A little over two years ago I started writing this post. And then the pandemic hit and everything changed. And although we’re not quite back to where we used to be – and may never be – I thought now would be a good time to finish that post. I had just hosted a fabulous Gellin’ with Geometry Family Math Night event at a local elementary school. It was an in-person event which would have been a weird way to describe it…
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What Do You Notice? is a super easy activity that lends itself well to a lot of great math thinking and conversation. These low floor, high ceiling posters are a great way to engage families during a Family Math Night event. That’s why we included them in our Virtual Family Math Night. Skills K-2: geometry, counting, repeated addition 3-5: geometry, single- and double-digit multiplication, distributive property of multiplication, array model of multiplication Background Information What’s really cool about multiplication is that no matter…
We’ve finished! And the result is an amazing virtual event for your families where they can safely engage in an unforgettable and fun math learning experience…together. How did we do it? We created a virtual classroom that serves as the meeting place for your families. Once your families enter the classroom, they’ll be able to sign in and view the Guest Book to see who’s attending. They’ll then decide which of the 5 stations they want to explore. Maybe it’s the Estimation Station where…
Skills:
K-2: number recognition, counting, geometry
3-5: addition/subtraction, patterns, odd numbers
This is a fun puzzle where the main objective is to figure out where the three missing numbers of the “spokes” are placed. Since the numbers 1, 2, 5, 6, 7, 8, and 9 are visible, the missing numbers would be 3, 4, and 10 (assuming we are using the consecutive numbers 1 – 10. There is an alternate solution for the missing numbers 0, 3, and 4 which is described below).
Younger students may notice a circle, a square, and (10) “triangular” pie pieces. They will probably notice that some of the spokes are missing numbers. Starting at 1 and counting on, they may discover the three missing numbers: 3, 4, and 10. It would be interesting to ask them where they think the numbers go on the wheel and why they chose those specific spokes.
Older students will quickly notice three missing numbers. With a little bit of guidance, they should be able to notice some patterns that can help them determine where the missing numbers should be placed.