20 Quick Maths Activities for Home...

While so many of you are still at home doing home learning with your kids, you often need a quick break with some different activities to break whatever monotony you may be experiencing.

As you will have kids of different ages, it can be hard to cater for all ages and abilities at the same time.

So, with each activity, change the level of complexity by:

* Reducing or increasing the range of numbers. eg Younger kids might work with numbers 0-20, older ones 2 000 - 10 000. You be the judge and modify as you see fit.

* If using dice, choose between 6 sided, or 10 sided, or a combination of the two.

* When using playing cards to add/subtract/multiply, use only the small numbers for

younger children. Introduce the picture cards with higher values for older children.

eg King = 14

* When using money, start with just dollar amounts, or small coins (eg 20 Cents) Gradually introduce greater values and dollars and cents with more complex questions.

* If a game says 'First to 100', start with a lower target for younger kids, eg 30, 50. Older kids can aim for even higher targets, even decimal numbers eg 250.50

Whatever activity you are doing, always be thinking of ways to make them more applicable to the level of your kids.

Your modifications may be the start of a totally new game!!!

Let's Go...

1. Pot Luck

Deal out number cards with numbers to 20 on them. 4 cards to each person. See who can make the largest or smallest total using mixed operations.

eg 6 x 4 + 12 + 8 = 40

Modifications: Use 2 cards, or 3.

Use only one operation (eg + ) or two.

An operation can only be used once.

Cards can only be used in the order that they were dealt, not shuffled around.

After cards are dealt, each player can swap one of their cards with a card from an opponent. Once a card is swapped, it cannot be swapped again.

2. Triple Memory

On the back of blank cards/cardboard, write 3 different ways of representing a number ( 3 cards for each number.) eg for 10. 6 + 4. 5 x 2. 15 - 5

Do the same for 10 cards (There will be 30 in total)

Spread the cards face down on the floor.

Player 1 turns over 3 cards. If they are all equal to the same number, they collect them. Have another turn as reward.

If on or more of the cards are not a match, turn them all over again. Next player has their turn.

Players will gradually collect all the cards. Winner is the most at the end.

Modifications: Use numbers 0-10 only

Use other ranges - even numbers, odd numbers, multiples of 5, 10, 6, 8 etc

Consecutive 100's numbers eg 200, 300, 400, 500...

Decimal and Fraction numbers

Instead of turning over 3 cards, make it just 2. Or increase it to 4!!

Instead of just digits, use pictures as well eg Colour in half of a shape, use dot patterns, domino patterns etc.

3. What's My Pattern?

Give a number pattern in words eg "2, 5, 8" Hearing the pattern is important as it often helps those who cannot visualise them.

Have someone continue it for the next 5 places.

Someone else explains in words what the pattern is.

Modifications: Write the pattern down.

Make the pattern out of objects eg pasta shells, jelly beans, nails, cutlery etc.

Patterns are NOT always numbers.

Have at least one repeat of the pattern so that they can identify where it repeats.

Try not to make the pattern too long or obscure. around 3-6 objects a good start.

Use a counting chart and place objects on it. Or clips on a tape measure.

4. Odd One Out

Similar to 'What's My Pattern' but this time, include one mistake for them to identify.

eg 7, 14, 21, 27, 35

Once again, use colours, beads, cutlery, clothes pegs etc.

The more creative with our patterns exposes them to more options. We don't want to limit them to Number Patterns.

Modifications: Think about using actions and movements as patterns.

Patterns with words eg All animals. - pig, cat, horse, chook, pig, cat, horse,...

Do the same again, but with a mistake to identify

pig, cat, horse, chook, pig, cat, horse, apple, pig, cat,...

5. Shape Bingo

Give kids a copy of a sheet with 2D shapes, or draw one up yourself.

Can they find one of each shape in the house?

One of each shape in a room?

More than one? Which shape is most common? Obscure?

Which one/s surprised them the most?

What information can the shape be giving us?

6. Temperature Maps

Use a current Australian temperature map.

For each city, replace the number with a picture that tells us the same message.

eg Hobart - you might draw someone huddled under an umbrella, and wearing a coat (showing that it is cold and possibly wet) Darwin - sunscreen, hat, sweaty brow, Sydney - Shorts, light jumper to show that it is mild etc

The idea is that their pictures will give us an accurate picture about what the weather will be like without knowing what the actual temperature will be.

Modifications: Cut out pictures from magazines

Draw a picture of an activity that could be done instead.

7. Number Race

Come up with a random (or carefully pre-planned number) eg 200

Children have to find a series of numbers around the house that add up to this total. eg On the oven, your house number, a number on a painting, a number on your fridge etc.

Modifications - Reduce the number range eg 20 or increase it for older kids eg 500

Find 2 or 3 numbers only.

Have an example done already for yourself so that it can be proven to be possible, and also to help you when giving hints.

Allow mixed operations (add, multiply, subtract, divide)

Allow an operation to be used once only.

8. Number Profiles

This might end up with your house covered in post it notes...SORRY!!!!!

Find a number in your house. On a post it note, or piece of paper, write down 3 ways of describing that number and past it next to it so that the number and description are clearly visible.

eg On our fridge is the Number 12

* It is a number that is used to describe a dozen.

* Richo wore this number when he played for Richmond!!

* It can be divided by 1, 2, 3, 4, 6

Modifications: Use simple or low range numbers to start with.

Find just one way to describe the number

Leave room to add extra descriptions over time.

9. My Own Number Chart

Draw up a grid that is 10 x 10. each square about 5cm x 5cm

10 x 12 could be even better as it will create a number chart to 120

Children search through magazines, newspapers, junk mail etc for an example of each number 0-100 ( 0-120 even better) and paste them in each square, thus creating their own number chart.

Why 120 ? Chn often count to 100 easily, as they are so familiar with doing it, but often get stuck when going further beyond 100.

By searching for the particular numbers that they need, it has more purpose and intent for them, as they are more aware of what numbers are needed, and where they belong on the chart.

Modifications: Try your chart in reverse order eg 1 is in the bottom right corner rather than the top left.

Make different charts, with 1 in each of the corners.

10. Statements of Chance

At the start of the day, get your kids to write down 10 predictions about the day that lays ahead.

Try to avoid the blatantly obvious ( I will go to the toilet, I will eat breakfast etc)

What 'chance ' words will they use? "I will certainly... I might... We could... It's possible..."

At the end of the day, go through their predictions to see how they went?

Modifications: Try not to give too many hints about the next day. eg If Weds is always 'Fish

and Chip night', see if they can remember without your prompting.

Rather than 10 items, begin with 3

11. Treasure Hunt

Write a description about a number you have found in the house (You do this - the adult)

eg I have 2 digits, they add up to 3, you will find it in the kitchen, it can be made into groups of 1, 2, 3, 4 and 6. (12)

Children then go and try and find the number and paste the note on it.

Modifications: Start with simple explanations, using numbers 0-10 for younger children

Get the kids to write clues for each other, and especially YOU!!!

They might match your clues with an example of the number that you didn't see. Get them to prove their choice. Can they find the example you used?

12. What's My Mass?

Arrange 10 items from the pantry in a random line for children to see.

They then tell you which one is heaviest to lightest and you rearrange the order for them.

They do not touch them at this stage. They do this by sight only.

They then check by hefting (checking the weight by holding them) and rearrange as they see fit.

How was their sight estimation compared to their hefting?

Now, if you have scales or balances, get the children to order them by actual weight.

If possible, put a bit of tape or blot out the actual measurements on each item.

Modifications: Start with 3- 5 items only

Mix up items with different shapes and sizes. eg Tallest does not always mean heaviest.

A small bag of rice may be heavier than a big bag of pasta.

A box of corn flakes may weigh less than a packet of sugar. Why??

13. What does 1kg Look Like?

You'll need kitchen/bathroom scales for this one, or you could start with an item that you know is 1kg (a pack of sugar for example) and use this as a guide.

Select a range of items from around the house, not just the pantry.

What does 1kg of that item look like?

Put 1kg of rice in a bowl. 1kg of pasta. 1kg of water. 1kg of socks. 1kg of leaves.

Compare the amount of each item. Why do some take up more space?

Estimate first which ones will take up the least to greatest amount of space.

Sample items to compare:

Frozen peas. Tea bags. Potatoes, Tinned tomatoes. Socks. Grass clippings. Pet food. Dirt. Scrunched up paper. Washing powder. Clothes pegs. String, Plastic bags. Nails/screws. Anything at all!!

14. Graphs in the Home

Look for some items to count in the home, items that are in many rooms, or there are many of, or a variety of.

How could you show this amount as a graph? Can they do a simple bar graph? Turn it into a line graph? Make it horizontal instead of vertical? Put gaps between each column for added effect?

Can they work out a vertical axis ( ie Come up with a number range. If the greatest score for any total was 15 for example, perhaps make the top of the graph 20, rather than something way beyond the total such as 100)

They might like to come up with interesting questions to graph, rather than just counting amounts.

Some possible things to graph:

* Different tinned veges in the pantry (corn, tomatoes, beans, etc)

* Where food comes from in the pantry. Choose 30 items and graph which country they come from, sugar content, salt content etc)

* Items of furniture in each room.

* Electrical appliances in each room.

* Number of different electrical appliances.

* Books on the bookshelf - Categories ( Children's, Novels, Sport, Fiction, Non fiction, cook books etc)

* Shirts/jumpers/pants etc for each family member

* Shoe brands in the family - how many pairs of each brand.

* Plants - Pot plants, trees, shrubs etc in the yard

* Number of different fruits in the house - apples, bananas, etc

* Number of cutlery items

* Crockery - how many plates, bowls, saucers etc

* Clothes pegs - graph by colour

15. Square Challenge

Use a Chess Board, or draw up a grid that is 8 squares by 8 squares.

You will need something to use as counters (jelly beans, pasta shells, fruit loops etc)

Place 8 counters on the board so that there are only 2 counters on any line that is vertical, horizontal or diagonal.

16. Just a Minute!

Roll 2 dice.

Add the scores.

How many number sentences can you make in one minute to equal that total?

eg You roll a 5 and a 4 which makes 9

Examples of Number sentences could be 3 x 3 = 9 12 - 3 = 9. 21 - 12 = 9 8 + 1 = 9

The ages and abilities of your children will determine how complex their sentences are.

Modifications: Instead of adding the 2 numbers, use them to create a 2 digit number.

Use 3 dice

Try number sentences that use two operations. eg 2 x 4 + 1 = 9

Use multiple operations, or just one only.

17. My Lounge room Map

Place numbers along one wall of the room, and letters along the other eg 1-10 and A - J

Flick a counter into the area somewhere.

Players write down the grid reference for where the counter lands eg A7, C8, 4J etc

As a pair, go and check. Who can get 5 in a row first?

Modifications: Place an item somewhere in the room. Children state the square that the item is in.

'Battleships' - Children draw their own grid on paper and hide it from their partner. Shade in 5 squares in a row (any direction) to represent their 'Battleship'. Take turns asking each other "Is it in A6, D5 etc. If it is a No, mark that on your grid as a 'No'. If it is a 'Yes', your opponent puts a counter/sock/marker in that square on the floor to show where part of their 'Battleship' is. Be the first to find all 5 parts of your opponent's Battleship.

18. Treasure Hunt

Create a list of clues for someone else to find an item you have hidden in the house. eg The TV remotes may be hidden under your pillow.

Give instructions where to start from, using steps and left and right instructions to start with.

eg Start with your back against the fridge. Take 3 steps forward. Turn left. 8 Steps forward. Turn right. 13 steps forward. Open the door facing you. etc

Modifications: Each person makes a list of instructions. Go searching at the same time. Who finishes first?

Instead of left/right turns, use degrees. "Turn left 90 degrees, make a 180 degree turn"

For younger ones, keep it to the one room, gradually expand the area.

Use terms 'above, below, beside, underneath, next to" etc

19. True or False?

Create number sentences, facts and statements to leave around the house.

Some will be True, others will be False.

Write them on Post it notes or small bits of paper. Scatter around the house or hide in places where they can be found.

Children treat it as a Treasure Hunt. Tell them there are 10 True and 10 False statements hidden. As they find them, they tell you whether it is True or False, and explain why. Not just guess.

When all 20 have been found, work out your score. If any are incorrect, explore why. This will help you in formulating further sentences.

Modifications: Start with simple number sentences with addition or counting patterns.

6 + 4 = 10. (T) 2 + 3 + 4 =11(F) 2, 4, 6, 7, 10 (F)

Use more complex sentences and examples - mixed operations

3 x 6 - 3 = 16 (F)

Word sentences - " The number 1 appears 12 times between 0-100"

20. Is it Possible?

Write the word 'Impossible' on a piece of paper and the word 'Certain' on another.

Place them at either ends of a room on the wall.

eg. IMPOSSIBLE....................................................................................CERTAIN

Let's call this our spectrum.

Now (with your kids) come up with 4-5 other words to place in between, and discuss where they might belong. eg Maybe, Perhaps, A chance, Possible, For sure, No way, 50/50, Doubtful etc

Each day, have each child come up with a statement about something that might occur that day. They might come up with a few statements.

Place the statements above one of the words on the spectrum.

During the course of the day, check on where they put the statements and ask if they'd like to move them, where to, and why.

At the end of the day, discuss how they went with their statements. Now plan some statements for tomorrow!!

Sample statements:

* It will rain today.

* I will complete all my school work today.

* Our video conference will run smoothly today.

* Dad will cook tea tonight.

* My dog will chew up my work today.

* We will head out to the shops today

* Richmond will be in the news today

Modifications: As they become more familiar with creating their statements, they will start being more creative, and not writing just the obvious ones.

For younger ones, try statements that they can see the results of sooner. eg in the next hour, so that they don't lose focus. eg Roll a die 10 times "A 4 will come up the most", Deal 5 cards "There will always be an Ace" etc