Grab and Go Math Resources

Materials: 

● Paper 

● Pencil 

● Calculator (for the parent) 

Steps: 

1. Create addition and subtraction problems that utilize numbers up to 1000. (a) Examples should incorporate numbers that utilize composition or decomposition of the tens and hundreds. (b) Examples: 457 + 328 = , 724 − 258 = 

2. Allow your child to solve the problems using any method. 

3. Listen to your child’s reasoning for his/her method of solving the problem. 

4. Parents use the calculator to check your child’s accuracy. 

Extra: 

● In upper elementary school, students develop fluency with addition, subtraction, multiplication, and division with multi-digit numbers.

Materials: 

● objects to group, examples include legos, pennies, marbles, small toys, etc. 

Steps: 

1. Ask the child to make three groups of two objects. For example, make three groups of

three pennies. 

2. Count by the number in the group. For example, 

3. Write an addition sentence to represent the picture. For example, 2 + 2 + 2 = 6. 

4. Write a multiplication fact to represent the picture and tell how you know this fact. For 

example, 2 x 3 = 6 because I have two things in three groups. 

5. Write another fact to represent the picture and tell how you know this fact. For 

example, 3 x 2 = 6 because I have three groups of two things. 

Extra: 

● By the end of grade 3, students should know all products of one-digit numbers from memory. This activity helps them to reason out the answer when they get stuck on a particular fact. 

● As children become proficient with all facts with numbers 1-9, use this activity to practice with bigger numbers. 

● Children who are ready can practice with flash cards. See Upper Elementary Grab & Go: Multiplication Practice.

Materials: 

● Paper and pencil 

Steps: 

1. Have your child find factors and multiples for any number 1-100. 

2. Example: Factors of 24: 1, 2, 3, 4, 6, 8, 12,24 

3. Example: Multiples of the factors of 24: 

1, 2, 3, 4, 5, …, 24 

2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 

3, 6, 9, 12, 15, 18, 21, 24 

4, 8, 12, 16, 20, 24 

6, 12, 18, 24 

8, 16, 24 

12, 24 

24 

4. Discuss the common algorithm between factors and multiples. 

    Example: Factor pairs of 24 

1 x 24 = 24 (24 multiples of 1 equal 24) 

2 x 12 = 24 (12 multiples of 2 equal 24) 

3 x 8 = 24 (8 multiples of 3 equal 24) 

4 x 6 = 24 (6 multiples of 4 equal 24) 

6 x 4 = 24 (4 multiples of 6 equal 24) 

8 x 3 = 24 (3 multiples of 8 equal 24) 

12 x 2 = 24 (2 multiples of 12 equal 24) 

24 x 1 = 24 (1 multiple of 24 equals 24) 

Extra: 

● Practice seeing factors and multiples have a common algorithm.

Materials: 

● multiplication flashcards 

○ Use index cards to build a set of flash cards. Write the fact on one side with the product or answer on the back. 

○ Use index cards to build a set of matching cards. Write the fact on one card and the product or answer on another card. 

Steps: 

1. Play games with the flashcards. 

a. Use the flashcard set to practice precision and accuracy. 

b. Use the matching set and have children match the card with the answer. 

c. Play the memory game with the matching set by turning all of the cards upside down and choosing two to find matching pairs. 

d. Arrange the fact family in order so students can see the patterns and count by a number. For example, find all facts that start with 2 and arrange them from least to greatest then count by 2. 

Extra: 

● When students can multiply all numbers 0-9 quickly and accurately, expand your flashcard set to include facts of one-digit numbers multiplied by two-digit numbers.

Materials: 

● Paper and pencil 

● Colors/markers/colored pencils 

● Multiple types of objects 

Steps: 

1. Using paper and a pencil, draw and show a group of two types of objects. Example: 

2. Talk about the fractions of the group. 

3. Example: Two-fifths of the candies are pink lollipops. Three-fifths of the candies are red lollipops. Each lollipop is one-fifth of the whole group. 

4. Repeat the process with other drawn objects. 

5. Apply to real-world objects. Example: bag of Skittles 

Extra:

● Practice seeing fractions as part of a group with drawings and real-world applications. 

● Use after your child has mastered “Upper Elementary Grab & Go: Understanding Fractions of a Whole.” 

● Once mastered, see “Upper Elementary Grab & Go: Understanding Fractions of a Ruler.”

Materials: 

● Paper and pencil 

● Ruler 

Steps: 

1. Using paper and a pencil, draw a number line. 

2. Draw and label fractions on a number line using the ruler. 

3. Start with 1 inch, and progress larger. Example: 

4. Discuss the meaning of the fractions. 

Extra: 

● Practice seeing fractions as part of a whole of a number line using a ruler 

● Use after your child has mastered “Upper Elementary Grab & Go: Understanding Fractions of a Group.” 

● Can be used as an application of “Upper Elementary Grab & Go: Measurement.”

Materials: 

● Paper and pencil 

Steps: 

1. Draw duplicates of different shapes on the paper. Examples: Rectangles, Squares, Circles, etc. 

2. On each of the shapes, show multiple ways of equal pieces of the whole; show and label half, fourth, etc 

Example: Show half: 

Example: Show fourth: 

Extra: 

● Practice seeing fractions as equal pieces of something. 

● Once mastered, see “Upper Elementary Grab & Go: Understanding Fractions of a Group.”

Materials: 

● Paper and pencil 

Steps: 

1. Have your child draw the figure below. 

a. 

Write a fraction for the shaded region above. 

2. Have your child draw a line through the middle. 

b. 

How many total boxes are there now? 

What fraction is this? 

3. Have your child draw lines through each of the middles. 

c. 

How many total boxes are there now? What fraction is this? 

4. Explain how all of these represent the same shaded region and are equivalent fractions. 

5. Repeat the activity with different shaded regions or different shapes.

Extra: 

● Practice seeing equivalent fractions along with their visual representations.

 Answer Key: 

Materials: 

● Paper 

● Pencil 

● Calculator (for the parent) 

Steps: 

1. Create multiplication and division problems that utilize numbers within 100. 

(a) Examples should incorporate numbers that divide with and without remainders. 

(b) Examples: 94 × 27 = , 84 ÷ 27 = 

2. Allow your child to solve the problems using any method. 

3. Listen to your child’s reasoning for his/her method of solving the problem. 

4. Parents use the calculator to check your child’s accuracy. 

Extra: 

● In upper elementary school, students develop fluency with addition, subtraction, multiplication, and division with multi-digit numbers. 

● Note: Long division develops through the end of grade 5 and may not be automatic for students until the end of grade 6.

Materials: 

● Paper and pencil 

● Straight edge (not required, but helpful) 

Steps: 

1. Ask your child to draw the following: line, ray, perpendicular lines, parallel lines, a right angle, an acute angle, a straight angle, and an obtuse angle. 

2. Talk about where these show up in the real world. 

    For example: a four-way stop is an example of perpendicular lines. 

3. Have students explain the following shapes using the bolded terms above. 

Extra:: 

● While driving, have your child look for examples of these in street signs, parking lots, etc.

Materials: 

● Paper and pencil 

● Straight edge (not required, but helpful) 

● The provided coordinate plane 

Steps: 

1. Use the following coordinate plane. 

2. Discuss each point’s distance from the origin (0,0) with your child. 

3. For example: To get to point (1,4), one must start at the origin and walk 1 unit right along the x-axis to find the first number and then walk up 4 units for the second number in the ordered pair. 

Extra:

● To extend this learning, have students plot and name points that are not pictured on this coordinate plane.

Materials: 

● Ruler or Tape Measure utilizing Inches 

● Paper and pencil 

● Assortment of objects that can be measured using a ruler Examples: Tabletop, book, tissue box, paper, picture, etc. 

Steps: 

1. Pick an object to measure. 

2. Talk to your child about starting at the zero mark to measure with precision so they understand how to use the tool. 

3. Begin with the whole inch. “This object is ‘x’ whole inches and a little more.” 

4. Verify the accuracy of the child’s statement. 

5. Move to measuring the object to the nearest half-inch. 

6. Verify the accuracy of the child’s statement. 

7. Move to measuring the object to the nearest quarter-inch. 

8. Verify the accuracy of the child’s statement. 

9. Finally, move to measuring the object to the nearest eighth-inch. 

10. Verify the accuracy of the child’s statement. 

11. Practice measuring different objects. 

Extra: 

● Practice measuring with a ruler or tape measure. 

● Talk to your child about starting at the zero mark to measure so they understand how to use the tool. 

● Note: The smallest standard unit of measurement in elementary school required is the eighth-inch measure. 

● For additional practice with measurement using fractions, see “Upper Elementary Grab & Go: Understanding Fractions of a Ruler.”

Materials: 

● Paper and pencil 

● Problem Set 

Steps: 

1. Give these two problems to your child. 

2. Allow your child to complete the problems. 

3. Once completed, check the accuracy of the work. The child should explain his/her thinking and math process. 

Problem Set: 

1. Mary wants to buy candy that costs $4 a pound. She has 3 pounds of candy in her bag. When she goes to pay, she gives the clerk a $10 bill and a $5 bill. How much change should Mary get back? Explain two ways the clerk could use to give Mary her change. You should include different combinations of bills and coins in one of your responses. Explain how you know that both of your ways will work.

2. Sam received a $20 bill from each of his 4 aunts on his birthday. He has a $10 bill and 12 one dollar bills in his savings box at home. Does Sam have enough money to buy a bike that costs $125? Show your work or explain how you know.

Extra:

● Solve word problems involving money. 

● In fifth grade, students will be able to understand money expressed as a decimal rather than separate units of dollars and cents. For additional practice with money involving decimals see “Upper Elementary Grab & Go: Money Practice.”

Materials: 

● Paper and pencil 

● Purchase Receipts (or create receipt examples) 

● Calculator (parent use) 

Steps: 

1. Find purchase receipts or create receipts using money amounts that include dollars and cents. 

2. Fold the Receipt so the total is hidden from view. 

3. Discuss with the child that you add the purchases’ amounts, subtract discounts, and add taxes. 

4. Your Child will add and subtract money amounts. 

5. Check the accuracy of the work using a calculator, if needed. The child should explain his/her thinking and math process. 

Extra: 

● Solve real-world problems involving money. 

● In fifth grade, students will be able to understand money expressed as a decimal rather than separate units of dollars and cents. 

● This is additional practice with money involving decimals used after “Upper Elementary Grab & Go: Money.”

Materials: 

● Analog clock 

● Paper template of a clock 

Steps: 

1. Cut out the paper template of a clock. 

2. Tell your child a time, and then the child will build the time on the clock. 

3. Begin with the whole hours. 

4. Then once mastered, move to times ending in quarter and half hours.

  5. Progress to times ending in 0 and 5. 6. Finally, practice telling time to the minute. 

Lagniappe: 

● Anytime you see a clock, ask your child to read the time.

Materials: 

● Paper and pencil 

Steps: 

1. Use the following figures.

 2. Your child will classify the shapes into categories. Categories can be used more than once. Each shape can be assigned more than one category. 

3. Examples of categories include: Quadrilateral, Parallelogram, Rectangle, Rhombus, Square 

4. Allow your child to explain his/her choice using mathematical vocabulary.

Extra: 

● To extend this learning, students can classify other 2D shapes.

Answer Key: 

Shape #1: Quadrilateral (4 sides), Parallelogram (opposite sides are parallel) 

Shape #2: Quadrilateral (4 sides), Parallelogram (opposite sides are parallel), Rectangle (4 right angles) 

Shape #3: Quadrilateral (4 sides), Parallelogram (opposite sides are parallel), Rectangle (4 right angles), Rhombus (4 sides are equal), Square (4 right angles and 4 equal sides)

Materials: 

● This activity does not require materials 

Steps: 

1. Look for opportunities to interpret data with your child. 

2. Example: Watch the weather report and talk about the presentation of temperature with charts and graphs. Talk with the children about how to read temperature and how the different temperatures/weather will affect them. (clothes, inside/outside) (i.e., lower temperatures mean cold, so warmer clothes) 

3. Example: Watch a ball game (baseball, basketball, football, etc.). Talk about the statistical summary data of the game (points, yards, percentages, etc.). (i.e., A football quarterback made 23/52 complete passes means that he threw a total of 52 passes, but only 23 were caught and completed. His passing percentage is a little less than half.) 

4. Example: While eating at a restaurant, discuss the data on a receipt and the calculation of the tip. (i.e., The receipt shows the items purchased and their individual costs. There is a subtotal, which is found by adding up all the individual costs. There is a tax line, which is calculated by multiplying our tax rate with the subtotal. Then there might be some discounts/coupons. Discuss the process of finding the total by adding the subtotal with the tax and subtracting the discounts.) 

5. Example: While driving in a car, discuss the data of miles and time. (i.e., On the interstate, the speed might be 60mph. Discuss what that means; for every hour driven, we will drive approximately 60 miles. When you see a mileage sign such as Shreveport: 80 miles, discuss with the children that it will take over an hour to arrive in Shreveport.) 

6. Example: While looking at social media, if you see a chart/graph, talk with the children about the variables in the chart, how the data was collected, and what the data means. 

Extra: 

● Data exists in everyday life that must be interpreted. 

● Create a chart of your own by polling your family and friends on their favorite ice cream flavors. Chart how many people like each flavor.