# Summer Math Bag

I purchased everything for this Summer Math Bag (including the bag) at Dollar Tree.  The Dominoes include directions for several games.  I am also sending the attached sheet with ideas for using the dice, dominoes, and playing cards.Summer Math Games.

Here are several Summer Math ideas from the Math Learning Center http://bridges1.mathlearningcenter.org/resources/blog/201305/more-summer-math-fun

# Subitizing

I’m attaching an abstract I found on the effects of subitizing (Subitizing, coined in 1949 by E.L. Kaufman et al. refers to the rapid, accurate, and confident judgments of number performed for small amounts en.wikipedia.org/wiki/Subitizing
Here’s a VERY brief summary of the Abstract-
1. Children with difficulty in mathematics also have difficulty subitizing
2. The ability to subitize can be improved, with practice
3. Basic arithmetic operations also improve when children improve their ability to subitize
If you want to read the full study, it’s here http://www.optomlab.com/pubs/sub_arit.htmDyscalculia_and_Subitizing
My Monday Math Message for today is spend time subitizing!  There are YouTube videos and PowerPoints but the easiest way is to just have cards to flash (show quickly).
Here’s a quick list of ways to organize items to help students subitize
• Regular Dice/Domino Patterns
• Fingers
• Irregular Dot Patterns
• 5-Frames
• 10-Frames
• 20-Frames
• Math Racks
Have some cards ready and you can practice subitizing while you are waiting for everyone to arrive, or when you finish an activity and it’s not quite time to go.  Subitizing is a great time filler.

# Basic Addition and Subtraction Facts

Here’s a portion of an email I received recently –
I still have several fifth graders who don’t get that 17-9, for example, is a basic fact….One of the students, on a WJ that I’m scoring, borrowed the 1 and made the 7 a 17, and didn’t know what to do and/or didn’t realize that it was the same problem she had started on.

I’ve seen student do this too.  My suggestion is to pull out your 10-frames and and work on giving students visual models for +/- 10 and +/- 9.
• Use a full 10-frame with a partial frame to show teen numbers like 10+5 is fifteen, etc.  Most students know this or catch on to this set of combinations quickly.
• Then use the frames to ask (and show), “What is 15-10, etc.?”  Most will catch on to this quickly also.
• Then – leave both the full 10 frame and the partial frame on the table and ask “If 15-10 is 5, what is 15-9?”  HOPEFULLY, they will see that they can subtract 10 and add one back on or move one of the dots from the full 10-frame over to the partial and take away the other 9.  It might help to have to empty frames and use chips to fill in the numbers you want so students can actually move the chips  around to show their thinking.
• You can also work on 9+addition using a frame with 9 dots and a frame with the other addend. (Again you might want to use chips so they can be moved around.)  This really helps students see how you can make a 9+ problem into a 10+ problem.  It’s a strategy that teachers talk about a lot but they just use bare numbers.  The frames and chips help students see how it works.
So… to make a long story short, it all comes down to structuring and using visual models.

# Count Around

I learned a new version of “Count Around” at the Math Recovery Conference last week.  (The original version is in Teaching Number in the Classroom with 4-8 year-olds, the Purple Book.)
For the new version, you need numeral cards from the range of numbers you are covering in your Number Word Sequence. For example, if you are having your students practice the Backward Number Word Sequence from 20 to 10, you will have cards with numbers between 20 and 11 face down in the middle of the circle.  Students can be sitting or standing in a circle.  The first student draws a card for the starting number and the students say the sequence around the circle, each child saying the next number in the sequence.  The child who says the target number (in this case 10), draws the next card and the sequence begins again with the new starting number.  You can make the activity longer or shorter by changing the length of the sequence and the number of numeral cards you have in the middle of the circle.  Thanks to the teachers from Oak Lawn, IL for sharing this game.