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Math 3rd Grade Ages 8–9
Division and fact families — Take-Home — 3rd Grade Knows 42 ÷ 6 because they know 6 × 7, and understands division as sharing and as grouping. This one-page 3rd Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Fact Family Triangles" — 10 minutes with paper, pencil — plus what to say when it gets hard and…
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Division and fact families MATH · 3RD GRADE Name Date TAKE-HOME PRACTICE Math · 3rd Grade 10 minutes WHAT THIS BUILDS Knows 42 ÷ 6 because they know 6 × 7, and understands division as sharing and as grouping. 1 THE TWO-MINUTE CHECK ASK "56 ÷ 8?" then "How did you know?" Then: "Write the four facts in that family." A SOLID ANSWER Seven, justified by 8 × 7, and all four related facts. Not yet Getting there Solid 2 FACT FAMILY TRIANGLES You need: Paper, Pencil Draw a triangle with 6, 7 and 42 at the corners. Cover one corner. They say the missing number and the fact that gives it. Write all four facts from that triangle: two multiplications, two divisions. Do a real sharing problem — 42 sweets between 6 people — and connect it back to the triangle. Then a grouping problem: 42 sweets in bags of 6. Same maths, different picture. SAY THIS WHEN IT STALLS "Don't work it out. What times 8 gives you 56? That's the same question." Use small numbers from tables they already know cold. Division with a remainder, and what the remainder means in the actual story. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-3 www.littleactivity.com 3rd Grade · Math
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Division and fact families MATH · 3RD GRADE Name Date TAKE-HOME PRACTICE Math · 3rd Grade 10 minutes WHAT THIS BUILDS Knows 42 ÷ 6 because they know 6 × 7, and understands division as sharing and as grouping. 1 THE TWO-MINUTE CHECK ASK "56 ÷ 8?" then "How did you know?" Then: "Write the four facts in that family." A SOLID ANSWER Seven, justified by 8 × 7, and all four related facts. Not yet Getting there Solid 2 FACT FAMILY TRIANGLES You need: Paper, Pencil Draw a triangle with 6, 7 and 42 at the corners. Cover one corner. They say the missing number and the fact that gives it. Write all four facts from that triangle: two multiplications, two divisions. Do a real sharing problem — 42 sweets between 6 people — and connect it back to the triangle. Then a grouping problem: 42 sweets in bags of 6. Same maths, different picture. SAY THIS WHEN IT STALLS "Don't work it out. What times 8 gives you 56? That's the same question." Use small numbers from tables they already know cold. Division with a remainder, and what the remainder means in the actual story. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-3 www.littleactivity.com 3rd Grade · Math
Counting things, one touch per number MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 5 minutes WHAT THIS BUILDS Touches each object exactly once while saying one number, and knows the last number said is the answer. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK Line up five spoons. "Count them." Then: "So how many are there?" A SOLID ANSWER Five touches, five words, and "five" when asked the total without starting again. Not yet Getting there Solid 2 COUNT THE REAL THING You need: Anything countable: grapes, stairs, socks Choose something real and useful — the forks for dinner, the stairs to bed. Move each object as it's counted: push it, drop it in a cup, take a step. Moving prevents double-counting far better than pointing. Ask the total: "So how many altogether?" If they recount, say the total for them: "Five. The last number tells us how many." Stay under six for a fortnight before pushing to ten. SAY THIS WHEN IT STALLS "One touch, one number. The last number is how many we have." Count three things, and count with them in one voice while guiding their hand. Give them a number and let them fetch that many: "Bring me four spoons." Making a set is harder than counting one. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
Seeing how many without counting MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 5 minutes WHAT THIS BUILDS Says "three" at a glance for up to three or four objects, no counting required. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK Drop three coins on the table, cover them after one second. "How many?" A SOLID ANSWER "Three" without counting. Two is a good start at three years old. Not yet Getting there Solid 2 PEEK AND SAY You need: Coins, buttons or dried pasta, A cup or your hand as a cover Put two objects down. Cover, uncover for one second, cover again. "How many did you see?" Then uncover and count together to check. Work up: two, three, then four. Stop at four. Change the arrangement — a line, a triangle, a clump. Same number, different shape is the real lesson. Let them be the one who hides and asks. They love the power. SAY THIS WHEN IT STALLS "Quick eyes! Don't count — just tell me what you saw." Leave them uncovered and just ask fast. Speed matters more than hiding. Use dice or domino patterns, which is exactly the arrangement they will meet in board games and in school. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
Sorting into groups MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 10 minutes WHAT THIS BUILDS Puts objects into groups by one rule — colour, size, or type — and can say what the rule was. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK Tip out mixed socks or blocks. "Put the ones that go together into piles." A SOLID ANSWER Two or more consistent piles, and some answer to "why do these go together?" Not yet Getting there Solid 2 LAUNDRY SORT You need: Clean laundry, cutlery, or a bag of blocks Sort real laundry: socks here, shirts there. Real jobs beat toys at this age. Ask what the rule is when they finish: "How did you decide?" Now re-sort the same pile by a different rule — colour instead of type. Same objects, new rule. Put one thing in the wrong pile on purpose. Let them catch you. Finish with cutlery going back in the drawer. That is sorting, and it's useful. SAY THIS WHEN IT STALLS "Why do those two go together? Tell me your rule." Start with two very different things — spoons and socks — and only two piles. Sort by two rules at once: big red ones here, small red ones there. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
Making and continuing patterns MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 5 minutes WHAT THIS BUILDS Continues a red-blue-red-blue pattern and can say what comes next. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK Lay out spoon, fork, spoon, fork. "What comes next?" A SOLID ANSWER Spoon — and ideally they carry on for two or three more. Not yet Getting there Solid 2 PATTERN TRAINS You need: Two kinds of small objects: pasta and buttons, blocks of two colours Build an AB pattern out loud: "Red, blue, red, blue…" Stop mid-pattern and wait. Silence does more work than a question here. Say the pattern in a rhythm — clap, stamp, clap, stamp. Bodies learn patterns faster than eyes. Let them build one and you continue it. Get it wrong sometimes. Try patterns with sounds and movements too, not just objects. SAY THIS WHEN IT STALLS "Red, blue, red, blue… what has to come next? Say the pattern out loud with me." Keep it to two objects and lay out three full repeats before asking. Move to ABC (red, blue, yellow) or AAB (clap, clap, stamp). IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
Naming and spotting shapes MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 10 minutes WHAT THIS BUILDS Names circle, square, triangle and rectangle, and finds them in real objects. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK "Find me something round. Now something with three sides." A SOLID ANSWER Two correct finds, and the triangle still counts when you turn it upside down. Not yet Getting there Solid 2 SHAPE SAFARI You need: A walk, or one room Pick one shape per walk. Today is circles. Hunt: wheels, plates, buttons, clock, drain covers. Trace each one in the air with a finger while naming it. Count the finds at the end — that folds counting in for free. At home, build the shape with sticks, straws, or your fingers. SAY THIS WHEN IT STALLS "Three sides, three corners — that's a triangle. Even upside down, it's still a triangle." Match rather than name: hand them a circle and find its twin. Ask what makes it that shape — "three sides and three corners" — and turn shapes around to prove the name doesn't change. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
More, less, bigger, smaller MATH · PRE-K Name Date TAKE-HOME PRACTICE Math · Pre-K 5 minutes WHAT THIS BUILDS Compares two groups or objects and uses the right word for the difference. For the grown-up: say every prompt out loud. Nothing on this sheet asks the child to read or write. 1 THE TWO-MINUTE CHECK ASK Two piles: three grapes and six grapes. "Which has more?" A SOLID ANSWER The six. Then: "How do you know?" — any attempt to explain is a pass. Not yet Getting there Solid 2 SNACK COMPARE You need: Snacks, blocks, or coins Make two obviously different piles. "Which one would you rather have? Why?" Line the piles up side by side, one to one. Now the extra ones are visible without counting. Use the words a lot: more, fewer, the same, bigger, smaller, longer. Make them equal together: "How do we make these fair?" Try a trick: spread three coins out wide next to six bunched up, and ask again. SAY THIS WHEN IT STALLS "Let's line them up and see. This one has extras — so it has more." Make the difference huge — two versus ten. Use "one more" and "one less": "Give me one more than three." IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/pre-k www.littleactivity.com Pre-K · Math
