Silly Putty Turned Serious Learning!

It's raining here and we're stuck inside.  No problem -- time for some indoor fun (and learning).

Today, my 2 year old and I were exploring the magic of Silly Putty, and I saw a perfect opportunity to practice our shapes, numbers and letters, while (you guessed it) having fun!   We took turns the rolling the Silly Putty into "sticks", that we then shaped into different letters, numbers and geometric shapes.  The best part was "sticking" them to the front of our cabinet doors in the kitchen.  I have to admit that it wasn't just my 2 year old who was loving this.

We even got the 6 month old involved when we made a Silly Putty "stick figure" and started introducing Stickman's ears, nose, mouth, etc to her.

If you don't have Silly Putty, any sort of play dough (homemade or store bought) or clay should produce the same effect!

If you have older kids, have them sound out new words that you make out of the Silly Putty, or have them practice their latest math concepts.  This tactile form of learning is a great way to make old (dare I say "boring") concepts seem fun and exciting!

Going on a road trip? Let them bring a hardback book as their "desk" and roll out the Silly Putty right in their laps!

Silly Putty turned serious learning!

Pucker Up, We're Counting Kisses

Pucker up, Buttercup!  Valentine's Day may have come and gone (I think many of us may be a little thrilled by that), but 'tis always the season for kisses! A simple, fun and loving way to practice counting with your little ones is with kisses.  I tell Katie that she is going to 5 kisses and then we count each one as I give them to her.  Other times, she gets 10 kisses.  She loves getting the kisses and tries to "top" the number that I gave her by giving me one ore kiss.  So simple, and yet so effective!
For older kids, try counting your kisses by 2s, 3s, 5s, or ask your child to figure out how many kisses he will get by solving the expression you give him (I'm going to give you 4 kisses plus 2 kisses...how many kisses is that?)

Sing (and Type) the ABCs

If you're reading this blog, chances are you've got a computer.  Great!  Have you thought about using it to help your child learn her ABCs?  I'm not talking about video games or YouTube videos (though there are some really great, albeit additive, ones out there), I'm suggesting a more interactive "game" between you and your child (and your keyboard.

Simply open up a blank Word doc, enlarge the font and start asking your child to type the different letters.  Katie, my 2-year-old, absolutely LOVES this "game".  She sees me typing away and this gives her the feeling that she's doing the same thing.  I have her sit on my lap with my laptop on a lap board on top and ask her to type "B, for baby" or "C, for Charlie".  She really gets a kick out of seeing the letters she's typed appear on the screen and again, she's having so much fun that she has no idea that she's learning.  We stick with "caps lock" on as she's just beginning to identify letters, but soon enough I'll have her type in lowercase letters as well.

We play this splendid game with numbers, too.  Again, there's no reason you couldn't extend this activity to include spelling practice (type in the word, "bat") rhyming words (type in a word that rhymes with "bat", sums (type in the sum of 3 and 9) and differences (type in the answer to 10 minus 8), and so on.

Keep kids laughing and enjoying themselves, and you'll keep them open to learning endless amounts of things!

Math? Hop to It!

This "winter" has been incredibly warm of late so my 2-year-old and I were outside yesterday playing with sidewalk chalk.  After we had drawn our umpteenth star, flower and family portrait, I decided to make things a little more educational.  So, I took a second to write various letters and numbers all over the sidewalk in no particular order or spacing.  Then, her job was to run and jump on whatever letter or number I called out.  Simple as it may sound, she absolutely loved this "game".  She couldn't get enough of scouting out the 3 or the K or the M.  I made sure to only write the letters and numbers that she is familiar with, so it wasn't overwhelming, but rather good practice.
I got to thinking that this could easily be extended to kids of all ages.  The youngest kiddos, like mine, should just stick to basic identification.  Kids who need a bit more of a challenge, though, could be asked to find sums or differences, or products and quotients.  For instance, if you wrote a 6, 10, 12, 16, 18, and 20, you could ask your child to find and jump on:
- the sum of 4 and 2
- the difference between 12 and 2
- the product of 3 times 4
- the quotient of 40 divided by 2, and so on.

You can cater this to kids of all ages and abilities.  Again, the possibilities are endless, and kids have a blast because they think it's a game more than anything else.  The physical part of running and jumping on the letters and numbers make it more fun than seeing the numbers written on paper and chalkboards.  What do you think?

Is Finger-Counting OK?

The question, "Is it OK for a child to count on his fingers?" came up recently.
My thoughts below...
In a word, YES!  When a child is just learning about the concept of numbers, it is fine for her to use her fingers. The keywords here, though, are " just learning".  

Young children do not have a grasp of the abstract value of numbers and their representation in symbols.  It is a very tough concept when you stop to think about it.  When kids are just learning, we try to encourage them to relate physical objects to the symbolic numbers.  As they mature, kids' minds can comprehend that the symbol for 2 (what we think of as the number 2) is really representing 2 objects (whatever they may be).  

-Why do some kids use their fingers when learning how to count while others don't?

Some kids use their fingers while others don't for a variety of reasons.  If the child was taught to count by only seeing her parents use their fingers, that child probably doesn't have many other frames of reference for what numbers can symbolize.  As a parent, we can certainly use fingers to count with our children, but we also need to make sure we count using books, toys, crackers, blocks, etc. so children see that numbers represent many different types of objects, not just fingers.

- Is a child who depends on finger counting at a disadvantage when it comes to mastering mathematical concepts? Why or why not? 

A young child who relies on finger counting is only at a disadvantage if he doesn't make the leap to the abstract.  If he cannot comprehend that numbers are used to count multiple items, he may struggle with higher level math skills.  We should strive to use finger counting in the most basic of math foundation building and then stretch our kids in other ways.  We certainly don't want children to think numbers "stop" at 10, (or 20 if they count their toes).  

- What suggestions can you give a parent who wants to help their child improve their math skills and lessen their dependence on finger counting? 

Try having kids count a variety of objects.  Start by counting fingers 1-10, and then repeat the process with blocks, books, toys, etc.  With the new objects (not fingers), introduce numbers 11-20).  Move slowly from 3D objects to 2D objects to see if your child can still count things that he cannot hold in his hand (but can still point to).  After that, have kids try to simply look at small numbers of things and "know" that there are 2 balls (instead of having to touch and count each one individually).  

Most importantly, exude the idea to your child that math is fun! A positive attitude about math, whether real or feigned, from a parent goes a long way in the long run.

More Math Fun!

I had someone ask me again about ways to make math less scary for kids of all ages.  I find that kids get most overwhelmed when they lack a solid foundation; in other words, getting kids to understand and have number sense is my first suggestion.  Obviously, this is much easier when kids are younger, but even 8, 9, 10 year old kids benefit greatly from breaking down numbers and playing with them. 

Making math more into a game is a great way to build basics, but without the stress! One fun activity that you can do with your kids is to find some flat rocks and allow your kids to paint different numbers on them, one number per rock.  Vary the number range based on your child's age (maybe 1-5 for younger children and 1-9 for older kids).  If you don't have rocks, allow your child to pull 3, 4 or 5 playing cards from a deck of cards.  If you don't have cards, use scraps of paper.  The point is, kids see rocks/cards/scraps of paper as "game" pieces and all of a sudden, math is fun instead of stressful.

Ask him different questions about the numbers on the rocks/cards/papers and give him a chance to manipulate them to answer the questions, and more importantly, justify his reasoning.

Sample questions include:
"What happens when you add the number on this rock (e.g. 4) to the number on this rock (e.g. 3)?"  "Now, what do you notice when you add the number on this rock (e.g. 3 -- the 2nd rock from the first question) to this number (e.g. 4 -- the 1st rock from the first question)" -- the idea here is that your child will begin to see the Commutative Property of Addition, which states a +b = b + a.  You child will have to explain WHY 4 + 3 = 3 + 4.  Have him try multiple additions combinations to prove to you (and him) that this property always works.

"What is the largest number you can make with these three rocks (e.g., 7, 8, 3)?"  Assume your child chooses to manipulate the rocks to make the number 738.  Ask, "Great! Why is 738 better than 378?"  Then push further and ask about the place values of each of the digits in a 3-digit number.  Try to tease out that the number in the first place represents hundreds and the larger the number in the hundreds place, the larger the number overall.  "So, would it be better to have an 8 in the hundreds place, or 3 in the hundreds place? Why?"  "What is the value of the 2nd digit {tens}?"  "What is the value of the third digit {ones}?  Obviously, you want your child to get to 873, but be sure to praise and question each step along the way.

Ask your child to come up with her own questions about the rock numbers and let her "quiz" you.  See what questions and discussions arise, and go from there.

Good luck and happy math exploring!

Math Phobia - Let's Cure It Together!



Math Monster, be gone!

 I taught 5th and 3rd grade for 7 years and am taking a little time off as I prepare to have my 2nd kiddo.  Someone recently asked my opinion about kids' math-phobia, its source and more importantly, its solution.  Here's what I think.

As you well know, many kids struggle with math.  I'm probably not going to get a whole lot of love from parents or fellow teachers, but one of the biggest disservices we do for our kids is teach them "tricks" to remember math algorithms.  As teachers, we are so pressured by making sure our kids do well on state tests that we look for a quick fix, and teach kids tricks that we assume they'll remember long enough to get them through the test-taking period. 

For example, when teaching kids long division, I've heard many fellow teachers teach their kids the saying, "Mom, Dad, Brother, Sister", which is supposed to help kids remember the steps,  "Multiply (Mom), Divide (Dad), Borrow (Brother) and Subtract (Sister)."  It seems like a great system until it's crunch time, the kids are under stress and have no idea if it was Mom, Dad, Brother, Sister or Sister, Dad, Mom, Brother or Uncle Sam, Aunt Patty, Grandpa, Cousin.  There's no meaning to which the kids can connect, and therefore, there's little chance the kids will remember the correct steps in the long-term.  Summer comes and goes and as the child enters the next grade, he's right back at square one as far as long-division proficiency.  So, his next teacher teachers him the saying "McDonalds, Dairy Queen, Burger King, Sonic" to "help" him remember the steps of long division and here we go again....

Our U.S. educational system is also very flawed (in my opinion) in that we spend small amounts of time on each of 6-7 math strands each year.  In Kindergarten, kids get a quick unit on number sense, geometry, patterns and algebra, etc., and then they see each of those units again in 1st-8th grade.  The problem with this is that there are so many units that each one is only touched upon for a short time.  There is a ton of breadth and not a lot of depth.  As compared with many Asian ways of teaching math (which focus on 1-2 strands only for the entire year), our system doesn't allow the investigation needed for kids to truly grasp what they are doing.

Unrelated as these two points may seem, they actually are very similar to one another.  My suggestion to parents and teachers who have math-phobic students is to start back at square one, and really spend time with your kids helping them to truly understand the basics of math.  If your child struggles with long division, I'd be willing to be that he doesn't grasp that it's really repeated subtraction.  (Have you ever sat down to think about division in that way?)  Asking a child to learn division, when he doesn't understand subtraction is like asking a kids to string together a compound sentence when he doesn't know the alphabet.  Without the proper foundation, his math tower (upon which more and more is constantly piled) is bound to topple. 

This all sounds great in theory, but what about reality?  My suggestion is to start small.  Kids know more than you (or they) think.  Obviously, the younger your child is, the easier it is for her to catch up.  If fractions are your child's nemesis, "catch" her talking about sharing half her cookie with her sister, or dividing up the pizza among her 4 friends.  Use real-life, meaningful scenarios to get your kids thinking about math.  Ask them tough questions and make the commitment to do some research yourself.  Do you really understand what it means to "borrow" from the hundreds place when solving a subtraction problem, or do you just cross out the 7, make it a 6 and put 10 on top of the 0 in the tens place? 

Kids are like dogs in that they smell fear.  If you grew up eeking by math class and clearly don't get it, I'm willing to bet your kids are going to hate math and try to slip through as well.  Maybe it's time for both of you to make the commitment to learn more about math than just the tricks that your teachers taught you years ago. 

Just "sum" food for thought!