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sheet
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| Unit 1 |
- Ask your child to count by certain intervals. For
example, “Start at zero and count by 4s.”
- Use the family calendar to discuss
the number of months in a year,
weeks in a month, and days in a week. Count how many days,
weeks, or months it is until a special event, such as a
birthday,
holiday, party, or picnic.
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| Unit 2 |
- Practice turn-around facts with your child such as 6 + 4 = ?
Then try 4 + 6 = ? Take turns creating
turn-around facts and quizzing each other.
- Roll two dice and practice
addition and subtraction by adding or subtracting the two numbers.
Alternate turns with your child and have him or her check
your answers.
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| Unit 3 |
- Gather a handful of coins with a value less than $2. Have
your child calculate the total value.
- Ask the time throughout the day.
Encourage alternate ways of naming time, such as half past two for 2:30.
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| Unit 4 |
- Make up number stories involving estimation. For example,
pretend that your child has $2.00 and wants to
buy a pencil that is marked $0.64, a tablet marked $0.98,
and an eraser marked $0.29. Help your child
estimate the total cost of the three items (without tax) to
determine if there is enough money to buy all three.
- Practice addition and subtraction
involving multiples of 10 by asking your child “What is 20 + 10? 40 + 50? 60
+ 20?”
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| Unit 5 |
- Look for 2- and 3-dimensional shapes in your home or
neighborhood. Name the shapes and discuss their characteristics.
- Use household items (toothpicks
and marshmallows, straw and twist-ties) to construct and name shapes.
Encourage your
child to try combining shapes to make other shapes.
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| Unit 6 |
- Think of two 2-digit numbers and ask your child to estimate
the sum. For example 23 + 46 = ? (Estimate is 20 + 50 = 70.)
- Think of a theme (such as animals,
shopping, or sports). Take turns making up addition and subtraction number
stories
related to the theme. Share solution strategies.
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| Unit 7 |
- Try doubling, tripling, and quadrupling small numbers.
- Pick three objects in the house
that measure less than a foot. Measure them in inches and then in
centimeters.
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| Unit 8 |
- Read a recipe, and discuss the fractions in it. For
example, “How many 1/4 cups of sugar would we need to get 1 cup
- Have your child compare two
fractions and tell which is greater. Ask questions to help your child
visualize the fractions,
“Which would give you more pizza: 1/8 of a pizza or
1/4 ?”
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| Unit 9 |
- Find containers that hold 1 pint, 1 cup, 1 quart, and 1
gallon. Hold up the pint and ask your child to guess how many
cups are in a pint. Fill the pint with water and pour into
the cup until it is filled. Check your guess. Now try cups
to quart and then quarts to gallon.
- Gather a tape measure, yardstick,
ruler, cup, gallon container, and scale. Discuss which is the best tool for
different
measurement situations. For example, ask “What would you
use to measure the length of a room?” or “Which would you use
to find out how much water the bathtub holds?”
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| Unit 10 |
- Take out a few dollars and lots of coins. Call out an amount
of money, such as $1.45. Ask your child to show you that
amount (for example, 1 dollar bill, 1 quarter, and 2 dimes.)
Then prompt your child to show several other ways to
represent $1.45. Play again with a new amount.
- Say a dollar amount to your child,
such as “two dollars and thirty cents.” Ask your child to key in that number
on the
calculator. Check for the correct placement of the decimal.
Make up a few more and then switch roles. When your child
calls out an amount, make sure he or she always says “and”
for the decimal point.
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| Unit 11 |
- Practice multiplying numbers by 2, 5, and 10.
- Use Fact Triangles to practice
multiplication by covering the product. Practice division by covering one of
the other numbers.
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| Unit 12 |
- Practice telling time to 5 minutes by helping your child set
an analog clock or watch. Some times for your child to try
might be 1:05, 3:15, 5:45, and 7:30.
- Say a 3- or 4-digit number and
have your child identify the actual value of the digit in each place. For
example, in
the number 3,587, the value of the 3 is 3,000; the value of
the 5 is 500; and so on.
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| Copyright © Wright Group/McGraw-Hill |
