recorded and discussed with the teacher to determine pupil-teacher agreement on the group’s ability to work collaboratively.

With careful planning, implementation, and evaluation cooperative learning activities can be achieved successfully by most students. The next section provides an example of using cooperative learning to teach mathematics.

Teaching mathematics using cooperative learning

Below is an example of using cooperative learning to teach a math lesson based on the three major components of cooperative learning: “lesson preparation,” “lesson instruction,” and “lesson evaluation.” In this example, five students with LD attend a third grade general education classroom for most of the school day and receive special education resource remedial assistance for mathematics skills. The cooperative learning activity in this example is taking place in the general education setting where the general and special education teachers plan and teach cooperative learning math activities collaboratively twice a week.

During “preparation” the cooperative learning math activity is designed; a description of “preparation” activities follows.

Establish objectives. In this example, the instructional objective for mathematics is: “Students will solve two-step story problems containing extraneous information with 90% accuracy .” The collaborative objective is: “Students will encourage and support teammates and share materials when requested.” The objectives are based on (a) school district special education curriculum guides, (b) students’ Individualized Education Program goals for mathematics and social skills, (c) curriculum-based assessment of whole number computation, and (d) observations of group behaviors and interactions.

Structure the activity. In whole group instruction, the instructional objective will be addressed by reviewing with all students the steps of a story problem-solving strategy that was learned the previous week. Students will recite the strategy’s steps using cue cards. Using the strategy, two story problems will be solved by the teachers who will recite the steps and verbalize their thinking processes as they work through the problems. Then, students will solve two story problems with the teachers. Next, students will review cooperative learning role responsibilities and explain ways to encourage and support each other. Rules about sharing also will be reviewed.

In the cooperative learning group, “numbered heads” will be used as the activity structure. Students will use their strategy cue cards to solve four story problems. Teachers will facilitate group work and interactions. Time will be allowed for group processing and students (when called on by group and number) will explain how their group solved a particular story problem.

Promote the elements of cooperative learning. Student roles will be assigned and bonus points will be distributed intermittently based on each group’s demonstration of encouraging and supportive behavior. One strategy cue card will be distributed to each group, thus necessitating sharing of the card. A posttest will be individually administered containing four story problems to determine if students can solve the story problems independently using their cue cards. The reading level of the story problems will be controlled for different ability levels in the classroom.

Identify the roles and groups. Each group will include a timekeeper to monitor the time and keep the group on task, a materials person to manage the cue card, a writer to record the group’s problem-solving responses and answers, and a spokesperson to lead the group during group processing time and to share the group’s results with the teacher. The groups will consist of four students; only one student with LD will be a member of each group.

Implementation of the math lesson, in this example, requires direct instruction followed by the cooperative learning activity. The instructional steps are described below.

Provide an advance organizer. Explain the purpose of the lesson and the instructional and collaborative objectives. Describe the lesson’s activities and the teachers’ roles in the lesson. Remind students that they worked on a story problem-solving strategy last week and ask for a definition of a strategy.

Present the lesson. Have students refer to their strategy cue cards and repeat the strategy steps. Ask individual students to recite the steps, then ask students to repeat the steps without referring to the cue card, if possible. Next, model solving a story problem using the strategy cue card and verbalizing the steps. Have students imitate this process solving another problem at their desks. Ask for answers and explanations of how the problem was solved.

Explain the cooperative learning activity, using the “numbered heads” structure. Remind students that they can use a cue card to solve their four story problems. Review students’ roles and responsibilities and ask for explanations of how students encourage and support one another. Provide directions for transitioning into cooperative learning groups, set a time, distribute materials, and review the task. Once students are in groups, serve as a facilitator by guiding students with questions (e.g., “What are the steps in the strategy?” “What do you do first?” “How do you determine extraneous information?”) or providing further instruction if necessary. Reinforce groups for demonstrating appropriate collaborative behaviors. Provide time for group processing, and call on students by number and group to provide answers to the story problems.

Evaluating the students’ mastery of the instructional and collaborative objectives is critical. As mentioned earlier in this article, there are three types of evaluation. In this example, the first evaluation can be done during the cooperative learning activity: note evaluative comments that may assist in planning additional lessons or document individual student difficulty. For instance, evaluation questions like those in Table 1 can be used to determine mastery or potential trouble spots solving story problems. The second evaluation is individual and can be done following the group activity by administering a posttest. This can help teachers determine students’ ability to solve story problems on their own and to apply the strategy. Finally, have students evaluate themselves during group processing to determine their abilities with the designated collaborative skills. This evaluation should be shared with the teacher to be sure that teacher and student perceptions of abilities match.

Conclusions

Cooperative learning is a popular instructional arrangement for teaching mathematics to students both with and without LD. Coupled with direct instruction, cooperative learning holds great promise as a supplement to textbook instruction by providing students with LD opportunities to practice math skills and concepts, reason and problem solve with peers, use mathematical language to discuss concepts, and make connections to other skills and disciplines. Carefully constructed lessons, using the “lesson preparation,” “lesson instruction,” and “lesson evaluation” components can offer students with LD rich learning opportunities in mathematics instruction.

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Andersen, M., Nelson, L. R., Fox, R. G., & Gruber, S. E. (1988). Integrating cooperative learning and structured learning: Effective approaches to teaching social skills. Focus on Exceptional Children, 20(9), 18.

Andrini, B. (1991). Cooperative learning and mathematics. San Juan Capistrano, CA: Resources for Teachers, Inc.

Enright, B. (1995 ). Basic mathematics. In J. S. Choate, B. E. Enright, L. J. Miller, J. A. Poteet, and T. A. Rakes, Curriculum-based assessment and programming (3rd ed.) (pp. 286319). Boston: Allyn & Bacon.

Jackson, N. F., Jackson, D. A., & Monroe, C. (1983). Getting along with others: Teaching social effectiveness to children. Champaign, IL: Research Press.

Johnson, D. W., & Johnson, R. T. (1986). Mainstreaming and cooperative learning strategies. Exceptional Children, 52(6), 553561.

Johnson, D., Johnson, R., & Holubec, E. (1994). The new circles of teaming: Cooperation in the classroom and school Alexandria, VA: Association for Supervision and Curriculum Development.

Kagan, S. (1989/90). The structural approach to cooperative learning. Educational Leadership, 47(4), 1215.

McGinnis, E ., & Goldstein, A. P. (1984) . Skillstreaming the elementary school child. Champaign, IL: Research Press.

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA: Author.

Rich, Y. (1993). Education and instruction in the heterogeneous class. Springfield, IL: Charles C. Thomas, Publisher.

Rivera, D., & Bryant, B. R. (1992). Mathematics instruction for students with special needs. Intervention in School and Clinic, 28(2), 7186.

Rivera, D. P., Gillam, R., Goodwin, M., & Smith, R. (1996). The effects of cooperative learning on the acquisition of story problem solving skills of students with learning disabilities. Manuscript submitted for publication.

Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement, attitudes, and ethnic relations. Review of Educational Research, 50(2), 241 271.

Slavin, R. E., Leavey, M. B., & Madden, N. A. (1984). Combining cooperative learning and individualized instruction: Effects on student mathematics achievement, attitudes, and behaviors. The Elementary School Journal, 84(4), 409422.

Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of team assisted individualization on the mathematics achievement of academically handicapped and non-handicapped students. Journal of Educational Psychology, 76(5), 813819.

Walker, H., McConnell, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1983). The Walker Social Skills Curriculum. Austin, TX: PROED.

Wiig, E., & Semel, E. (1984). Language assessment and intervention for the learning disabled child(and ed.). Columbus, OH: Merrill.

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Fun, hands-on math activities for your preschoolers from the Early Learning Ideas website and store. Number Activities with Number Cards Counting Around the House Comparing Weight Activities Number Activity Mats Count & Create Maker Mats Graphing by Color Count & Clip Cards Playdough
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Math Sort by Clock Match: Time to 5 Minutes Game Flipping Pancakes Fractions Game Converting Fractions with Gems Game Treasure Diving: Solving One-Step Addition and Subtraction Equations Game Set the Clock: Time to 15 Minutes Game Galactic Space Fractions: Comparing Like Denominators Game Telling Time: AM or PM? Game
5 Math Activities that Promote Collaborative Learning in the Classroom
An early finisher activity A choice-time activity A family night activity Collaborative Math Activity: Geometry Concentration Have students work together to practice matching basic geometry vocabulary terms with their corresponding geometric figures. Download everything you need to start playing the Geometry Concentration Game in your classroom.
High School Math Projects, Activities, & Lesson Plans
The high school math lesson plans and activities collected here will challenge and develop students' reasoning, abstract or spatial thinking, problem-solving, and communication skills. These math projects for high school students incorporate unique media and technology applications to help you create powerful and exciting high school math ...
7 Classroom Math Activities That Will Make Math Engaging and Fun
Here are some fun classroom math activities that will have your students begging to do more. Math Bingo This math game is sure to become a fast favorite with your students. You can choose whatever skill you want to review, such as addition, subtraction, or number sequencing.
Math Games
Hundreds of free, online math games that teach multiplication, fractions, addition, problem solving and more. Teacher created and classroom approved. Give your brain a workout!
Hands-on Learning with 50 Math Activities for Kids
These preschool math activities are a great way to learn fundamental math concepts like shapes, measuring, weighing mass, and counting. Make geometry art with this 2D shape painting activity using 3D blocks from Nurture Store. Learn About Mass With This Preschool Balance Scale STEAM Activity with free measuring worksheet from Our Family Code
Make Learning Fun: Practising Math Through Games
Make sure the games match the skills they have. Using games to practise knowledge and skills helps with reinforcement because it challenges children at their level. One issue to look out for when using math games is to make sure they align with a child's current skills. If a game is fun but focuses on skills they learnt last year, your child ...
IXL Math
1 First grade Includes: Place value models up to 20 | Subtract multiples of ten | Select three-dimensional shapes | Equal parts - halves and fourths See all 283 skills 2 Second grade Includes: Add and subtract numbers - up to 100 | Measure using an inch ruler | Identify a digit up to the hundreds place | Create line plots | Number lines - up to 100
Math Games
Math Games | Math Playground | Fun for Kids Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Puzzle Playground Addition Games Multiplication Games Fraction Games Geometry Games Prealgebra Games Math Models Robot Games Find the Path Multiplayer Games Printable Word Problems Word Games Logic Games Animal Games Action Games
Math Games
Get started with these ideas. PBS KIDS: Math Games More Games Work It Out Wombats! Road Repair Zeke and Snout are decorating the Treeborhood! Use shapes to fill holes in the road so they can get across and complete their mission. Play Now! Read a storybook with Peg and Cat! Use echolocation to free the bats and make cactus juice!
Multiples of Eleven Educational Resources K12 Learning, Arithmetic
Add these tips to the foldable you have been creating throughout this series under the "11" flap. Then, review what you have learned about the 11 times tables by listening to the song 11 times trick (for numbers greater than 9)- multiplication math song (Mr. R's Songs for Teaching):. What tricks for remembering the 11 times tables did you hear in the video?
10 free, fun math learning games online for US kids
The frog flies. Break bricks to clear the wall, answer math questions from your topic to score points. Pong. Move the beetle with the arrow keys to catch the strawberry and avoid the bees. The beetle and the bee. Win 4 in a row by answering math questions from your chosen topic. Four in a row.
Kindergarten Math Activity Workbook: Basic Mathematics Learning Book
This learning book is designed for preschool children ages 3-6 and is packed full of fun activities to help them understand the concepts of numbers and basic math operations. The workbook features number tracing practice exercises and interactive activities that will keep children engaged and entertained while they learn .
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Thought-provoking math activities, games, and practice pages. Activities This collection of activities, organized by mathematical content, uses familiar routines that can be used by students, families, and teachers in a variety of settings.
Using Cooperative Learning to Teach Mathematics to Students with
Teachers can use cooperative learning activities to help students make connections between the concrete and abstract level of instruction through peer interactions and carefully designed activities. Finally, cooperative learning can be used to promote classroom discourse and oral language development. Wiig and Semel (1984) described mathematics ...