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Family Math Night Make-N-Take Kit

Family Math Night Make-N-Take Kit


We all know that when parents get involved in their child’s education, student learning increases.  What better way to get parents actively involved in important skills than through fun and engaging games that reinforce classroom learning?  That’s the idea behind the newest addition to our Family Math Night kit series:  Make-N-Take Station Kit.

Designed to give students practice in important number skills, our Make-N-Take Kit is the perfect way to make sure your K-5 students continue the learning at home.

Similar to our Play-N-Take Station Kit, families will go home with game boards and the game pieces needed to play the games over and over.  And all games come INDIVIDUALLY packaged saving you a lot of time and effort!

What’s fun and unique about our Make-N-Take Kit is that families play a role in making their game boards and game pieces!  They love that!  And teachers and parents love the extra skills practice kids will receive in a fun and creative way – all aligned to the Common Core State Standards in Mathematics.

I invite you to check out this short video where I describe the kit contents and the mathematical learning involved.  As always, if you have any questions please do not hesitate to contact me.  Our number one priority is to help you host a fun and successful event.


Beginning Level

Balloon Bunch Capture and Go 4 the Win reinforce beginning place value, addition and subtraction to 20, and making a 10.CCSSM:  K.NBT.A.1; K.OA.A.1; K.OA.A.2; K.OA.A.4; K.OA.A.5; 1.OA.A.1; 1.OA.B.4; 1.OA.C.5; 1.OA.C.6; 1.NBT.B.2

Intermediate Level

Place Value Shuffle and Number Shuffle reinforce place value to the hundreds place, greater than/less than, even/odd numbers, and basic addition and subtraction skills.CCSSM:  2.NBT.A.1; 2.NBT.A.3; 2.NBT.A.4; 2.OA.B.2

Advanced level

Number Shuffle and Cake Walk reinforce place value to the hundreds place, even/odd numbers, multiples, factors, prime and composite numbers, 1- and 2-digit multiplication, division facts, and fractions on a number line.CCSSM:  4.OA.B.4; 4.NBT.A.1; 4.NBT.A.2; 4.NBT.A.3;4.NBT.B.5; 4.NBT.B.6; 4.NF.A.1; 4.NF.A.2; 4.NF.B.3; 5.NBT.A.1


Embedded Instruction

Embedded Instruction

When my oldest son was entering Kindergarten, he had an appointment with his teacher before the school year started so that she could assess where he was academically.  I remember sitting in the back of the room and listening to the two of them chat about his interests, his summer activities and his thoughts about being in Kindergarten.

She then asked him if he could count to 100 for her.  Without skipping a beat, my son asked if she wanted him to count by ones, twos, fives or tens.

I remember her shooting me a glance as she told him she was going to move on to a different topic.

My son had a little bit of an advantage.  His mom is someone who happens to be passionate about education – specifically elementary math education.  But if you’d asked him back then if he studied math at home, he would have most likely answered ‘no’.

That’s because most of the math he learned was embedded in whatever we happened to be doing at the time.  You’ve heard about embedded assessment – assessing students while they’re engaged in the lesson. It’s sort of like that only with instruction.  I like to think of it as the stealthy way to teach.

My son learned to count by  twos, fives, and tens because we happened to be counting large quantities of legos or goldfish crackers or Halloween candy and skip counting was more efficient.  So that’s what we did.  And over time, he learned.

Now we can’t possibly teach all of our lessons in the classroom this way.  It would take too long waiting for the appropriate moments.  Besides, there’s a lot of value in direct teaching.  But that said, we can still sneak in some stealthy teaching along the way.  A super easy way to do this non-direct teaching is to share your thinking out loud when solving problems that come up throughout the day.

I just got a notice in my teacher’s box that the assembly begins at 11:00 today.  Let’s see, we should probably be in the multi-use room at 10:50 and it takes about 7 minutes for us to get organized and walk there.  So that’s 10:50 minus 5 minutes which is 10:45 minus another 2 minutes means we need to begin getting ready at 10:43.

And don’t assume that you have to stick with problems that are in your current curriculum.  Beginning Kindergartners aren’t supposed to be able to skip count by twos, fives and tens but my son learned by hearing me do it over and over.

By the way, did you notice how the teacher above shared a notice that was in her teacher’s box?  Kids are so curious about how the adult world works, and sharing things like teacher’s boxes and special notes piques their interest.  They’re nosy that way.  So let’s use it to our advantage.

Here’s a short video of another stealthy way to reinforce learning if your students are studying their multiplication (and division!) facts.

How to Use Transition Times to Reinforce Multiplication and Division Facts - Grades 2-4
How to Use Transition Times to Reinforce Multiplication and Division Facts – Grades 2-4

There are times when direct teaching is the way to go.  And there are other times when indirect teaching works well.  Together, they make for a very powerful learning environment!

Family Math Night Collaborative Project: Number Skyline

Family Math Night Collaborative Project: Number Skyline


Another fun Family Math Night Collaborative Project!

Click the image to the left to get the lesson plan and to check out other great STEAM projects.

And be sure to watch the video to find out which multiplication fact is the most difficult for student to learn!

Common Core Standards:

2.G.A.2; 2.OA.4; 3.OA.A1; 3.OA.A.4; 3.OA.B.5; 3.OA.C.7; 4.OA.4.1; 4.OA.A.2