We can show multiplication by making groups, rows, skips, or additions. We can do multiplication just about anywhere! Today you get to do multiplication outdoors. Here's how:

1. Head outside! Pick a spot that has pinecones, rocks, or some other small items that you can move around without disturbing your natural ecosystem.

2. Choose how you want to show your multiplication.

   • Groups?

   • Rows? (an array)

   • Additions? (you could even scratch this into sand or soil)

   • Skips? (on a numberline that you build outside)

3. Gather what you need to show your multiplication.

You can see Ms. Rashleigh's examples using pinecones (3 x 2 array), or leaves (3 x 3 equal groups).

4. Think of some multiplication facts you could show. Start with the first one! Show it with what you gathered.

Stuck? Write some multiplication facts down from earlier in the week, or find some here!

5. Say the multiplication fact out loud, like this: 3 x 4

"Three times four is twelve!"

6. Try another one! Show as many multiplication facts as you can. Maybe even quiz someone in your family, and show them how to use things outdoors to find the answers!

Playing games can be a great way to practise math facts! One game that can be played in many different ways is hop-scotch. Today we're going to play hopscotch using a number line and skip counting! Here's how:

1. Head outside. Bring some sidewalk chalk, or big paper numbers with you!

2. Write or place your numbers in a big number line, starting at 0 and ending at 20 or more. Put the numbers in order!

3. Start with your feet standing on 0.

4. Call out the number you're going to skip count by!

5. Skip/hop by that number, until you get to the end of your big hop-scotch number line, saying each number that you land on as you go.

6. Pick a new number to skip by, and repeat steps 3 to 5.

For a multiplication twist:

1. Use the same big hop-scotch number line. Start at zero, and call out a multiplication fact!

2. Skip count by hopping along your big numberline to find the answer to your multiplication fact!

It may help to use your fingers to keep track of how many skips (or hops) you have done!

3. Now think of a new multiplication fact. Repeat steps 1 and 2 lots of times to practise many different multiplication facts.

See Ms. Rashleigh's example to get an idea of how this would sound.

We learned in Making equal groups that one way to do multiplication is to think of "groups of" when we see 'x'.

Last time, we used small items like buttons or leaves to show groups. Now we're going to make groups by drawing them with symbols or simple pictures! Here's how:

1. First you'll need some basic multiplication questions. You can make up your own, or find some here.

2. You'll also need a pencil and paper.

3. Read your first question, saying "groups of" where there's an 'x', just like last time:

4 x 5.... "4 groups of 5."

4. After you say the question out loud, draw it on your paper!

4 groups of 5 means that there are 4 groups, and they each have 5 symbols in them:

□ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □

See Ms. Rashleigh's example to get an idea of how this looks when it's drawn, using squares for a symbol.

5. Once you have drawn the question, count up how many symbols there are altogether. That's your answer!

6. Continue through your questions, reading them out loud (or in your head) and drawing them, then finding the answers by counting how many symbols there are altogether.

We learned in Making Arrays that one way to do multiplication is to think of "rows of" when we see 'x'.

Last time, we used small items like buttons or pinecones to show our rows. Now we're going to make rows by drawing them with symbols, a table, or simple pictures! Here's how:

1. First you'll need some basic multiplication questions again. You can make up your own, or find some here.

2. You'll also need a pencil and paper. If you have graph paper, that's even better!

3. Read your first question, saying "rows of" where there's an 'x', just like last time:

6 x 3.... "6 rows of 3."

4. After you say the question out loud, show it on your paper!

6 rows of 3 means that there are 6 rows in your array, and they each have 3 symbols in them:

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

□ □ □

See Ms. Rashleigh's example to get an idea of how this looks when it's shown, using squares for a symbol.

5. Once you have shown the question as an array, count up how many symbols there are altogether. Just like before, that's your answer!

6. Continue through your questions, reading them out loud (or in your head) and showing them as an array, then finding the answers by counting how many symbols there are altogether.

Division is all about sharing! In this activity, you're going to get together with a group of stuffies, or someone else that you can share with. Then you're going to practise what it looks like to share! Here's how:

1. First you need a few places or people to share with.

You could share with some of your stuffies, some people in your house, or just share with places on your floor. In class, Ms. Rashleigh shares into hoola hoop circles.

2. Next you need something to share!

It's best if this is something small that you can count, and that you have a lot of!

3. Now, arrange the places or people you're sharing with in a circle, and make a pile of what you're sharing in the middle.

This makes it easier to share, without missing anyone. You should count the things you're sharing before you start sharing.

4. Start sharing! Give one thing to each place or person at a time until all of the things are shared.

5. Make sure that every place or person gets the same number of things! We need to be fair when we're sharing! You can do this by counting how many things each place or person has, and making sure that everyone has the same number.

6. Now, change the number of things you're sharing, or change the number of places/people you're sharing with and try again!

• What is different?

• What is the same?

Sometimes when we're sharing, there are some things left over! Like if we have 12 buttertarts to share with 10 people, and we each get 1, but there are 2 leftover.

What do we do with those leftovers? Count them and leave them to the side? Cut them up so that there is one little piece for each person?

Today we're going to practise what to do with the leftovers. We call these remainders in division.

1. Just like in Let's Share, first you need a few places or people to share with.

2. Next you need something to share!

3. Now, arrange the places or people you're sharing with in a circle, and make a pile of what you're sharing in the middle.

4. Start sharing! Give one thing to each place or person at a time until all of the things are shared.

5. Make sure that every place or person gets the same number of things!

6. Here's the new part: if you have some leftovers (or remainders), leave them in the pile and count them. Say out loud:

"____ left over."

You could also say: "Remainder of ___."

7. Now, change the number of things you're sharing, or change the number of places/people you're sharing with and try again! Make sure you notice how many are leftover and say:

"Remainder of ___."

or

"___ left over."

Today we're going to use one number of items, and see how many different ways we can share equally! Here's how:

1. First you need a pile of items! This could be...

• toys

• buttons

• pieces of paper

• paper clips

• chocolate chips

• cheese nips

2. Next, count how many items you have. Write that number down or remember it really well!

3. Then, choose a number of groups to divide your items into.

This can be any number that is less than the number of things that you have.

4. Start dividing! Make sure you share your items evenly with all of the groups. Your groups could be hoola hoops, circles on a piece of paper, bowls, or plastic containers.

5. Count how many items you have in each group.

6. Write or say a division sentence!

"___ ÷ ___ = ___."

7. If there is something leftover that you cannot share evenly, write...

Remainder: ______

8. Start again! Repeat steps 3 to 6, but with a different number of groups.

Can you find any patterns?

We know that repeated subtraction is one of the ways that we can do division. One way to show this can be on a number line! Here's how:

1. First you need some division questions like the ones here.

2. Then you also need a number line like the ones here!

3. Get your number line and your finger ready!

4. Look at the first (biggest) number in the first division question. Put your finger on that same number on your number line.

If your question is 8 ÷ 4, your finger starts on the 8.

5. Now, start skip-counting backwards. Your skips should be the size of the second (smallest) number in the division question.

For 8 ÷ 4 your skips will be skips of 4.

6. Now skip count backwards until you get to 0. Keep track of how many skips you can fit between your starting number and 0.

0 <---- 4 <---- 8 would be 2 skips.

7. How many skips did you do? The number of skips that you did to get to 0 is your answer! Write it down.

8. Move onto the next question! Use the same steps, and your number line to help you.

We know that making arrays is one of the ways that we can do division. One way to show this can be with manipulatives! Here's how:

1. First you need some division questions like the ones here.

2. Then you also need some manipulatives like buttons.

3. Get your manipulatives and a marker ready! It might also be helpful to have a piece of large graph paper with big squares.

You could even do this outside with chalk and rocks!

4. Look at the first (biggest) number in the first division question. Count out that number of manipulatives.

If your question is 8 ÷ 4, your pile has 8 manipulatives in it.

5. Now, arrange your manipulatives on your graph paper in equal rows. Your rows should be the size of the second (smallest) number in the division question.

For 8 ÷ 4 your rows will have 4 manipulatives each.

6. Now use all of your manipulatives and make them into rows. Keep track of how many rows you make.

8 ÷ 4 would be 2 rows of 4.

7. How many rows did you make? The number of rows that you made to use all of your manipulatives is your answer! Write it down.

8. Move onto the next question! Use the same steps, and your manipulatives to help you.

We know that making fact families is one of the ways that we can do division. One way to show this can be using number tiles and a cute little fact family house! Here's how:

1. First you need blank number tiles and a fact family house. You also need a sheet like the ones here!

You can use paper squares for blank number tiles, and draw a simple little house to make your fact family in!

2. Get your number tiles and your fact family house ready!

3. Look at the numbers in the first fact family house from the link. Write the numbers on your blank number tiles.

If your numbers are 12, 3, and 4, your tiles will say 12, 3, and 4.

4. See if you can use those numbers to make two multiplication sentences, and two division sentences. Remember: only use the numbers on your three tiles!

For 12, 3, and 4 you could have:

12 ÷ 4 = 3 12 ÷ 3 = 4

3 x 4 = 12 4 x 3 = 12

5. Move onto the next question! Use the same steps, and your number tiles and fact family house to help you.

Let's practise making fractions! Here are some things to remember:

• The parts in a fraction need to be equal (the same size).

• The top number in a fraction tells us how many pieces we are talking about. The bottom number tells us how many pieces there are altogether.

Let's do a Fraction Dance!

1. First you need a large piece of paper, a felt, and some music.

2. Get the paper ready by outlining the edges. The entire piece of paper is one whole!

3. Now turn on the music and dance on top of your paper (your dance floor).

4. Pause the music and fold the paper in half, label each side ½, and outline the 1/2 by drawing a line on the fold.

5. Dance to the music again!

6. Fold the paper in half again, and label each side 1/4. Again, draw a line on the folds.

7. Keep dancing.

8. Now its getting tricky! Fold the paper in half again and label ⅛. Draw a line on the folds.

9. Can you still dance on your paper?

10. Open up your paper and look at the different fractions! Which one is biggest? which one is smallest? Why?

Having a paper fractions picnic is one of the most fun ways to practise making fractions (at least in Ms. Rashleigh's opinion). Here's how to do it:

1. First you need some food made out of paper. To do this, draw your favourite foods, then colour them in, and cut them out just around the edges!

It's easiest if your food is square, round, triangular, or some other symmetrical shape.

2. Now, draw a line or two (or more) to make your food into equal pieces. Count how many pieces you have, and label them with their fractions.

See the pictures to get an idea of what this would look like.

3. Next, use scissors to cut out the pieces of your food, and arrange them on a table or blanket to make your picnic lunch!

4. Practise asking and sharing fraction pieces with a friend or family member! Pretend to eat all of that yummy fractions food!

"May I have 1/8 of your pizza please?"

"Yes, you may! Here is 1/8 of my pizza."

Searching for shapes and angles can be fun: Geometry is everywhere!

Here's your job today:

1. Go for a walk around your house, or in your neighbourhood. Bring a piece of paper and a pencil with you!

2. While you walk, look for shapes and angles like these:

• circles, triangles, squares, pentagons, hexagons, heptagons, octagons, nonagons, or even decagons!

• right angles, straight angles, acute angles, and obtuse angles.

3. When you find a shape or an angle: draw it! You could even make a note about where you found it.

4. When you have found and drawn at least 5 shapes and a few angles, you can call an end to your goose-chase.

5. Maybe try this activity a few times, with or without paper! You could even do this every day as you go around through life.

One of the most difficult things about learning to use money can be knowing how to make change. Today we're going to practise in a fun way!

Here's how:

1. Set up a store of things to pretend to sell. This could be small things that you own, things that you make or bake, or pretend paper items. There should be a price on each item in whole dollars (no cents please!).

2. Print off and cut out some paper money, or draw it. You can find some here or here.

3. Find a family member who is willing to play the game with you! They will be your customer, or they could take turns with you so that you both get a chance to buy and sell something!

You could also play by yourself, but it would be much more fun with someone else.

4. Start playing:

• Welcome your customer to your store! Make sure you have some money cut out for your customer to spend. They could even make a pretend wallet to use!

• Let your customer shop for a while, and when they know what they are buying from your store:

  • add up how much it costs

  • take the money that they offer you

  • give them any change that they need (this is the amount they gave you minus (or take away) how much it costs

5. When your customer is finished shopping, switch places, or play again! Keep practising with making change.

If you feel ready for a challenge, you could start adding cents to your prices!

We're going to learn what multiplication is, and then get to know a few ways to do multiplication! These include:

• Skip Counting

• Repeated Addition

• Equal Groups

• Arrays

1. What is multiplication? Multiplication is adding a number to itself a certain number of times. Like...

• 5 x 3 ( 3+3+3+3+3)

• 2 x 6 ( 6+6)

• 10 x 8 ( 8+8+8+8+8+8+8+8+8+8)

2. There are lots of times when we might use multiplication:

• When we are finding out how much more-than-one of something costs (4 cupcakes x 5 dollars... 4 x 5 )

• When we are finding out how much of something we need (2 sandwiches x 8 people... 2 x 8 )

3. The first strategy for multiplication is one that we actually already practise in class: skip counting! Let's do some skip counting to multiply (or do multiplication):

• First take a look at my examples, and maybe watch this video.

• Then you'll need some multiplication questions to try! You could make up your own, or print some here.

• You will also need a number line like the one here.

4. Use a number line to skip count and find your answer:

• Start with your finger on your number line, on the zero.

• For your first skip, move your finger to the second (or bottom) number from your multiplication question.

• Now skip as many times as the first (or top) number in your question (for 5 x 3 that would be 5 skips of 3... 3, 6, 9, 12, 15).

See Ms. Rashleigh's examples for 5 x 3, 2 x 6, and 2 x 8. You can also take a look at Skip Counting Fun under the practise activities to remind you how to skip count with a number line!

5. The number that your last skip takes you to is your answer!

For example, for 5 x 3, I start with my finger on 0. Then I do 5 skips of 3 each: 3 --- 6 --- 9 --- 12 --- 15

6. Write your answer underneath your math question, and then do the next one! Can you do a whole page? or more?

Multiplication is adding a number to itself a number of times. Like adding 4 boxes of cupcakes that each have 2 cupcakes in them, to find out how many cupcakes there are all together.

4 x 2

When we are reading a multiplication sentence, it can help us to say "groups of" whenever we see "x".

We read: 4 groups of 2

Today we're going to practise saying "groups of" when we see "x". We're also going to practise building the groups. Here's how:

1. First you'll need some basic multiplication questions. You can make up your own, or find some here.

2. You'll also need some manipulatives: something small that you have lots of like paper clips, buttons, or small toys.

3. Read your first question, saying "groups of" where there's an "x", like this:

3 x 4.... "3 groups of 4."

4. After you say the question out loud, build it!

3 groups of 4 means that there are 3 groups, and they each have 4 manipulatives in them:

**** **** ****

See Ms. Rashleigh's examples to get an idea of how this looks, using buttons.

5. Once you have built the question, count up how many manipulatives there are altogether. That's your answer!

6. Continue through your questions, reading them out loud and building them, then finding the answers by counting how many manipulatives there are altogether.

Multiplication is adding a number to itself a number of times. Like adding 6 pots of flowers that each have 3 flowers in them, to find out how many flowers there are all together.

6 x 3

When we are reading a multiplication sentence, it can help us to say "groups of" whenever we see "x". We can also think of it as "rows of", like this:

We read: 6 rows of 3

Today we're going to practise saying "rows of" when we see "x". We're also going to practise building the rows, called arrays. Here's how:

1. Just like with making groups, first you'll need some basic multiplication questions. You can make up more of your own, or find some more here.

2. You'll also need some manipulatives: something small that you have lots of, like paper clips, buttons, or small toys. You could use what you used for the groups in the last lesson, or choose something new.

3. Read your first question, saying "rows of" where there's an "x", like this:

4 x 2.... "4 rows of 2."

4. After you say the question out loud, build it!

4 rows of 2 means that there are 4 rows, and they each have 2 manipulatives in them:

oo

oo

oo

oo

See Ms. Rashleigh's examples to get an idea of how this looks, using buttons.

5. Once you have built the question, count up how many manipulatives there are altogether. That's your answer!

Don't forget to use your skip counting skills.

6. Continue through your questions, reading them out loud and building them, then finding the answers by counting how many manipulatives there are altogether.

7. For a challenge: make a multiplication question where one of the numbers is a double digit number, and build the array, like this: 10 x 5 "10 rows of 5"

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Multiplication is adding a number to itself a number of times. Like adding 7 bags of basketballs that each have 4 basketballs in them, to find out how many basketballs there are all together.

7 x 4

When we are reading a multiplication sentence, it can help us to say "groups of" whenever we see "x". We can also think of it as "rows of". Today we're going to think of it as "additions of" like this:

When we see 7 x 4 we read: 7 additions of 4

Today we're going to practise saying "additions of" when we see "x". We're also going to practise writing, and building the additions, a strategy called repeated addition. Here's how:

1. Just like with making arrays, first you'll need some basic multiplication questions. You can make up more of your own, or find some more here.

2. You may also need some manipulatives. You could use what you used for the groups or arrays in the last lessons, or choose something new.

3. Read your first question, saying "additions of" where there's an "x", like this:

3 x 8.... "3 additions of 8."

4. After you say the question out loud, write it out, then build it!

3 additions of 8 means that there are three 8's, and they are being added together:

8 + 8 + 8

See Ms. Rashleigh's examples to get an idea of how this looks, using paper, and dots to help solve.

5. Once you have written out the question, you can do the addition to find out how many there are altogether. That's your answer!

8 + 8 + 8 = 24

If you like, you can build the question and count up how many manipulatives there are altogether. Don't forget to use your skip counting skills to help speed up your thinking.

6. Continue through your questions, reading them out loud and writing them as repeated addition, then finding the answers by doing the addition, or building the addition and counting how many manipulatives there are altogether.

When we come to a multiplication fact, we need to make a choice of how to show our thinking and find the answer! We could:

• Use our memory and write down the facts that we know right away.

• Use a tool like a number line or multiplication table.

• Skip count, make an array, or make equal groups.

• Use manipulatives to build the fact.

• Draw a picture to solve the fact using what we know.

• Use other math facts that we know like repeated addition.

Here's your job today:

1. Print or write out some multiplication questions (or facts).

You can find some here. Just be sure to look for Grade 2 or 3.

2. Get any tools that you might need ready.

3. Start solving! First look for facts where you can write down all of the answers that you already know.

Do these ones right away!

4. Next start at the first fact that you don't know. Choose a tool or strategy to try!

5. When you have the answer, go to the next fact and find the answer using a tool or strategy!

6. Repeat this until you have answered all of the facts.

7. Check your work! If you didn't get some of them right, fix them! You'll do better at those ones next time.

Addition and subtraction are opposites. So are multiplication and division!

Now that we have learned about multiplication, we're going to learn what division is, and then get to know a few ways to do division! These include:

• Equal sharing or equal groups

• Repeated subtraction

• Arrays

• Fact families

1. What is division? Division is splitting something into equal parts. Like...

• 8 ÷ 4 ( ** ** ** **)

• 15 ÷ 3 ( 15 - 3 = 9 9 - 3 = 6 6 - 3 = 3 3 - 3 = 0 )

• 6 ÷ 2 (see division arrays in a later lesson)

• 10 ÷ 5 ( 5 x 2 = 10 2 x 5 = 10 10 ÷ 2 = 5 10 ÷ 5 = 2)

2. There are lots of times when we might use division:

• When we are finding out how much each one in a group of something costs ($20 for 5 cupcakes... 20 ÷ 5 )

• When we are finding out how much of something each person gets (8 sandwiches ÷ 2 people... 8 ÷ 2 )

3. The first strategy for division is equal sharing! We use this strategy a lot in real life. Let's do some equal sharing to divide (or do division):

• First take a look at my examples, and maybe watch this video.

• Then you'll need some division questions to try! You could make up your own, or print some here.

• You will also need manipulatives like buttons that you can move around, and paper and a pencil to draw your groups with.

4. Use your manipulatives:

• Start by building the first (biggest) number from your first question with manipulatives. This tells you how many manipulatives you're sharing.

• Now draw a circle for each person you're sharing with. You know how many circles to draw by looking at the second (smaller) number from your division question.

• Now share all of your manipulatives with each circle/group. You could try sharing one, two, or three at a time. If you're dividing a really big number of manipulatives, you could even share by 5 or 10 at a time.

• When you have shared your whole pile of manipulatives, check to make sure that every circle has the same number of manipulatives in it. If some have more than others, take the extras and put them in their own pile outside of your circles.

See Ms. Rashleigh's examples for 15 ÷ 3, and 16 ÷ 8. You can also take a look at Let's Share under the practise activities to remind you how to share equally.

5. The number of manipulatives in each circle is your answer!

6. Write your answer beside your math question, and then do the next one! Can you do a whole page? or more?

We know that division is splitting something into equal parts. The first strategy for division was equal sharing. Today we're going to learn about the second strategy:

repeated subtraction.

1. We use the repeated subtraction strategy in real life when...

• Making teams until no one is left out.

• Taking away or moving groups of something until they are all gone.

• Eating a few of something at a time until there are none left.

• Sharing one group at a time until there is nothing left.

2. . Let's do some repeated subtraction to divide (or do division):

• First take a look at my examples, and maybe watch this video.

• Then you'll need some division questions to try! You could make up your own, or print some here.

• You will also need manipulatives like buttons that you can move around, and paper and a pencil to show your subtraction with.

3. Use your manipulatives:

• Start by building the first (biggest) number from your first question with manipulatives. This tells you how many manipulatives you're dividing.

• Now look at the second number in the question. This tells you how much to subtract each time!

By looking at the second (smaller) number from your division question you know how much to subtract.

• Now subtract that number of manipulatives over and over until all of your manipulatives are taken away. Subtract them by moving them out of the pile and putting them in their own pile somewhere else.

Keep track of how many times you subtract/take that number of manipulatives away by writing it down!

• When you have subtracted your whole pile of manipulatives, check to see how many times you subtracted a group. That's your answer!

See Ms. Rashleigh's examples for 12 ÷ 4, and 10 ÷ 5.

4. Write your answer beside your math question, and then do the next one! Can you do a whole page? or more?

The second strategy for division was repeated subtraction. Today we're going to learn about the third strategy:

making arrays.

1. We use the making arrays strategy in real life when...

• Sharing the squares of a chocolate bar.

• Assigning chairs to groups at an event.

• Baking cupcakes that are different flavours, all at one time.

• Giving sections of something to others.

2. . Let's make some arrays to divide (or do division):

• First take a look at my examples, and maybe watch this video.

• Then you'll need some division questions to try! You could make up your own, or print some here.

• You will also need manipulatives like buttons that you can move around, and large-sized graph paper and a pencil to keep track of your rows on.

3. Use your manipulatives:

• Start by counting out the first (biggest) number from your first question with manipulatives. This tells you how many manipulatives you're dividing.

• Now look at the second number in the question. This tells you how many manipulatives to put in each row on your graph paper.

By looking at the second (smaller) number from your division question you know how many are in each row.

• Now make rows with the same number in them until all of your manipulatives are used.

Count how many rows you have altogether!

• When you have made an array using your whole pile of manipulatives, check to see how many rows you made. That's your answer!

See Ms. Rashleigh's examples for 12 ÷ 4, and 10 ÷ 5.

4. Write your answer beside your math question, and then do the next one! Can you do a whole page? or more?

Today we're going to learn about the fourth strategy for division:

using fact families.

1. We use the fact families strategy in real life when we think of a fact that we know, to help us find the answer to a fact with the same numbers that we don't know yet.

2. Let's make some fact families to divide (or do division):

• First take a look at my example, and maybe watch this video.

• Then you'll need some division fact family questions to try! You could make up your own, or print some here.

See Ms. Rashleigh's example for the 6, 3, and 2 fact family.

3. Start by writing out the first multiplication fact. Make sure to put the biggest number after the equals sign, then put one of the smaller numbers in each of the other spots. Say the fact!

4. Move to the next multiplication fact! Flip the two smaller numbers, but keep the larger one in the spot after the equals sign. Say the fact!

5. Now you're onto the division facts! These ones start with the biggest number in the first spot. Then put the smaller numbers in the other two spots! Say the fact!

6. Flip the two smaller number around, but keep the bigger number in the first spot. Say the fact!

7. Write your answer in your fact family house, and then do the next one! Can you do a whole page? or more?

What are fractions? Fractions are the symbols that we use to show parts of something. We use fractions in real life when we...

• measure baking ingredients.

• split a group into equal parts.

• cut a loaf of bread into equal slices.

• make a guess that there is "half" or "a quarter" left of something.

Today, we're going to learn about some of the most common fractions. We're going to practise looking for fractions in real life! Here's how:

1. First, watch this video.

2. Then, look at the examples of fractions by this lesson! Notice that...

• The top number in a fraction (the numerator) shows us how many parts of the fraction we have selected (or how many we're talking about).

• The bottom number in a fraction (the denominator) shows us how many parts of the fraction there are altogether to make the whole.

3. Draw or make some fractions from things in your house! You could...

• Draw shapes and cut them up into equal pieces.

• Make something out of clay and cut it up into equal pieces.

• Put out a few of your manipulatives and notice that a fraction of them are one colour and a fraction are another colour.

• Do some baking, and look at the fractions in the recipe like 1, 1/2, 1/3, 1/4, etc.

4. As you go about your day, look for fractions! Notice if there is 1/2 of something, or 1/4, or 1 whole! Talk about the fractions that you see.

Last time we learned about fractions, we were making or looking for them in real life. Today, I'm going to give you some fractions that are already made, and ask you to name them!

Here's how it works:

1. Take a look at the first picture beside this lesson. It shows some fractions!

2. The second picture shows each fraction from the first picture, with its name underneath it.

3. Now it's your turn! Take a look at the fifth picture, and the sixth. Can you name the fractions? Write them down in order, and send a picture to Ms. Rashleigh!

Remember that the top number of your fraction should say how many parts are selected/shaded. The bottom number should say how many parts there are altogether.

4. Now that you've had some practise, try some more of the same kinds of problems here!

5. Check your answers against the answer key and then go back to the same website to try some fractions of other shapes!

Geometry is the mathematical study of points, lines, shapes, and space. When we think of Geometry, we often think of the names of shapes and angles. We're going to get to know a few Geometry names and shapes today!

Here's how:

1. First, look at the examples of 3D shapes beside this lesson. Notice the names of each shape. Read them out loud.

2. Next, watch the video here.

3. When you're finished the video, print or draw the net for at least 3 of the shapes. You can find a printable nets here.

A net is the flat pattern that can be used to create a 3-Dimensional shape when it is folded and glued together.

4. Share your 3D shapes with someone! Tell them how you know what shape they are, and make sure to use their proper name!

You can find more about Geometry here.

Using money is something that we do regularly, so it's very important to be confident when it comes to knowing how. Being careful with our money is a life skill, so let's get started!

Here's your job:

1. First, you need to know what each piece of money is worth in Canada! We're going to make a money table to make it easy to remember.

2. This part should be nice and easy:

• Get a piece of paper and a pencil ready.

• Watch this video, and then this video, and this video.

• On your paper, draw a picture of each denomination or amount of bill or coin that comes up in the video.

• Beside each picture, write how much that denomination is worth.

See the example to know what this looks like!

3. When your money table is finished, try following the directions on a worksheet like this, and see what you can do with money!

Find more Canadian money worksheets here or here.

The goal of this game is to use the whole deck of cards as fast as you can. This game can be played alone or you can split the deck in two and play with a friend. The way to win this game is to have the most cards or all of the cards.

Things to know:

Aces = 1

Jacks = 11

Queens = 12

Kings = 0

How to Play Alone

1. Shuffle the deck of cards and place them face down in front of you.

2. Place two cards down and multiply them. If you get the correct answer you keep the cards. If you are unsure, work out the answer and put the cards back in the deck.

Play with a Friend

1. Shuffle the cards.

2. Split the deck in half and place half of the cards face down in front of each person.

3. Each person places one card face up. Then both players multiply the cards together.

4. The first person to call the answer out correctly keeps both cards.

5. If you are unsure of the answer work it out and then tell each other how you worked it out. Put those cards back into the bottom of your piles so that you can practise the fact again.

6. When one or both of you have used up the cards in front of you, the person with the most cards wins.

7. Keep going until one person has all of the cards or until you have had enough.

It's baseball season! Even though we might not be able to play outside on teams as usual this year, we can still find creative ways to play baseball every day. Here's one way to play:

1. Draw a big square on a piece of paper.

2. Draw a small square (base) by each corner.

Label one Home, the next one First, then Second, and Third.

3. Make some number cards that will fit on the small squares.

These can be numbers between 1 and 36.

4. Place one number card on each small square. These are your bases! The numbers will change at each inning.

5. On your turn, put a game piece (your batter) on home base.

This could be a small toy, colourful piece of paper, or other place marker.

6. Roll two dice, or flip over two number cards.

7. See if you can add, subtract, or multiply the two numbers to equal one of the number squares on the baseball field.

• If you can, move your batter (math counter) to that base. This is called a hit!

• If the numbers rolled cannot be used to create a math sentence that matches one of the answers on the board, then that is an out.

• If you can make a math sentence that equals the number on home plate, you get a home run!

• If you have two numbers that can get your batter to more than one base, then choose the best base.

8. Each player continues their turn until they have rolled three outs.

If there are counters on the bases and the player rolls another hit, then all of the counters will run that number of bases.

If you had rolled a second base number with counters on the bases, they would have all moved two bases, and so on.

9. Keep track of the score by having a chart with hits and outs columns for each player. Play 3 innings.

*This idea was borrowed and adapted from FrugalFun4Boys.com*

This game is kind of like pick-up sticks, except with a division twist! It can be played in a group, or by yourself. Here's how to play:

On your own:

1. Make a grid on a piece of paper, like the one in the example.

2. Choose some little items that you have lots of in your house.

This could be fun to do at snack time, using fishy crackers, mini oreos, or some other small, dry snack items.

3. Count how many little items you are starting with.

4. Pick up all of your little items in your hands.

5. Drop them, all at once, onto your grid!

6. Now your job is to make sure that all of the squares in your grid have the same number of items in them! We need equal sharing! Hurry!

7. When you're sure that each square has the same number of items, count up the items in each square to double check. Each square should have the same count!

8. Play another round. This time, change the number of things that you start with!

**If there is a remainder (leftovers), put the leftovers to the side of the grid in their own pile.

With a partner or group:

1. Follow the same steps as you would for playing on your own, except everyone who is playing needs their own grid and pile of items.

2. Everyone must start with the same number of items.

3. When you drop the items, see who can be first to call out how many are in each square, and to show equal sharing on their grid!

We're going to use an egg carton to do some dividing! Here's how it works:

1. First you need an egg carton, and something small to divide for each person playing. You also need dice. Some suggestions are:

• dry pasta

• pretzels

• pennies

• small erasers

2. The object of this game is to get as many points as you can. To get a point you need to be able to share all your objects equally.

All you need is an empty egg carton with the lid removed and twelve small objects and two dice or homemeade spinners.

3. Roll the two dice, add the dice together and count out that many objects.

4. Roll one die. That is how many slots you need to share your number into. If the number shares evenly you get a point. If it does not try again.

5. Take turns rolling and dividing, or play at once and see who gets the most points!

6. Have fun, and see how many points you can get in one sitting!

This game is a lot like Connect Four! Your goal is to make an array to show 4 ÷ 1 = 4 .

You need:

• A marker for each player, or 2 colours for yourself if you're playing alone.

• Graph paper. You can also draw a grid for this game.

Here's how it works:

1. Take turns! On your turn, you may colour in only one square anywhere on your grid/graph paper.

Try to block the other player(s) from making an array of 4, and try to make an array of 4 yourself!

2. Then it's the other player's turn to colour a square in!

3. Play continues this way until someone makes an array of 4 or the entire graph paper/grid is filled with colour and no one has made an array of 4.

For this game you can play on your own, or with other players. Here's what you need to play:

• Division flashcards - these can be home-made!

• A game board - print one, or draw one yourself!

• One game marker for each player.

Here's how it works:

1. Set up your game board, in front of you or in the middle of the players. Put your marker(s) on the first space.

2. Place your flashcards beside the game board where all players can see them.

3. Decide who will go first, then move in clockwise order. On your turn, you must answer the division question that is face up on top of the card pile.

4. Once you say your answer, flip over the card to check that you are correct!

5. If you are correct, move your marker ahead one space. If you are not, stay where you are. Then it is the next player's turn (or yours again if you're playing alone).

6. Your goal is to be the first player to make it to the last space. If you're playing alone: time yourself! Play more than once and try to beat your record!

Today we're going to use lots of angles to make starbursts! Starbursts are beautiful pictures that look like stars. They are made by connecting dots on paper to make angles.

Here's what you need:

• white art paper

• pencil

• ruler

• colored pencils

• scissors

Here's how to do it:

1. Draw 2 dots 3-5 inches apart in the center of your paper.

2. Very lightly label each dot "1" and "2". Connect the 2 dots, with the ruler, to create a horizontal line segment.

3. Draw 15 to 20 dots all over the paper.

**The dots should be scattered around on the paper (some should be near the edges). These will be the points (angles) on the design. The fewer the dots, the easier the design.

4. Use a ruler for every line segment.

A straight line is important!

5. Color the design using colored pencils.

Options could include:

• Using only 2 colours. The 2 colours could be chosen after the discussion of primary, secondary and complimentary colors has taken place.

• You may colour spaces with just solid colors and with texture.

• A good tip is that for every space colored with a solid color, there must be at least 2 with a texture or design.

• You can have 7 spaces left white.

6. Cut the star burst from the white paper, leaving a small border of white outlining the design. Mount on black or other colored paper, if you like.

Matching games can be lots of fun! Here's how this one works:

1. First, print or draw some Canadian coins and bills. You will want to have two of each kind. Find some here.

2. Next, cut out your coins and bills, cutting a square around each one that is the same size to make a deck of money cards.

You could also glue your cut out money onto square cardstock or paper to make them the same size and shape.

Make sure you can't see through the back of them to tell what they are.

3. Mix up your money cards.

4. Lie all of your cards face-down in front of you so that none of them overlap.

5. Start flipping two-at-a-time to try and make a match!

• If you don't make a match: put them back, face-down, where you found them.

• If you do make a match: put the pair of cards to the side. Each match counts as one point for you.

Make sure you use the proper names of the coins, and maybe even say what they are each worth ($) while you play to practise!

6. When all of the cards are matched, play again! Start at step 3 and repeat.

You can find more things to do for learning about money here.