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.
Have your student take the number walk from zero to twenty. As your student steps on each number, encourage them to simultaneously say the number name. If the counting gets ahead of the number they are stepping on, encourage them to go back and start over. Stepping on the number and saying the number name simultaneously builds skill in one-to-one correspondence. Be sure your student’s stepping is in sync with saying the number!
Have one student stand on the mat on any number they choose. Another student will instruct them what action to take. For example, add negative five or subtract seven. If the student giving the instructions makes the student on the mat hop to a number that is not on the mat, they “lose” and switch turns.
Have a student start on negative ten. A student rolls one dice. Have them take that number of steps forward. Repeat with the second student. The first student rolls again and adds the number on the dice to the number they are standing on. Repeat with the second student. The first student to reach exactly ten wins. As a fun twist, if the roll of the dice yields a number that causes a student to exceed ten, they go back to zero. You can also have them race to negative ten by subtracting!
Extension: Give students a coin. Pick one side for addition and one side for subtraction. (You could also create your own add/subtract coin for this extension.) The first student will roll the number dice. Then, they will flip the coin to see if they are adding or subtracting that number. Continue with the Race-To-Ten instructions.
Clip a positive and negative addition and subtraction worksheet to a clipboard. Have students complete the worksheet by hopping on the mat.
Write addition and subtraction problems for positive and negative numbers on notecards. Mix up the cards and place them into a large hat or box (or in a pile on the floor if you do not have a hat or box available). Have a student select a problem from the hat and solve it using the mat.
Have students make one turn for each negative sign—NOT including the first number in the equation! Two negatives require a 360-degree turn, canceling the change in direction.
Step 1: Have a student stand on the number line on the first number in the equation. Always face the positive direction (“up” the mat).
Step 2: Have the student decide if turns are necessary. Ask the question, “Are you adding or subtracting?” Make a 180 degree turn when subtracting. Ask the question, “Is the second number positive or negative?” Make a 180 degree turn when the second number is negative.
EXAMPLE 1: 3 – 5 =
Have the student stand on the positive 3 facing the positive numbers (facing toward the positive 10). Ask the question, “Are you adding or subtracting?” Since the student is subtracting, make one turn and stand facing the negative numbers. Ask the question, “What is the sign of the second number?” Since it is positive, do not take another turn. Walk five steps, ending with NEGATIVE 2 (-2).
EXAMPLE 2: 3 – (-5) =
Have the student stand on the positive 3. Ask the question, “Are you adding or subtracting?” Since the student is subtracting, make one turn and stand facing the negative numbers. Ask the question, “What is the sign of the second number?” Since it is negative, make another turn and stand facing the positive numbers. Walk five steps, ending with POSITIVE 8 (+8).
EXAMPLE 3: 3 + 5 =
Have the student stand on the positive 3. Ask the question, “Are you adding or subtracting?” Since the student is adding, do not turn. Ask the question, “What is the sign of the second number?” Since it is positive, do not turn. Walk five steps, ending with POSITIVE 8 (+8).
EXAMPLE 4: 3 + (-5) =
Have the student stand on the positive 3. Ask the question, “Are you adding or subtracting? Since the student is adding, do not turn. Ask the question, “What is the sign of the second number?” Since it is negative, make one turn and stand facing the negative numbers. Walk five steps ending with NEGATIVE 2 (-2).
EXAMPLE 5: -3 – 5 =
Have the student stand on the negative 3, facing the zero (the positive direction). Ask the question, “Are you adding or subtracting?” Subtracting! Turn 180° so that you are facing the negative numbers (facing in the direction of negative 10). Ask the question, “What is the sign of the second number?” Positive! Do not turn. Walk five steps, ending with NEGATIVE 8 (-8).
EXAMPLE 6: -3 – (-5) =
Have the student stand on the negative 3, facing the zero (the positive direction). Ask the question, “Are you adding or subtracting?” Subtracting! Make one turn and stand facing the negative numbers. Ask the question, ‘What is the sign of the second number?” Negative. Make another turn and stand facing the positive numbers. Walk five steps, ending with POSITIVE 2 (+2).
EXAMPLE 7: -3 + 5 =
Have the student stand on the negative 3, facing the zero and the positive direction. Ask the question, “Are you adding or subtracting?” Since you are adding, do not turn. Ask the question, “What is the sign of the second number?” It is positive. Do not turn. Walk five steps, ending with POSITIVE 2 (+2).
EXAMPLE 8: -3 + (-5) =
Have the student stand on the negative 3, facing the zero (the positive direction). Ask the question, “Are you adding or subtracting?” Since you are adding, do not turn. Ask the question, “What is the sign of the second number?” It is negative. Make one turn and stand facing the negative numbers. Walk five steps, ending with NEGATIVE 8 (-8).
Have students begin on -10. Have them hop up the mat as they say each number out loud. When they get to 10, have them turn around and jump back to -10, reciting the numbers out loud once again.
Have your students hop on the mat to solve word problems. Examples:
1. In a race, Sally finished 5th and Derek finished 9th, how many people finished in between them?
2. Ryan and Jessica are waiting in line at the grocery store. Ryan is second in line. Jessica is ninth in line. How many people are in between Ryan and Jessica?
3. If Jasmine finished the race in 3rd place and there were 10 runners total, how many runners were yet to finish? How many finished before her?
Ask students how many spaces are between first and sixth? Third and eighth? Etc.
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