# Sail into Summer with Math!

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1 Sail into Summer with Math! For Students Completing First Grade This summer math booklet was developed to provide students an opportunity to review grade level math objectives and to improve math performance.

2 Sail into Summer with Math! Dear Parents, In this booklet you will find math activities that will help to review and maintain math skills learned in first grade and prepare your child for second grade. These activities are varied and meant to show how much fun and relevant math can be in everyday life. There are activities that can be done throughout vacation, at the pool, at a restaurant, on the beach, etc. (If an activity has an asterisk *, it indicates a more challenging problem.) Have a great time sailing into summer with math! The Sail into Summer with Math! booklets were developed by: K Susan Springer, 1 Sharon Thorne, 2 Lynne Todd, 3 Aphy Lennon, 4 Sandy Holmes, 5 Jennifer Roy, 6 Michelle Ronan and Linda Verde, 7 Jody Baxley, 8 Dottie Reitz, and Ed Nolan. A special thanks to Don Kress (Community Superintendent) and Cynthia Rattley (Performance Director) for their help and support with this project. The cover of the 2001 First Grade summer math booklet was created by Marcello Fischer, a first grade student at Thurgood Marshall Elementary School.

4 1. Solve these addition and subtraction problems = = = = 5 4 = 9 6 = *Make flash cards with addition and subtraction problems (difficulty of the problems should depend on the ability of the student). Practice flash cards. 3. *In the car, play mental math do a string of simple addition and subtraction problems: 7 plus 1, 7 plus 2, 7 minus 5, etc. 4. Take two dice. Roll the dice and make up an addition and subtraction sentence for each roll (3 + 2 = 5, 3 2 = 1, etc.). Do this four times. 5. *Do the same activity with 3 dice. Make up an addition sentence to add up to all of the numbers. 6. *On a trip: Record the last three numbers on the speedometer (not the tenths) when you leave and then when you arrive. Figure out how many miles you traveled. Write down your results. Grade 1 Page 2 Summer Math

5 Week 3 / Numeration (Numbers and Place Value) First graders learned to recognize and write numbers 1 through 10 and count to 20, they learned to compare them (greater than and less than). They then investigated place value by placing objects into groups of ten and looking at double digit numbers in terms of tens and ones (34 is 3 tens and 4 ones) and practiced counting to Students in the first grade also learned to count by tens and fives to 100, and to 20 by twos. 1. Fill in the blanks with the missing numbers. Count by ones 23, 24, 25,, 27 56, 57,, 59,. Count by tens 60, 70,, 90 0, 10, 20,, 40 Count by fives 5, 10,, 20 40, 45,,. 2. Count the tens and ones blocks and write the number. tens ones tens ones tens ones 3. Practice counting by 5 s and 2 s to Mental math In the car, choose a number and start counting. When you stop counting, your child has to say the number that comes next. Example: 71, 72, 73,, 75, 76, 77, or 238, 239,, 241, 242,. Do this by counting by 5 s, 10 s, and 2 s Grade 1 Page 3 Summer Math

6 5. On a trip, make a list of colors. Put a tally mark next to each color when you find a car that color. Count the tally marks. Discuss which colorhas the most, least, same number, etc. 6. Do the above activity looking for signs (stop sign, exit sign, restaurant sign, etc.). 7. Do the above activity looking for types of vehicles. 8. Make a list of all of the different types of summer weather. Make a graph or table to show the weather over a period of time (one week). 9. In a restaurant, estimate the number of people in the restaurant. Count to see if your estimate was close. 10. Have your child estimate how many seeds he/she will find in a piece of watermelon. Record your estimate. Divide seeds into groups of tens. Record the number of seeds. 11. Make a collection of objects: coins, rocks, seeds, etc. Put them into groups of tens. How many objects do you have in your collection? Write about your collection. 12. *In a restaurant or at the dinner table, count the different things at your table. Tell whether there is an even or odd number of each. 13. *Practice counting from 100 to 200 (200 to 300, etc.). 14. *Investigate numbers in the hundreds, grouping ten tens to make 100, counting in the hundreds by fives, tens, and ones, etc. Grade 1 Page 4 Summer Math

7 Week 4 / Money Students in the first grade learned to identify a nickel, dime, and penny along with stating the value of each. They should be able to find the value of groups of like coins, counting dimes by tens, nickels by fives, and pennies by ones. When they mastered this skill the students moved on to counting a group of mixed coins. Parents can help children to count coins by grouping like coins together and helping them to count by tens, fives, and then ones. 1. Count and write the value of each set of coins. Don t forget the cent sign. 2. At the pool, how much does a soda cost? Write a sentence to tell some of the different combinations of coins you could use to buy a soda. 3. At a restaurant, look at the menu. Count out coins to pay for something on the menu. 4. Put a collection of dimes, nickels, and pennies on the table. Pick up a handful of coins. Record how much money you have in your hand. (Do this three times.) 5. *Do the above activity adding quarters to the group of coins. 6. *Investigate how many of the following coins add up to one dollar. Record your answers. nickels = \$1 dimes = \$1 quarters = \$1 half dollars = \$1 Grade 1 Page 5 Summer Math

8 Week 5 / Time and Temperature This past year, in first grade, students used an analog clock to tell time. They learned the directions in which the clock hand moves, and the difference between the hour and minute hand. Students should be able to read the time on the clock (hour and half hour) and draw a picture or set a clock to a given hour. 1. Look at each clock. Write the time under each clock. o clock o clock o clock :. :. :. 2. Draw the hand on the clock to show the time. 5:00 8:30 12:30 3. Estimate how many minutes it would take you to eat a popsicle. Use a watch to count the minutes. Record your estimate and result. 4. At the pool, store, or restaurant, record what time the place opens and closes and record how many hours the place is open. Grade 1 Page 6 Summer Math

9 5. At the pool, store, or restaurant, what time did you arrive and leave? Discuss how much time in hours and minutes you spent there. 6. At a restaurant, how many minutes did it take for your dinner to arrive? Look at a watch to help you count the minutes. 7. *On a trip, estimate how long it will take to arrive where you are going. Record what time you left and arrived. How much time did it take? 8. *Look at a thermometer and record the temperature at three different times during the day or week. Write about your observations. Week 6 / Geometry and Common Fractions In first grade, students practiced recognizing and describing basic shapes: rectangle, square, triangle, and circle; and geometric solids: sphere, cone, cylinder, and cube. Students should be able to recognize and continue a pattern. The students were introduced to the terms whole, halves, thirds, etc. They learned that in a fractional part of a whole the parts had to be equal. 1. Label each shape and finish the pattern. 2. Divide each shape into the indicated fractional parts. halves fourths sixths thirds tenths eighths Grade 1 Page 7 Summer Math

10 3. At the pool, play Follow the Leader in the pool using a repeating pattern. Example: jump, jump, step, step, step, jump, jump, step, step, step, etc. 4. Divide things in halves, thirds, fourths, eighths, etc.: sandwich, waffle, cracker, pancakes, cookies, apple, etc. Draw a picture to show three of the things you chose and how you divided them. 5. How many geometric solids can you find (cube, cylinder, cone, sphere, pyramid, rectangular prism)? Draw a picture of an example of each and label with its geometrical term. 6. *On the above problem, color each one of the shapes with the fractional parts Week 7 / Measurement In first grade, students used non-standard units to measure length, weighed objects on a balance scale, and measured the capacity of containers. An important part of the measurement process is for a child to be able to estimate before actually doing the measurement. 1. Use non-standard units (paper clips, pretzels, etc.) to measure the length of each object. Write your estimate first before doing the measuring. Record your results. Don t forget to write the unit of measure used (example: 4 paper clips). Estimate Actual length Estimate Actual length Estimate Actual length Grade 1 Page 8 Summer Math

12 Put a tally mark next to each sport chosen. Sport Baseball Football Soccer Swimming Hockey Gymnastics Number of People On a separate sheet of paper or poster board make a bar graph showing your results. Write four sentences telling that tell information about your graph (example: Most people liked soccer, etc.). Grade 1 Page 10 Summer Math

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### MAKING THE MATHEMATICS AND LITERACY CONNECTION

MAKING THE MATHEMATICS AND LITERACY CONNECTION Enhances Instructional Feasibility Facilitates Student Collaboration Prepares for the Reality of Standardized Testing Provides Authentic Learning Experiences

### I know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10

Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when