Find the activities below that correspond with the materials found in our Second Grade Math Kit. Please select the material before selecting the grade to make sure your search results only provide activities for the mats in your Second Grade Math Kit.
Give students two fractions to add together. Example: ⅓ and ⅚. They will have to use equivalent fractions to see that ⅓ is the same as 2/6. (Use techniques mentioned in ‘Comparing Fractions’ activities.) Once the denominators are the same, they can then add the fractions.
More examples:
¼ plus ⅝ is the same as ____
4/8 plus ¼ is the same as ____
5/10 plus ½ is the same as ____
⅔ plus 1/9 is the same as ____
2/10 plus ⅘ is the same as ____
Students start at 1/10 and roll the dice to get a number to add to their numerator. Each student gets 3 turns each. After the first roll if they can simplify they get to move left on the mat.
For example: A student is at 1/10 and rolls a 3. They add 3/10 to their 1/10 and have 4/10. 4/10 can be simplified to ⅖ once at ⅖ they roll a second time and get a 4. They add ⅘ to their ⅖ and get 6/5. They simplify that to 1 and ⅕ by moving to ⅕ on the mat and holding up one finger to keep track of how many whole numbers they have accumulated. They get a third turn. The student with the largest number after 3 turns wins.
Ask your students the following questions. Have them solve each by standing on the fraction in the problem and finding an equivalent fraction. (Can slide foot along line horizontally or use a yardstick to find an equivalent fraction.)
The teacher will stand on the left side of the mat near the ½ and ⅓ number patterns. Have students cross the mat only stepping on fractions that are equivalent to the one you have them start on.
Examples:
For ⅓, students will start on ⅓, then 3/6, 6/9.
For ½, students will start on ½ then 2/4 ,4/6, 6/8, 8/10.
Write +, -, x on cards ahead of the game. Students will toss two bags/dice on the floor mat and then add/subtract/multiply the two fractions they land on depending on what card they get.
Have a student roll two dice to create a fraction. Ask him or her if the fraction can be simplified. If so, have him or her simplify the fraction. Place a marker on the simplified fraction on the mat.
Have students use the floor mat to solve word problems. Student A will stand on the first fraction mentioned in the word problem. Student B will stand on the second fraction. Students can use their locations on the mat to help them determine the size of the fractions.
Examples:
Create index cards with addition and subtraction problems using fractions with the same denominator (e.g. 1/5 + 4/5; 6/7 – 2/7). Pick a card and use the mat to solve the problem. Stand on the first fraction. For addition, you’ll walk forwards. For subtraction, you’ll walk backwards. Count each fraction block as you move. The number you end on is the answer to the problem.
Sample Questions:
What is ⅙ + ⅚?
What is ⅜ + ⅜?
What is 2/7 + 4/7?
What is 2/10 + 5/10?
What is ¼ + 2/4?
Give students a fraction to multiply. For example: What is 3 x ⅜ ? Remind students that when we are multiplying 3 x ⅜, we are adding three groups of ⅜. This is the same as adding ⅜ + ⅜ + ⅜.
Step 1: Help students identify ⅜ on the floor mat. Ask, “How many ⅛ths do we need to add together to have ⅜? Place a ⅛ fraction card on the mat on the ⅛ block, 2/8 block, and ⅜ block to help the students see that three groups of ⅛ is equal to ⅜. Ask one student to stand on ⅜ to mark the first group of ⅜.
Step 2: Help students understand that we need to add ⅜ to our first group of ⅜, which will equal 6/8. Ask, “What is the next group of ⅜?” Repeat the process by laying a ⅛ card on the 4/8 block, ⅝ block, and 6/8 block. Invite a student to stand on 6/8 to mark the second group of ⅜.
Step 3: Help students understand that adding the third group of ⅜ will equal 9/8. Ask, “What is the next group of ⅜?” Repeat the process by laying a ⅛ card on the ⅞ block, 8/8 block, and off the mat on the imaginary 9/8 block. Invite a student to stand on this point, 9/8, to mark the third group of ⅜.
Step 4: As a whole class, have students chant, “1 group of 3/8ths is 3/8, 2 groups of 3/8ths is 6/8, 3 groups of 3/8ths is 9/9. As the students chant, 1 group of 3/8ths, the student who is standing on 3/8ths raises both arms in the air. When the class chants, 2 groups of 3/8ths, the student who is standing on 6/8ths raises both arms in the air. Repeat for 3 groups of 3/8ths. Repeat this chanting at least 5 times to reinforce the groups of 3/8ths.
Step 5: Have the student solve the multiplication problem. Ask, “What is 3 x ⅜? The student on 9/8 raises their hand and class chants 9/8.
To simplify the problem, the student on 9/8 picks up the ⅛ card and raises it high in the air. Students can see that 9/8 is 8/8 + ⅛. Have students chant 9/8 is one whole plus ⅛ or 1 and ⅛.
Please leave your email and a quick note for us. We will get back to you soon! In the meantime, here are answers to some of our most common questions:
If you have other activities you do with your students, we’d love for you to share! Your activities can be added to our database so other educators can enjoy your ideas, too!
Enter your email to get our training manual with over 250 active math movements. No materials necessary!
We never share or sell your data.
