Math Play: 20 Minutes a Day

I want to advocate for 20 minutes a day of math play, similar to how we advocate this time for reading for our most early learners.  Promoting math play at an early age will hopefully lead to conceptual understanding, strong number sense, problem solving skills as well as strengthen their critical thinking. In addition, if school age children participate in 20 minutes of math play after school perhaps that will lead to great gains as well.

Below you will find photos of projects that I have done with my own tiny person at home as she has grown. Each picture links to a blog post about it! I will also feature ideas for how to get K-6 students to play as well. In addition, you will find my presentation (and free task cards) at the Regional NCTM  2015 conference: Math Play: 20 Minutes a Day.

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Building Numbers

The Importance of Math Play: Building numbers using unifix cubes.

Even and Odd Numbers: The Importance of Conceptual Understanding

Even and Odd: The importance of conceptual understanding when dealing with numbers cannot be stressed enough!

Bump and Wild to Three in a Row

We made a ziplock quilt and played “Bump and Wild to Three in a Row”

Math Play - Measurement and Data Early Learning

We sorted and counted our pillows, whipping up a simple graph in the process.

The Half Game: Teaching Division Concepts

We decided to use some playing cards to learn about division and halves.

Math Play: 20 Minutes a Day

We “built” a number line which led to awesome discussion about the value of numbers.

Also, for more ideas you should definitely check out:

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4 thoughts on “Math Play: 20 Minutes a Day

  1. Pingback: Measurement and Data for Early Learners | Beyond Traditional Math

  2. Pingback: Small Steps for Differentiation: Tier It! | Beyond Traditional Math

  3. Our school does a “Home Reading” program, where parents sign a calendar for nights kids spent engaged in reading. Kids ‘earn’ pencils, bookmarks and ultimately, a book at 250 nights of “Home Reading”. Just yesterday, I decided to organize a “Home Math” program. I believe, too, that time spent in practice will lead to great math things. I also, often refer to my “CAFE” reading wall. I explain to my 3s and 4s that now they C- comprehend, and A- are accurate, but now we need to work on F- fluency; becoming fluent in responding and thinking about how numbers relate and work together. Home Math: Here we go! I enjoyed reading your site- I am thinking along the exact same lines!! ( Except that my little ones at home are 19 and 16 and yes, we did multiplication practice every night with raisins and chocolate chips! I miss those times! 🙂
    Deanie: Teacher, grade 3 and 4, BC, Canada

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