HELP YOUR CHILD WITH MATH AT HOME!

Begin each math homework session by asking your child to explain what he's supposed to do. By his response, you'll know if he can do the assignment alone or if you need to help him get started.

When helping your child, ask questions to guide him through the process, such as, "Where do you begin?" "What do you need to find out?" " Can you show me in a drawing how you got the answer?"

It's okay to say that you don't understand a problem. It gives you an opportunity to review the lesson together to see if you've missed some important piece of information.

Establish a clear understanding with your child's teacher(s) about the frequency and amount of homework he'll receive. Modification of homework may increase his motivation and how much work he does. With his teacher, decide if he needs to do fewer problems, or if he can say the answers out loud and you can write them for him, or if he can check his work with a calculator.

If you're not around when your child completes his homework, let him know that you'll look it over when you get home. Be sure to follow through. Tell him you're doing this to help him, not judge him.

When kids realize that math is all around them, they begin to relax and see its meaning in their lives. So use math in everyday life-count out forks to set the table, pour out a measured amount of milk, or practice telling time.

Show how math is more than learning addition, subtraction, multiplication, and division. Math also teaches us to analyze, reason, and plan. These are all useful skills that transfer over to reading and writing as well.

Model analytical and mathematical thinking. Be a problem solver, explore questions, and find solutions. Talk about likenesses and differences, and explain your reasoning.

Encourage your child to express his problem solving out loud so you can understand his reasoning.

When driving in the car, talk about how numbers help us determine how fast we drive, the distance traveled, mileage the car gets per gallon of gas, and how long it will takes to get home.

Expose your child to money in his early school years. Have him keep coins in a piggy bank and count them out regularly. If he receives an allowance, have him keep track of the amount or start a bank account.

Have your child use an analog and digital watch or clock to learn both methods of telling time.

Post a chart of math facts on the wall in his room. Some activities and games can help kids memorize math facts.

Computer learning games can also be used to reinforce skills. Most kids enjoy working on the computer. There are software programs to fit many skill levels. Older students may want to use calendars or spreadsheets in their daily or weekly schedule. Doing this will reinforce the many uses of math.

Incorporate games involving numbers and math into play. There are many types of games — from flash cards for learning basic math facts to games involving money, time, and logic.

HERE ARE SOME MATH ARTICLES I WROTE FOR HELIUM WITH SPECIFIC GAMES TO PLAY WITH YOUR CHILDREN. http://www.helium.com/items/1183735
-young-children-money-recognition-teaching-count-spend-save-activities-songs-needs-
wants
http://www.helium.com/items/1166822-math-
manipulatives-unifix-cubes-value-of-learning-educational-resources-geometric
http://www.helium.com/items/1160113-
number-fun-skip-count-writing-recognition-activities-digits-poem-add-subtract-
multiply
http://www.helium.com/items/1117913-how-to-help-your-young
-child-develop-math-skills-at-home
http://www.helium.com/items/960547-math-games-for-the-elementary-school
-classroom


Kathy Stemke's websites:
Moving Through all Seven Days link:http://www.lulu.com/
content/e-book/moving-through-all-seven-days/7386965#http://www.helium.com/users/
406242.html
http://www.associatedcontent.com/user/237923/Kathy_stemke_dancekam.htmlhttp://kathystemke.weebly.comFollow me on twitter: http://twitter.com/kathystemkeFollow me on Facebook:http://www.facebook.com/topic.php?uid=6147172660&topic=
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Rhymes with CH, SH, BR, GR, and TH Sounds!

Music, Movement, Phonics, Math

Music and movement are essential ingredients in any preschool classroom. Studies have shown that children retain more information when they use more of their senses in learning. By adding music and movement to the learning process children become more engaged, have more fun, and retain much more.

MUSIC APPRECIATION AND EXPLORATION

Staple a scarf onto a wooden dowel to create a flag. Create clear boundaries and rules for this movement exploration activity to keep your classroom safe. I like to tell each student that there is a bubble around him or her that cannot be broken. Anyone who breaks someone's bubble will have to take a rest. Play slow classical music and watch the graceful fluttering of the flags. Change to fast marching music and watch the sharp percussive movements emerge.

SMALL GROUP FLAG ROUTINES

After exploring some movements that can be done with a flag, divide the class into small groups and ask them to create a short routine. If space is a problem, this activity can be done outside and then one group at a time can do their routine in the classroom. A typical routine might be:
8 counts of giant arm circles
8 walks in a circle with the flag held out to the side
8 counts of circles overhead (helicopter)
8 counts of flags high, flags low

MUSICAL CONSONANTS IN ACTION
Using the tune, "You're Happy and You Know It," practice consonant sounds with movement.

If you’re happy and you know it,
Bounce around "b" "b"
If you're happy and you know it,
Bounce around “b” “b”
If you're happy and you know it,
Then your face will surely show it
If you're happy and you know it,
Bounce around “b” “b”.

Creep along “c” “c”...
Dance with me “d” “d”...
Flap your arms “f” “f”...
Gallop now “g” “g”...
Hop along “f” “f”...
Jump so high “j” “j”...
Kick the air “k” “k”...
Laugh out loud “l” “l”...
March in place “m” “m”...
Nod your head “n” “n”...
Pull a rope “p” “p”...
Run in place “r” “r”...
Slide with me “s” “s”...
Tap your feet “t” “t”...
Vacuum now “v” “v”...
Walk around “w” “w”...
Yawn right now “y” “y”...
Zip your coat “z” “z”...

MATH SHAPES SONG

With masking tape, make a giant circle, square, triangle, and rectangle on the floor. As the kids sing the "Shape Song" a small group jumps inside the shape they're singing about. Everyone can draw the shape with his or her finger in the air. Make sure all the children get a chance to jump inside the shapes.

Tune: "Farmer in the Dell"

A circle's like a ball,
A circle's like a ball,
Round and round
It never stops.
A circle's like a ball!

A square is like a box,
A square is like a box,
It has four sides,
They are the same.
A square is like a box!

A triangle has 3 sides,
A triangle has 3 sides,
Up the mountain,
Down, and back.
A triangle has 3 sides!

A rectangle has 4 sides,
A rectangle has 4 sides,
Two are long, and
Two are short.
A rectangle has 4 sides!

The more music and movement you can incorporate into preschool activities the more fun and success the children will have in learning and retaining the material that they are taught.

Kathy Stemke on Education Tipster

Kathy Stemke on Helium
Kathy Stemke on Associated Content
Kathy Stemke’s Website

Handwriting Word Clues

For capital A, start at the rooftop, go down the slide to the sidewalk, then down the slide the other way, and cross at the fence.
For lowercase a, don't start at the fence. Start under the fence. Go up and touch the fence, then around and touch the sidewalk, around and straight down.
For capital B, go straight down to the sidewalk, around for his big chest, and around for his big tummy.
For lowercase b, start at the roof, go down, b-b-bounce up and around.
For capital C, start just below the rooftop, go up to touch, around, and up.
For lowercase c, start like little a: Go up and touch the fence, then around and up.
For capital D, start at the roof, go straight down, pick up, and go around.
For lowercase d, first little c, then little d.
For capital E, go down for a strong backbone, over for his hat, over for his belt, over for his shoes.
For lowercase e, get in the center of the space below the fence; go toward the door (or window), up to touch the fence, around and up.
For capital F, go down, over for his hat, over for his belt (but no shoes).
For lowercase f, start to make a little c up in the air, then straighten it out, go down, and cross at the fence.
For capital G, form a big C, then come back to the line to give him a tray to hold straight.
For lowercase g, first make a, then, gee, that's a good idea: If the ball falls, it falls into the basket.
For capital H, down for a wall, down for a wall, then cross at the fence.
For lowercase h, start at the rooftop, come down, and hump over.
For capital I, start with a straight back, then give him his headdress and his moccasins.
For lowercase i, go down from the fence, and give him a feather.
For capital J, go down, and turn to make a basket, and put his hat on.
For lowercase j, start at the fence, go down through the sidewalk, and turn the same way, and give him a dot.
For capital K, go down, come out here, into the center, and down to the sidewalk.
Lowercase k is just as tall as his daddy. Start at the rooftop, go down, pick up at the fence, into the center and down.
For capital L, go down and turn the corner.
For lowercase l, just a straight line down from the rooftop to the sidewalk.
For capital M, go down straight, down the slide, up the slide, and down straight.
For lowercase m, go down, hump around, hump around.
For capital N, go down straight, down the slide, down straight.
For lowercase n, go down, up, and hump over.
For capital O, always form a C first, and then close it up.
For lowercase o, same way: first a little c and close it up.
For capital P, go down, pick up, and around to the fence.
For lowercase p, start at the fence, go straight down into the ditch, come up and put his chin on the sidewalk.
For capital Q, first make a big O, and give the queen her walking stick.
For lowercase q, start with an a, come down, and give the queen some curly hair.
For capital R, down, pick up, and around to the fence, then slant down.
For lowercase r, down, up, and hook over.
For capital S, first form a c up in the air between the rooftop and the fence, then swing back.
For lowercase s, form a tiny c up in the air, and then swing back.
For capital T, go down and cross at the top.
Lowercase t is just a teenager, not as tall as his daddy, but not short either; cross at the fence.
For capital U, down, curve, and up (no stem).
For lowercase u, down, curve up, and straight down for a stem.
For capital V, slant down and up.
For lowercase v, slant down and up.
For capital W, slant down, up, down, up.
For lowercase w, down, up, down, up.
For capital X, down on a slant, pick up, back in the other direction.
For lowercase x, down and back.
For capital Y, start with a v up in the air, and put a stem on it.
For lowercase y, go down on a slant, pick up your pencil, slant down, touch, and on into the ditch.
For capital Z, make a 7, and then go back.
For lowercase z, make a little 7, and then go back.

THE LETTER X

Show the children a real x-ray. Share with them that an x-ray is a picture of human bones. The human skeleton consists of 206 bones. These bones support your body and allow you to move. Bones contain a lot of calcium (an element found in milk, broccoli, and other foods). Bones manufacture blood cells and store important minerals.

The longest bone in our bodies is the femur (thigh bone). The smallest bone is the stirrup bone inside the ear. Each hand has 26 bones in it. Your nose and ears are not made of bone; they are made of cartilage, a flexible substance that is not as hard as bone.

PASTA SKELETON

This pasta skeleton is easily made from a few different types of pasta and dried beans glued to a piece of black construction paper. They can write the word X-ray on the bottom of the "X-ray".

THE X POEM

X is the Roman name for ten,
X is the mark of many men;

X means a crossing, as drivers may note,
X in a square also counts as a vote;

Xmas is Christmas, a season of bliss,
X in a letter is good for one kiss;

X is for xylophone music renowned,
X marks the spot where the treasure is found.

Make a xylophone paper craft!

1. Cut out eight various size color bars for a xylophone.
2. Discus and identify each color bar. Example: Hold a color bar and say: What color is this? Yes, yellow. What other things are yellow. How about the sun or a lemon.
3. Shape - The rectangle. For this activity we can focus on the rectangle shape of each color bar. Discuss that the color panels are rectangles (two long sides and two short sides). Have the children find other things around them that are rectangles - a door, a refrigerator, window, area rug or table.
4. Alphabet Letter X- Each color bar displays two letter X's, discuss and identify the X. Display the Xylophone poster and say that xylophone starts with the letter X.
5. Counting & Sizing: Have the children count and organize the color bar rectangles in size sequence from shortest to longest. Ask which bar is the shortest? Which is the longest?

Make a Water and Rainbow Colors Xylophone

Many of you are probably familiar with the water xylophone in elementary school. This one has one additional element: color mixing

1. You need six to eight glasses or glass jars (I use jam/jelly jars) the same size.
2. Line them up next to each other but not touching. Gradually add water to each jar from a little to the last one close to the rim.
3. Add a bit of tempera paint or food coloring showing children how mixing the primary colors will yield the secondary color - start with red, then mix red and yellow to get orange, the third glass is yellow, and so forth in the same order of the rainbow.
4. To keep the glasses steady make a base with play dough and press the glass on the base.
5. Give children new pencils or regular metal spoons and have them tap the glasses to hear the different sounds that are produced. The glasses with more water will produce a lower pitch sound, and those with less water will produce a higher pitch sound.

X SOUND POEM

By crossing two lines
this letter called X
Can sound like K-S
If it comes at the end of
A word such as flex

Number Writing and Recognition

There are only ten digits that repeat themselves to make all numbers. It's essential for children to learn how to write and identify these digits. Children will enjoy reciting the following poem that explains how to write each digit. You can tape large numbers on the floor, have the children walk on them the way they would write them, as they recite this poem.

NUMBER PRINTING POEM

Number 1 is like a stick
A straight line down
that's very quick!

For number 2
go right around
Then make a line
across the ground!

Go right around
What will it be?
Go round again
to make a 3!

Down and over
and down some more
That's the way
to make a 4!

Go down and around
Then you stop
Finish the 5
with a line on top!

Make a curve
Then a loop
There are no tricks
to making a 6!

Across the sky
and down from heaven
That's the way
to make a 7!

Make a "S"
And then don't wait
Climb up again
to make an 8!

Make a loop
And then a line
That's the way
to make a 9!

Make a 1
and then an "o"
10 are all your fingers
you know!

GOLF TEE NUMBERS
Use golf tees and foam board to practice forming numbers.

NUMBERED MUSICAL CHAIRS
Have the children walk around a line of chairs. Place a number on each chair. When the music stops, everyone sits on a chair and holds their number up. The children take turns identiying the numbers.

PINE CONE NUMBERS
Place poster board pine cones with numbers on the back onto a small Christmas tree. The children take turns grabbing a pine cone and identifying the number. For added fun everyone can jump in place to match the pine cone number. If you want an activity that can be done in their seat, the children can count out a number of objects to match the pine cone number. To take this activity to the next level, have a child pick two pine cone numbers for the class to add together.

SKIP COUNT BY 3!

A great way to help kids learn their 3 times table is to teach them skip counting by 3's. See how fast they learn skip counting by 3's when you teach them this simple rhyme. You may even want to create a little dance to go with the rhyme. Remember, the more senses a child uses to learn something, the more he will be able to retain.


Skip, skip, skip, count by 3.
Skip, skip, skip, count with me!

3, 6, and then there’s 9.
Now repeat, that’s just fine!

12, 15, then 18.
Don’t be mean, count 18.

21, 24, 27.
Count straight up, up to heaven.

30, 33, 36.
Just for kicks, get in the mix.

Skip, skip, skip, count by 3.
Skip, skip, skip, count with me!

Teaching Tips for Early Readers

There’s nothing quite like seeing a child’s eyes light up with joy because they’ve finally read their first word. Having fun with language is the key you need to unlock the world of reading to your child. The following are tips for hooking kids on reading. Try them and see what works for you and your child.

1. Make reading a habit. Give your child lots of opportunities to read. Bring a book with you wherever you go. They can read in the car, or waiting in the doctor’s office.

2. Play a rhyming game with a puppet. Have the puppet say, “My name is Mark. Can you find words that rhyme with Mark?” If the answer is yes, jump up and down, and if the answer is no, squat down low. “Does park rhyme with Mark? Does ball rhyme with Mark?”

3. Trace and say letter sounds. Involving the senses of touch, sight, and speech is a powerful tool for learning letter sounds. Use a finger to trace a letter while saying the letter sound. Do this on a paper, in a sandbox, or on a plate filled with sugar.

4. Play sound matching games. Using a set of alphabet letters, have your child pick the letter that matches the sound you make. Start with five letters and add more letters when your child is ready.

5. Pick books that are the right difficulty level for your child. The aim is to give your child many successful reading experiences. Have fiction and non-fiction books available. Dig deep into the meaning of books. Ask comprehension questionsd.

6. Have your child watch your lips to see how you make certain sounds. You can ask, “Can you see my tongue touch my teeth when I say (th)? Does it tickle your tongue?”

7. Play sight word concentration games. Make two sets of common sight words, and have them hunt for pairs. If they can read the word, it goes in their pile.

8. Point out words all around the town. (traffic signs, grocery signs, advertising signs)

9. Gently correct your young reader.

10. Say silly tongue twisters, sing songs and say rhymes. This will help kids become sensitive to sounds in words.

Keep reading fun! With activities like these you can inspire your child to practice every day. The more kids see and work with words, the more they are able to effortlessly decode them. Be patient and encourage them. This will give them the desire and confidence to continue to learn, and soon they will be hooked on reading.