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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

Square Number Hop

Have students hop along the diagonal of the floor mat while they say the square numbers. Have students jump on one saying 1×1 equals one, then jump to four, saying 2×2 = 4, then jump on nine while chanting 3×3 = 9, and so on until 10×10 = 100. Note: Square numbers are crucial in understanding algebra. The more fluent a student is with square numbers, the easier it will be to become proficient at factoring and exponents. Use painter’s tape to make a box around any square number. Using 9 as an example: Use the tape to draw a square with corners at the x, the threes on the outside of the mat, and the 9 that is their product. Do you notice that square numbers always make a square?
Grade 4, Grade 5, Grade 6
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Factor Finding

Put a bean bag on all of the 20s on the mat. Walk each row and column that end at a 20 to find all the factors of 20.

Grade 4, Grade 5
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Least Common Multiple

What is the least common multiple of 6 and 8?
Have two students step on the mat. One walks on the row of multiples of 6 and the other on the row of multiples of 8. When they come to the first number that both rows have in common, they have found the least common multiple. In this case, it is 24.

Grade 4, Grade 5
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Whiteboard Magic

Divide your students into teams of four. Each team works together to solve the problems. Give each team a card as their goal.

Card 1: Your goal is to have the smallest number.

Card 2: Your goal is to have the highest number.

Card 3: Your goal is to have a number that is close to 50.

Instructions: Based on the objective of the cards, students will have to decide what two multiplication problems to write on the whiteboard. On each team, have one student write two multiplication problems on the whiteboard. Two students jump to determine the answer. The fourth team member will add the products and see if it fits the goal that their card indicates. If not, they will modify the problems until it meets their goal.

Grade 4, Grade 5
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Factoring Task Cards

1. Ella has 12 soccer balls, 16 basketballs, and 24 baseballs. She wants to have the same number in each box. What is the least number of boxes she will need?

2. Max is making mac and cheese for dinner. He needs one box of pasta and one jar of cheese for one dinner. Pasta is sold in cases of 6 boxes each and cheese is sold in cases of 9 jars each. What is the least number of dinners Max can make without any supplies left over?

3. Mrs. Hobert has 100 crayons and 20 pieces of paper to give to her students. What is the largest number of students she can have in her class so that each student has an equal amount of crayons and an equal amount of paper?

4. Mrs. Lenny has 32 students in her class. She wants to put the students into equal groups so that each group has the 8 students. How many groups will she make?

Grade 4
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Flashcard Fun

Use multiplication flashcards through 10 x 10. Two students work together. One student pulls a card from the pile of flashcards. The second student locates the answer on the floor mat, jumps on it, and says the answer.

Grade 3, Grade 4, Grade 5
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Bean Bag Fun

Have one student throw a bean bag on the floor mat. Two students walk from the top and side of the mat following the appropriate column/row to the number where the bean bag landed. When they get to the box that contains the bean bag, each student recites the multiplication fact.

For example, if the beanbag lands on 42, student A will walk vertically down the 7 column 6 times, until they arrive at 42. Student B will walk horizontally from the 6 row 7 times until they arrive at 42. They will say 6 times 7 equals 42.

Grade 3, Grade 4, Grade 5
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Task Cards

Have the student jump on the factors and products as they say the answer to these story problems.

  1. May plays the piano for 4 hours every day. How many hours a week does May spend playing the piano?
  2. Jeffery walks his dog three times a week for 2 hours each time. How many hours per week does Jeffery spend walking his dog?
  3. Nina goes ice skating with her friends on Saturday and Sunday each week. She ice skates for 6 hours each day. How many hours per week does Nina go ice skating?
  4. Ryan helps his grandparents make ice cream every weekend. Each batch of ice cream requires 2 gallons of oat milk. How many gallons of oat milk do they use if they make 3 batches of ice cream?
  5. MIke buys a bag of 3 crystals for his collection every Friday after school. After 6 weeks how many crystals has he added to his collection?
  6. Jenny has 56 skittles. She wants to split them equally between herself and 6 friends. How many skittles does each friend get?
  7. Sara’s mom has given her 36 dollars to split with her brother and sister at the candy store. How many dollars does Sara have if she splits the money equally?
Grade 3, Grade 4
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Area

Similar to perimeter activity above, have students find the area of various rectangles using the mat. Place a beanbag on a number in the middle of the mat. For example, 48. This is the area of the rectangle students will make. Use painter’s tape to make an enclosed area with corners at 48, 6, x, and 8. They will then be able to connect the idea of the area model to multiplication. Challenge them to find differing rectangles with the same area, but different length sides.

Grade 3, Grade 4
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Perimeter

Place a beanbag on a number in the middle of the mat. For example, 48. This is the area of the rectangle students will make. Use painter’s tape to make a square with corners at 48, 6, x, and 8. Then, have students determine the perimeter. In this case, two sides have the length of eight and two sides would have the length of six, thus making the perimeter 28. Have students find another rectangle on the mat with the same perimeter, but different dimensions, or the same area with a different perimeter, etc.

Grade 3, Grade 4
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