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Second Grade Math Kit

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.

Material

Jump Through the Mat

Students should jump through the mat identifying the symbol shown, by saying the symbol name out loud as they jump.
Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5
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What’s My Number?

Label the mat from 100 to 500, placing a multiple of 100 every five hash marks. Place a bean bag (or any marker) at a hash mark and have students figure out what number it is at. They will need to first find out how much each hash mark equals. By trial and error, help them determine how many each mark is counting by different multiples (1, 2, 5, 10, then 20).

Grade 4
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What is the Decimal?

Use the number line to allow students to figure out decimals of a whole. Place a number 1 label at the fifth hash mark on the mat, a number 2 at the tenth hash mark, a 3 at the fifteenth mark, and a 4 at the end. Place a bean bag (or any type of marker) next to one of the empty hash marks. Students will determine at which number or decimal the bean bag is pointing by using the mat. Have them count how many hash marks are between whole numbers by starting at 0 and jumping to one while counting marks. In this case, it would be five hash marks in between each whole number. If the bean bag is at the third mark, for example, they would label it as .6. Continue this exercise by placing the whole marks at varying distances from one another and having students determine the decimals.

Grade 4, Grade 5
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Thermometer

Use the number line vertically to represent a thermometer. Label every five marks with a multiple of ten, using the outdoor temperature as your range. For example, If it is 76 degrees outside, label the bottom of the thermometer 60, 70 at the fifth mark, and 80 at the tenth mark. Have students figure out how many each hash mark is representing–in this case, two degrees. Have the students place a bean bag (or any marker) to show 76 degrees. Choose other temperatures between 60 and 80 or change the range and space between temperatures for more practice.

Grade 4
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What is the Fraction?

Use the number line to allow students to figure out fractions of a whole. Place a number 1 label at the fifth hash mark on the mat, a number 2 at the tenth hash mark, a 3 at the fifteenth mark, and a 4 at the end. Place a bean bag (or any type of marker) next to one of the empty hash marks. Students will determine at which number the bean bag is pointing by using the mat. Have them count how many hash marks are between whole numbers by starting at 0 and jumping to one while counting marks. In this case, it would be five hash marks in between each whole number. Thus, 5 is their denominator. If the bean bag is at the third mark, for example, they would label it as ⅗. Continue this exercise by placing the whole marks at varying distances from one another and having students determine the fraction.

Grade 4
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Ordering Fractions from 0 to 1

(1) After using concrete models and manipulatives to understand that fractions are equal parts of a whole number, students can begin to place these values on the number line.

(2) Place “0” and “1” at opposite ends of the Open Number Line mat. Start with unit fractions. Ask students to show where 1/2 would go on the number line. Place a 1/2 number card in the correct place (hash mark).

(3) Students should have a basic understanding that, in a fraction, the larger the denominator is, the smaller the fractional value. Hence, 1/3 has a larger value than 1/6. Have students place common unit fractions on the number line using what they know about the relationship of the numerator and denominator (1/10, 1/8, 1/6, 1/4, 1/3). Students should realize how these values are all less than 1/2.

(4) Next, have students practice placing other benchmark fractions on the number line (2/4, 3/4, 2/3) and whole fractions (2/2, 3/3, 4/4). As students progress with their fraction understanding, they can begin to add other fractional values to the number line.

(5) Challenge students by giving them five fraction cards to put in order from least to greatest.

(6) Students can also use the number line to determine equivalent fractions or the difference between fractions with the same denominator (for example, the distance from 1/4 to 3/4 is 2/4).

Grade 3, Grade 4
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Fractions

(1) Label the first line with a 0 and the eighth line with a 1. Have students count the segments starting with the first line after the 0 as “one” and ending with the 1 as “eight”. They will see it is divided into eight equal pieces.

(2) Ask students to line up, one student on each segment, and count off by eighths. The first student says, “one eighth.” The second, “two eighths,” and so on until “eight eighths or one whole.” Mix it up by asking students to swap places on the mat to represent different fractions. When finished with this part of the activity, ask all students to get off the mat.

(3) For the final piece of this activity, ask them to find the line that represents ⅜ and to label it on a sheet of paper, then place it below the correct line segment. Continue with different fractions for extra practice.

Grade 3
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Multiplication

Example: 3 x 6 = ___

(1) Place the numbers 0 to 20 on the hash marks, starting with 0 and ending with 20. Explain how 3 x 6 means “three groups of 6.”

(2) Starting at 0, a student counts by ones and jumps to 6. Have them place a beanbag (or any type of ‘marker’) next to the number 6 and say, “one group of 6.”

(3) The student jumps and counts the second group of 6, starting at the number 6 on the number line saying, “one, two, three, four, five, six.” Have them place the marker next to the number 12 and say, “two groups of 6.”

(4) The student then jumps and counts the third group of 6, starting at the number 12 on the number line saying, “one, two, three, four, five, six.” Have them place the marker next to the number 18 and say, “three groups of 6.”

(5) The student returns to zero and skip counts by 6 (from 0 to 6 to 12 to 18), saying, “six, twelve, eighteen…three groups of 6 equals 18.”

Grade 3
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Rounding Numbers

(1) Place the multiples of ten on every other hash mark, starting with 0 and ending with 50. Discuss finding the “half-way” point between 0 and 10 (depending on the students’ level, you may even want to have ten children stand up and divide them into two equal groups to show that half of 10 is 5). Place a colored index card with the number “5” halfway between 0 and 10. Have the same discussion and make connections for all the halfway points between each multiple of ten.

(2) The open number line should now have all the multiples of five from 0-20 on the number line.

(3) Explain that “rounding” numbers to the nearest ten is finding the closest multiple of ten to a number. Rounding can be used to find the estimated answer to an equation.

(4) Create number cards on notecards with numbers 0 to 50. Give students a number card and have them place it on the number line where they think it should go based on the multiples of five and ten already on the number line. Ask the student, “What multiple of ten, number ending in a zero, is closest to your number? Is your number before or after the halfway point between each multiple of ten? If on or after the halfway point, round to the higher ten.”

(5) Next, have students solve addition problems by estimating the sum. First, they will need to round each addend to the closest multiple of ten, and then add the rounded numbers together. Students can also practice with subtraction. (Worksheets linked below.)

(6) Change the number line so it starts at 100 and ends at 200. Repeat Step #1. Then repeat steps #4 and #5.

(7) Ask students to round a number to the closest multiple of one hundred by labeling every other hash mark with a multiple of one hundred. Discuss that half way between each 100 would be 50. Then, give students a number card such as 235. This number comes before 250 (the halfway point between 200 and 300), thus the number 235 would round to 200.

Download Worksheets:

Grade 3
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Understanding Halves of Multiples of 10

(1) Place the multiples of ten on every other hash mark, starting with 0 and ending with 50. Discuss finding the “half-way” point between 0 and 10 (depending on the students’ level, you may even want to have ten children stand up and divide them into two equal groups to show that half of 10 is 5). Place a colored index card with the number “_5” on the hash mark between each multiple of ten (15, 25, etc.).

(2) This concept can be extended using multiples of one hundred. Explain how each multiple of one hundred is separated by one hundred ones. Half of 100 ones is 50, so halfway between each multiple of one hundred will be the amount of hundreds plus 50 ones. Example: Halfway between 300 and 400 is 300 + 50, or 350.

Grade 2, Grade 3
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