Problem Solvers

Problem Solvers



These games involve problem solving, computation,
understanding number values, and chance.


What you'll need


Deck of cards
Paper
Pencil



What to do


1. Super sums. Each player should write the numbers 1-12 on a
piece of paper. The object of the game is to be the first
one to cross off all the numbers on this list.

Use only the cards 1-6 in every suit (hearts, clubs,
spades, diamonds). Each player picks two cards and adds up
the numbers on them. The players can choose to mark off
the numbers on the list by using the total value or
crossing off two or three numbers that make that value.
For example, if the player picks a 5 and a 6, the player
can choose to cross out 11, or 5 and 6, or 7 and 4, or 8
and 3, or 9 and 2, or 10 and 1, or 1, 2, and 8.



2. Make 100. Take out all the cards from the deck except ace
through 6. Each player draws 8 cards from the deck. Each
player decides whether to use a card in the tens place or
the ones place so that the numbers total as close to 100
as possible without going over. For example, if a player
draws two 1s (aces), a 2, a 5, two 3s, a 4, and a 6, he
can choose to use the numerals in the following way:

30, 40, 10, 5, 6, 1, 3, 2. This adds up to 97.







These games help children develop different ways to see
and work with numbers by using them in different combinations
to achieve a goal.


Card Support





Have your children sharpen their math skills even more.


What you'll need


Deck of cards
Paper
Pencil



What to do


1. How many numbers can we make? Give each player a piece of
paper and a pencil. Using the cards from 1 (ace)-9, deal 4
cards out with the numbers showing. Using all four cards
and a choice of any combination of addition, subtraction,
multiplication, and division, have each player see how
many different answers a person can get in 5 minutes.
Players get one point for each answer. For example,
suppose the cards drawn are 4, 8, 9, and 2. What numbers
can be made?

4+9+8+2=23
4+9-(8+2)=3
(8-4)x(9-2)=28
(9-8)x(4-2)=2

2. Make the most of it. This game is played with cards from 1
(ace) to 9. Each player alternates drawing one card at a
time, trying to create the largest 5-digit number
possible. As the cards are drawn, each player puts the
cards down in their "place" (ten thousands, thousands,
hundreds, tens, ones) with the numbers showing. One round
goes until each player has 6 cards. At that point, each
player chooses one card to throw out to make the largest
5-digit number possible.

3. Fraction fun. This game is played with cards 1 (ace)-10,
and 2 players. Each player receives one-half of the cards.
Players turn over 2 cards each at the same time. Each
player tries to make the largest fraction by putting the 2
cards together. The players compare their fractions to see
whose is larger. For example, if you are given a 3 and a
5, the fraction 3/5 would be made; if the other person is
given a 2 and an 8, the fraction is 2/8. Which is larger?
The larger fraction takes all cards and play continues
until one player has all the cards.





Players can develop strategies for using their cards, and
this is where the math skills come in.



Fill It Up


Children enjoy exploring measurement and estimation. Empty
containers can provide opportunities to explore comparisons,
measurement, estimation, and geometry.



What you'll need


Empty containers in different shapes (yogurt cups, margarine
tubs, juice boxes with tops cut off, pie tins)
Rice, popcorn kernels, or
water
Marker
Masking tape
Paper







What to do


1. Have your child choose an empty container each day and
label it for the day by writing the day on a piece of
masking tape and sticking it on the container.

2. Discover which containers hold more than, less than, or
the same as the container chosen for that day by

filling the day's container with water, uncooked rice, or
popcorn kernels; and

pouring the substance from that container into another
one. Is the container full, not full, or overflowing? Ask
your child, "Does this mean the second container holds
more than the first, less, or the same?"

3. Ask your child questions to encourage comparison,
estimation, and thinking about measurement.

4. Put all the containers that hold more in one spot, those
that hold less in another, and those that hold the same in
yet another. Label the areas "more," "less," and "the
same?

5. After the containers have been sorted, ask, "Do we have
more containers that hold more, hold less, or hold the
same? How many containers are in each category?"







The process of predicting, filling the containers, and
comparing how much each will hold, gives your child the
opportunity to experiment with measurement without worrying
about exact answers.