Students use dot paper or geoboards for fun hands-on lessons in geometry and related mathematical concepts. Give children concrete and pictorial work in geometry and measurement with this 75 page book. The book's sections are sequenced developmentally, providing students in grades 4-8 experience with: Polygons and their properties, fractions, decimals and percents, area of polygons, metric length and perimeter of polygons and Angle measurement.

Dot Paper Geometry

Charles Lund

Learning Resources

Math Games Played with Cards and Dice (K-1) is the first volume in the new Galaxy Series. It is filled with fun and motivating mathematics activities and basic skills practice exercises designed to stimulate beginning learners. The Galaxy Series is not intended as a comprehensive elementary mathematics curriculum. Rather, it is intended to supplement any traditional or reform mathematics curriculum with learning activities that are standards based and reinforce already studied skills. Most of the activities use manipulative devices such as cards and dice as the instructional base. All lessons are self-contained and the activities include all score sheets and instructions. Answers and discussion are provided where appropriate. The grade levels for the various Galaxy Series books are suggestions only. The materials conform to the NCTM Curriculum Focal Points recommendations. If a higher level book has activities that fit a particular topic, the teacher or parent is invited to use them as desired. The mathematics topic(s) on which each lesson is based is listed in the Contents of each book. Some teachers will use the Galaxy Series books as Monday or Friday activities or challenge individual or small groups of students who demonstrate the ability to extend their learning. Others will use these books for reinforcement of already-learned skills. All that is needed to use the Galaxy Series is standard playing cards, standard dice, and certain other manipulatives such as calculators, rulers, paper clips, pencils, and paper. The teacher or parent may duplicate the score sheets as needed. The authors hope that these books help promote mathematics learning for all students.

Math Games Played with Cards and Dice, Grades K-1

William L. Gaslin

Martin M. Gaslin

Children's Books

IPMG Publishing

Math Games Played with Cards and Dice (4-6) is the third book in the Galaxy Series of supplementary mathematics materials. This is written as a source book for teachers and parents and is aimed at improving the basic skills of upper elementary school students. It contains a wide variety of games and puzzles to challenge learners of all ability levels in performing the basic arithmetic operations, use of the metric system, probability, and some pre-algebra concepts. Math Games Played with Cards and Dice (4-6) provides motivating mathematics games and puzzles that are supplementary to any basal mathematics program. It is not a self-contained mathematics curriculum. Its materials are designed with the entire range of learners in mind. Each game contains variations that present challenges for students who are able to probe more deeply into the activities presented. Classroom testing of these games and activities has consistently demonstrated that students enjoy them, are motivated by them and master basic skills through their use. Answers and comments are provided for many of the activities in the last section of this book. This book requires little more than standard playing cards, standard dice, meter sticks, and common classroom materials for successful use. Calculators can be useful in some activities, though they are not required. When customized dice are required, a non-permanent marker may be used to doctor the faces of the standard dice. The entire Galaxy Series conforms to the Mathematics Focal Points recommendations of the National Council of Teachers of Mathematics as well as most state standards. The books also help prepare students for testing programs that are mandated under state and federal statutes. Thank you for using the supplementary mathematics materials of IPMG Publishing!

Math Games Played with Cards and Dice, Grades 4-6

Math Games Played with Cards and Dice (7-8) is the middle level collection of the Galaxy Series of supplementary activities for the mathematics student. This book contains puzzles, games, and other learning activities that are geared toward the middle school mathematics learner and are based on the curriculum focal points of the National Council of Teachers of Mathematics. The emphasis in most activities and games is on supporting the development of common skills of seventh and eighth grade mathematics. Heavy emphasis is placed on practicing skills of the basic operations on whole numbers, integers, fractions, and decimals through the medium of games. This book is not a basal text. Rather, it is supplementary to any traditional or reformed basal series. It provides practice in motivating situations both to improve skills and increase the learners interest in the study of mathematics. Solving algebraic equations and inequalities is given emphasis as well as some elementary statistical concepts and logical thinking skills. Metric measurement is treated through a game format. Geometric concepts such as symmetry, area, volume, perimeter, circle terms, and geometric shapes are covered in the Skill Builder section. Standard playing cards and standard dice are instructional devices that are used heavily in playing the games. Interesting statistical applications as well as card tricks provide motivational activities through which the student can develop logical reasoning skills as well as computational fluency in a variety of situations. The overall goal of Math Games Played with Cards and Dice (7-8) is to help the student, with guidance from the teacher and/or parent, develop those skills that will prepare him/her for the common beginning mathematics courses in high school, including plane geometry and second-year algebra. All of the activities are self-contained except that the instructional leader will have to provide playing cards, dice, and in some instances metric measuring devices.

Math Games Played with Cards and Dice, Grades 7-8

What s My Mathematical Name is a mathematics vocabulary game. Th e object of the game is to guess the mathematical word association with each picture. Th e purposes of this game are: 1. To build students mathematics vocabulary. 2. To help foster positive attitudes toward learning mathematics. 3. To provide a pleasant change of pace activity for use before or on a holiday (or special event), or as a reward for good behavior. Th ere are many ways to use this game. One way is to make a transparency of selected pages and then ask students to take a creative quiz. Following such a quiz, students can be provided with scissors and a magazine and asked to create one mathematical picture of their own. Students should provide their picture and the jumbled spelling of the math term their picture represents on one side of their page and the correct answer on the other. Another way to use the material in this book is as a part of a bulletin board display. Th e pictures may be removed from the book, laminated, and then presented together for the class. Still another possible way to organize a game using these cartoons and pictures is to display them around the room (on a chalkboard for example). Th en have players move from picture to picture to identify the terms. Th e person who unscrambles the most terms within a specifi ed time limit is the winner. How good is the mathematics vocabulary of the students in your class(es)? How many creative pictures can they produce to exemplify mathematical terms. Answers will vary, but I think you ll be pleasantly surprised by the results created as they discover that math can be corny and fun.

What's My Mathematical Name?

Introduction This is a graphing calculator resource book designed to help students explore applications of mathematics. The book is intended for use in secondary school mathematics courses. The book is designed to be duplicated by the teacher, either by photocopying or making transparency masters. The material was created to help answer student questions such as, Why are we learning this; and;When will we ever use this? With this resource book you can continue to show them why they are learning a topic and specific examples of where it is used. For example, the material does not reteach the definition and initial work with graphing the sine function. It does, however, provide a quick review of graphing the sine function and how different coefficients affect the shape of the sine graph, an intuitive introduction to finding a sine regression equation, and a practical example of where these techniques are used. In short, we believe that skill maintenance can be imbedded in concept exploration, applications and technology use. The material was created to accompany the standard graphing calculator, but most of the activities can be adapted to other graphing calculators or computer-based applications. The programs can even be converted for use with other calculators by consulting the manuals for each machine. Organization This book is divided into six basic parts. The first section, Basic Calculator Activities, covers the elements that help students become familiar with their calculator and its various popular functions. The second section, Number Patterns, studies basic number sequences that can be replicated on the graphing calculator. In the third section, students begin exploring and analyzing data through games that have been designed to illustrate common ideas. Students will explore common algebraic formulas in the fourth section, Algebra Exploration, by playing games that deal with single-variable equations and averages. The fifth section, Geometry, teaches students about the various components of shapes as well as the Pythagorean Theorem and the geometric principles that come into play in GPS technology. The last section of the book, Probability, teaches students about the issues that influence the likelihood that certain events will occur. Because the material is both specific and open-ended, all students will benefit from using these activities. Students who work carefully are guided by the worksheets to make generalizations that go beyond the scope of standard textbook lessons. Each exploration is designed to be used as a guide. Many of the worksheets also provide important key stroking tips to save time. These explorations can be used in several ways. One way is to assign individuals or small groups to work with a particular experiment for a short interval of time. Several of the lessons can be divided so that groups of students can do individual parts of the lesson and then put the parts together for final analysis by the whole class. The time you allot to a given experiment will vary depending on both student background and interest. Many lessons start with a series of questions or examples that create student interest in the problem. This is often followed by discussion designed to clarify the initial questions and shape the direction the lesson will take. Frequently, multiple solutions are possible and multiple strategies for arriving at those solutions are encouraged. Many extra challenges involving further research and programming are also provided. A concept can also be introduced to or reviewed by an entire class by using a projector. Most student difficulties are caused when they encounter grammar and syntax problems associated with finding options on the powerful graphing calculators that are currently available. Calculator hints are provided on many pages to help k

Graphing Calculator Activities

Fractions have been a hard-to-teach spot in the mathematics curriculum for many years. Research experts have confi rmed this fi nding and have urged mathematics educators to reexamine the entire area of instruction involving fractions, including both placement and teaching procedures. Th e advent of the hand-held calculator and metric system have caused some experts to advocate dropping the teaching of fractions altogether. Still other experts feel that the study of fractions, other than introduction to the meaning of fractions, should not take place until just before a student is ready to enter algebra. Despite the current hoopla, it seems that at least some facility with fractions will still be required for everyday living for the next several years. However, our inability to communicate fraction concepts and skills to large segments of the population using paper and pencil approaches is a concern. As a result, we are trying a slightly diff erent approach featuring the use of a modifi ed carpenter s ruler to make fraction manipulations more concrete. What we are proposing is an alternative or transition between using a totally manipulative program and the formal approach which is used in many textbooks. Th e fi rst portion of this book consists of fraction ruler activities that may be reproduced for student use or as transparencies for overhead projection. Each activity presumes that a student or group will have an appropriate fraction ruler available. Ruler masters are provided in the appendix. Reproduction of the rulers on tagboard will provide more durability. Answers for selected activities are also included. Th e worksheets have been sequenced in the way that many teachers prefer to use them in the classroom. However, the sequence is not essential and worksheets should be selected according to the needs of your class. Th e emphasis is on success throughout the book, but be prepared for torpedoes here and there that nudge the student toward the realization that not all problems can be solved on a ruler and that alternative methods are available. Bonus challenges are presented on selected pages. Th ese word problems provide students with practical problems from everyday life. Some of these problems may be beyond the maturity level or experience of 3rd and 4th grade students. Th ey can be skipped, removed or replaced as needed. Some third grade teachers replace these problems with fantasy challenges based on fairy tales. Th is book of activities has been developed in response to the challenge to make fractions more meaningful for all elementary students. Th e second portion of this book provides activities using paper folding for a hands on, manipulative approach featuring inexpensive materials. Each activity has been developed and fi eld tested with students in grades 4-8 and then revised. Th e activities are designed to be reproduced for classroom use. Preparation generally consists of two steps: 1. Use a copier to prepare the worksheet(s) for your group. 2. Use a paper cutter to prepare enough paper strips for your lesson. Each student should have his/her own set of strips. Strip size can be a variety of lengths and widths, but the suggested size is 8 Â½ by inches. A Fraction Strip Master is provided if you wish to have students cut their own strips of a uniform size. Each master can also be used to prepare a transparency for overhead projection. Occasionally you may also wish to make large fraction strips out of butcher paper for demonstrations. Some teachers fi nd it convenient to have the large butcher paper strips available on a bulletin board throughout the fractions unit. We hope you fi nd these fraction activities useful and fun.

Fraction Activities

The activities presented in this book are designed to be used with a geoboard or dot paper. Students in Grades 3-10, as well as adults in preservice and inservice programs, will enjoy this practical resource. Each page is a prelude to more formal activities and exercises in the textbook. Why Use a Geoboard? Geoboards are certainly not a new device on the commercial market, but we believe that they have an important contribution to make in helping more students learn mathematics. Using a geoboard in the math classroom can make a significant contribution in several ways: It is a flexible and versatile tool. This makes it possible to use the geoboard in a wide variety of ways without prohibitive cost or extensive preparation and training. It helps teachers provide students with mathematical experiences that proceed from concrete to pictorial to abstract so that retention is greater. It provides students with a stimulating medium that keeps them actively involved while they are learning mathematical concepts. Active involvement and variety increases their motivation, and motivated students learn better. Students can better identify relationships and properties by building figures. Building figures on a geoboard or dot paper often saves time. Many exercises feature problems where the figures can be constructed quickly because the examples chosen for vertices, midpoints, etc. use nail or dot paper points. Building or drawing is a distinctly higher-level task than many of the identify exercises found in some standard textbooks. What s in This Book? This 180-page, reproducible resource book allows students to explore standards-based problem solving activities. The motivating collection offers: 3 free exploration activities 11 problem solving puzzles and games 5 problem solving investigations 16 graphing activities 50 activities involving polygons and their properties 15 fractions, ratio and percent activities 9 logical reasoning and communication activities Bonus word problems on selected pages Masters for teachers Selected answers and comments Challenging opportunities are provided throughout the book. Students are frequently asked to make generalizations based on the results of their work and create their own problems. In addition, problems such as drawing a triangle with a given perimeter are quite challenging because they require a student to use square roots and the Pythagorean Theorem. Finally, some exercises also help students see the limitations of continuing to use geoboards or dot paper exclusively or forever!

Math Explorations with a Geoboard

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Books by Charles Lund