Math Blitz week
is winding down, and I wanted to go out with a bang. The girls
– Annie (age 9) in particular – do not care for
math. Annie has a hard time with mathematics because of the
location where her brain bleed was. We’ve done a lot
this year to catch her up and help her to remember the different
and I went over the numbers she knew in her multiplication
table – 1, 2, 5, 10, and 11. Allie worked on adding
doubles (2+2, 8+8, etc.) and near doubles (2+3, 8+7, etc.).
Today I wanted to focus more on multiplication.
Math Maze Adventure
When Allie was
learning to skip count her fives, I wrote the numbers on little
slips of paper and placed them in a line in the family room.
She’d jump from paper to paper, reciting the numbers
aloud until she could do it without the papers. I thought
that this might work with multiplication facts, too.
First I wrote multiplication
facts from 1-12 for numbers 2, 3, 4, and 5. I put each number’s
facts on a different color piece of construction paper (folded
& cut into 12 pieces). If you’re real ambitious,
you can change each number’s shape to triangle, circle,
etc. I’m not that ambitious.
The kids on the math mazes.
in a clear open room, place the papers on the floor in order
about a foot or two apart. I made curvy, over-lapping paths
and ended someplace to sit (couch, couch, stool, rocking chair).
Before I was even
done, Allison (age 6) was following the paths and counting
aloud. I let them do this for about ten minutes before I started
asking them questions. What is the 5th piece of paper on the
path that starts with 3? (15!) I explained that 3 (the starting
number) times 5 (the 5th piece of paper) equaled 15 (the number
on the 5th piece of paper).
Because my children
are competitive and clumsy (a dangerous combination), I began
separating them. Annie, stand on the row that begins with
4. Allie, stand on the row that begins with 3. Now, what is
3 x 4? They’d each count forward and yell out “12!”
I loved how well
I created separate
worksheets for all three of the kids [because of course, TJ
(age 2) wanted to “play,” too.]
This was great
fun and not even like doing math. I let the girls get up and
use the mazes while doing their worksheets to keep it fun.
I realize that I’ll need to step it up a notch tomorrow
and do it without the mazes.