jumpstart study helpers teachers’...

JumpStart Study Helpers • Math Booster • 1

PRODUCERFlorence Canicave

ASSOCIATE PRODUCERJennifer Dancy

DIRECTOR OF DEVELOPMENTBernadette Gonzalez

EXECUTIVE PRODUCERKathy Bucklin

WRITERBarbara Wood

JumpStart Study Helpers™

Math Booster

Teachers’ Guide

PRODUCERFlorence Canicave

ASSOCIATE PRODUCERJennifer Dancy

DIRECTOR OF DEVELOPMENTBernadette Gonzalez

EXECUTIVE PRODUCERKathy Bucklin

WRITERBarbara Wood

©2003 Knowledge Adventure, Inc. and its licensors. All rights reserved. Knowledge Adventure and the KnowledgeAdventure logo are registered trademarks of Knowledge Adventure, Inc. All JumpStart trademarks referenced herein are trademarks or registered trademarks of Knowledge Adventure, Inc.



Table of ContentsIntroduction

Software Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Signing In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Playing in Default Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Customizing the Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Playing in Editor Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Tracking Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Introducing the Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8About the Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Knowledge Adventure Website . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Classroom ActivitiesBeginning Level (Levels 1 and 2 of the Software)

Blast Off! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Frankie’s Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Fact Bee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Intermediate Level (Levels 3 and 4 of the Software)Divide and Conquer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Fraction Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Ducks in a Row . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Top Spinner (Intermediate Version) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Advanced Level (Levels 5 and 6 of the Software)Top Spinner (Advanced Version) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Statistics Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Flexible Level (All Levels of the Software)Beans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Math Battle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36Math Trek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Other Reproducibles (Any Level)Frankie’s Space Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41, 42My Math Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41, 43Math Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44-45


IntroductionSoftware OverviewWelcome to JumpStart Math Booster, whereFrankie is busy playing outer-space games.As your students join the fun, they’ll practicebasic math facts (addition, subtraction, multi-plication, and division) and learn about frac-tions, decimals, and percentages. Or you oryour students can type in your own equa-tions to create custom content to use with thethree fun-filled games.

Galactic Pinball: Use the arrow keys onthe keyboard to play this space-themed pin-ball game. Your goal is to maneuver the ball to reach the numbers that will correctly complete the equations.

DigiHog Drop: Help Frankie operate the DigiHog Drop machine. The DigiHogs are eatingway too many numbers and math symbols! They will feel much better if you use some of thenumbers and symbols to build correct equations.

Asteroid Smash: Asteroids are hurtling in your direction, carrying numbers through space.By aiming your magic laser at the correct asteroids, you can gather the numbers you need whileturning the asteroids into glittering crystals. Earn more points by preventing other spaceshipsfrom taking away your crystals.

SkillsMath Booster covers math facts and skills typically studied in Grades 1 through 6 (see listbelow). Alternatively, you can enter custom lists of addition, subtraction, multiplication, anddivision problems (see Customizing the Content, page 6).

1. Addition Level 1: sums 0-9Level 2: sums 10-14Level 3: sums 15-18Level 4: sums 10-100Level 5: sums 19-22Level 6: sums 22-25

2. Subtraction Level 1: single digitLevel 2: 1-14 no borrowingLevel 3: 2-18 no borrowingLevel 4: 0-90 by tensLevel 5: 4-22 borrowingLevel 6: 6-25 borrowing


3. Multiplication Level 1: multipliers of 0-1-2Level 2: multipliers of 3-4Level 3: multipliers of 5-6Level 4: multipliers of 0-10-20-30Level 5: multipliers of 7-8-9Level 6: multipliers of 10-11-12

4. Division Level 1: divisors of 1-2Level 2: divisors of 3-4Level 3: divisors of 5-6Level 4: divisors of 10-20-30Level 5: divisors of 7-8-9Level 6: divisors of 10-11-12

5. Fractions Level 1: reduce common fractionDecimals Level 2: rename improper fractionsPercentages Level 3: add and subtract fractions

Level 4: multiply decimalsLevel 5: find percentagesLevel 6: fraction/percentage equivalents

6. Review Level 1: addition and subtractionLevel 2: addition and subtractionLevel 3: division and multiplicationLevel 4: division and multiplicationLevel 5: fractionsLevel 6: decimals and percentages

Signing In• At the sign-in screen, a first-time player (or the teacher) should type in a name. On

subsequent visits, the player can simply select from the names on the list.• Up to 99 names can appear on the list. To delete a name from the list, click on it, and

then press Control+D twice on the PC or Option+D twice on a Macintosh.• The Sign-In screen includes a Spanish button. Select this option to receive audio

instruction and help= in Spanish.

Playing in Default ModeWhen players enter a game, they are asked to select a topic and level to start with. When theplayer clicks on one of the six math topics (Addition, Subtraction, Multiplication, Division,Fractions-Decimals-Percentages, or Review), the levels within the topic are displayed. Whenthe player makes a selection and clicks OK, this content is used in subsequent games unlessthe player changes it in the Levels and Content chooser window accessed by clicking theLevels and Content button on the toolbar.


Auto-leveling: Once a player has been 80% successful within a level, the software automati-cally goes to the next level in the sequence. However, the player’s auto-leveling history iserased if the player changes the settings in the Levels and Content chooser window.

Customizing the ContentYou or your students may wish to use the Math Editor to create your own content. To do this,click the big button at the lower right corner of the screen. The Editor screen will appear:

1. Content Selection WindowFirst, select the type of equation you wish to enter—addition, subtraction, multiplication,or division—in the Content Selection Window.

2. Equation Builder WindowNext, enter your equation. The Equation Builder Window will show a set of edit boxes, along with the math symbols for the type of equation you chose to create. Just type your own figures into the edit boxes and click Enter. You can continue to add other equations of the same type, or you can return to the Content Selection Window and select a differ-ent type of equation.

3. Display AreaThe equations you entered will appear in the Display Area. If you wish to delete an equation from your list, click on the equation and then click the Delete button. You can enter a maximum of 50 equations per list.

ContentSelectionWindow

EquationBuilder

Window

DisplayArea

FormatWindow


4. Format WindowIn the Format Window, you can select whether the equations you entered should appear randomly in the Math Booster games or in the order they were entered. You can also select how you want the equations displayed in the games. (Your selection affects your entire list.)

Display Options:Vertical 2 Horizontal Left-to-right 2 + 3 = 5

+ 3 Right-to-left 5 = 2 + 35

• To save a list, click Save and type a name for your list. To create another list, click New List.

• To edit a previously saved list, click Load and select the name of the list.

Tip for Sharing Custom ListsYou may want all your students to play the Math Booster games with anidentical set of custom equations. You could have each student enter allthe equations. However, you may prefer to make one custom list andthen pass the list on to your students. Here’s how:

1. Sign in to Math Booster under your name. Using the Math Editor, create and save your custom list (see previous directions in Customizing the Content).

2. Go to the computer location where the list is stored:• Windows – Typically, pull up the Start menu and make selec-

tions in this order: C:\Documents and Settings\All Users\ Application Data\Knowledge Adventure\SHMath\<user folder with your name>\Lists.

• Macintosh – Typically, open the following: System Folder/ Application Support/Knowledge Adventure/SHMath/<userfolder with your name>/Lists

3. In the Lists folder, you will see your custom list (along with any other custom lists you have saved under your name). Use your computer’s copy feature to copy the list into each of your students’ user folders. Now your students can display the list in the Math Editor of Math Booster and use the list as they play the Math Boostergames.


Playing in Editor ModeTo play in Editor Mode (with custom lists), go to the Math Editor (click the big button at thelower right of the screen) and load a previously saved custom list, make a new list, or edit apreviously saved list. Whatever list is displayed in the Display Area of the Editor when youclick the GoBack Arrow on the toolbar will be the list you use in the games.

To change to a different list, return to the Math Editor and load a different previously savedlist, make a new list, or edit a previously saved list. Again, the list displayed in the DisplayArea when you click the GoBack Arrow will be the list you use in subsequent games.

Tracking ProgressMath Booster automatically tracks a student’s progress and success rate. Click the ProgressReport button on the Toolbar to see the student’s report. The screen displays the topic (typeof math problem) and shows both the number of attempts and successes and the percentagescore. When the player has used the same set of math problems several times, the score isbased on the last round of play with the set.

Introducing the SoftwareBefore you introduce the software to your class, take time to read the on-disc manual.Simply insert the CD and click on Manual. The on-disc manual explains the computer activ-ities and program features.

Then, demonstrate the software to the students.Begin by signing in. If you have a preference,tell students to sign in by first name, last name,initials, or a combination. From the sign-inscreen, the software will automatically take youto the Main Menu where students can listen toand watch the introductory movie.

At the Main Menu, click to select one of thethree Math Booster games. You will automaticallygo to the Levels and Content chooser window.

Show students how to select the type of equa-tion (Addition, Subtraction, Multiplication,Division, Fractions-Decimals-Percentages, orReview) and the level. If desired, specify theselection you want the students to make. ClickOK to return to the game screen.

Point out the toolbar at the bottom of the screen, and show students how to click the Helpbutton for tips on playing the game. Also, you may want to click the Gameplay Optionsbutton to select gameplay difficulty and whether or not to play against the clock.


You may wish to have students play with a custom list of equations you have created insteadof the default lists (see Customizing the Content), or explain to students how they can build acustom list.

Show them how to click the big button at the lower right of the screen to access the MathEditor. In the Editor, demonstrate how to make a custom list (see Customizing the Content) orhow to load the custom list you have previously saved. Click the GoBack button to return tothe Main Menu, where you can select one of the three Math Booster games.

About the Classroom ActivitiesThe following pages of this guide contain classroom lessons and reproducible activity sheets to comple-ment your students’ experiences with Math Booster.The lessons are arranged as follows:

• Beginning (corresponding to Levels 1 and 2 of the software)

• Intermediate (Levels 3 and 4)• Advanced (Levels 5 and 6)• Flexible (any level)

Each of the hands-on lessons focuses on a particular math skill. A link to the software is listed with each lesson (see “Software Connection” at the top of the lesson page).

To maximize students’ experiences with a particular math skill, you may wish to have students work in the corresponding section of the software either before or after completing the classroom lesson.

The lessons, designed to make math fun and interesting to your students, contain manygames and hands-on activities. Each lesson contains one or more reproducible activity sheets.

Select from the lessons according to the needs and interests of your students. Although specif-ic equations are usually incorporated into the lesson, in many cases you can adapt the lessonto equations of your choice. The lessons can be completed in any order.

At the end of this guide, you will find a section entitled Other Reproducibles—pages that arevery flexible and can be used in a variety of ways at any ability level. See pages 41–45.

Knowledge Adventure Website For additional teacher information and fun-filled student activities, you are invited to visitwww.JumpStart.com, where you will find education news, free lesson materials, and studentactivities suitable for home and school.


Ducks in a RowActivity Sheet B

Statistics Search

Items

Expressed asExpressed as

A Fraction

a Percentage

1. number of red-covered books

in the stack of books

2. number of clubs

in the stack of ca

rds

3. number of girls

on your team

4. number of yellow pencils

in the mug of pencils

5. number of chocolate-lovers

among 6 male classm

ates

6. number of years

in this century that end in 6

7. number of photos

showing people

8. number of large paper clips

in the container of paper clips

9. number of states

beginning with the letter W

10. number of pennies

in the pile of coins


2/540 %

7/2529 %

answers will v

ary

1/250 %

answers will v

ary

1/1010 %

3/475 %

3/1030 %

2/258 %

4/580 %

JumpStart Study Helpers • Math Booster 14

Frankie’s Facts

10 - 4

11 - 4

12 - 9

6 - 3

6 - 0

5 - 2

13 - 7

11 - 8

9 - 6

12 - 4

10 - 2

10 - 7

12 - 7

4 - 18 - 5

7 - 4

9 - 3

13 - 5

9 - 4

12 - 811 - 5

14 - 6

3 - 0

8 - 3

6 - 1

7 - 3

9 - 1

8 - 2


Blast Off!FOCUSEasy addition

LEVELBeginning

SOFTWARE CONNECTIONAddition (Level 1: sums 0-9, Level 2: sums 10-14)

GROUPINGSmall groups

SUPPLIESCopies of Blast Off! Activity Sheet A (see Step 1 below), copies of Blast Off! Activity Sheet B (1 per group), marker, scissors, tape, counters or other game markers in assorted colors

ACTIVITY1. In preparation, make two copies of Activity Sheet A (the die pattern). Write numbers on

the patterns. Use any numbers up to 7, adjusting the numbers to meet the needs of your students. For example, if you want students to add the numbers 0–2 to numbers 1–6, write the numbers 0, 1, 2, 0, 1, 2 on one die pattern and the numbers 1–6 on the other diepattern. Make copies of the activity sheets (with the numbers you wrote) for each stu-dent group. Alternatively, substitute commercial dice.

2. Arrange for students to work in groups of two to four. Dis-tribute the copies you made of Activity Sheet A. Assist stu-dents as needed in assembling their dice (cut on the solid lines, fold on the dashed lines, and tape into a cube shape).

3. Distribute Activity Sheet B (1 copy per group) and the counters (about 10 per student). Each student in the group will need a different color of counter.

4. Explain the rules for Blast Off! and allow time for students to play several rounds. At theend of each round, call, "Blast Off!" • Take turns. Roll the dice and add the two numbers. Put one of your counters on the

sum on the game board (Activity Sheet B).• If another player has a counter on the sum, return the player’s counter to the player

and replace it with one of your own.• Continue taking turns until the teacher calls, "Blast Off!" The winner is the player with

the most counters on the game board.

Tip: Save the game boards and play again later, using dice with more difficult numbers.


Blast Off!Activity Sheet B

14

12

413

6

2

3

9

10

11

8

0 1

5

7

3


Blast Off!Activity Sheet A


Blast Off!Activity Sheet B

14

12

413

6

2

3

9

10

11

8

0 1

5

7


Frankie’s FactsFOCUSSubtraction facts

LEVELBeginning

SOFTWARE CONNECTIONSubtraction (Level 1: single digit, Level 2: 1-14 no borrowing)

GROUPINGWhole class, individuals

SUPPLIESCopies of the Frankie’s Facts activity sheet, storybook about subtracting (see Step 1 below), crayons, chart paper

ACTIVITY1. You may want to introduce this lesson by using a book about subtracting, such as:

The Smushy Bus More Bugs? Less Bugs?by Leslie Helakoski by Don L. Curry and Johanna Kaufman

This humorous book about a crowded This book combines colorful photo-school bus exposes students to subtrac- graphs of insects, interesting facts abouttion, along with some other math skills. bugs, and subtraction.

Read the book to the class, and then leaf back to find pages where subtraction was used. Discuss ways that people use subtraction in their everyday lives (to determine how much money is left after a purchase, to figure out how many children are in left in class if several children are absent, etc.).

2. To review some subtraction facts, write the number 3 in brown crayon on a sheet of chart paper. Ask students to state some subtraction sentences with a difference of 3. Continue in a similar manner on the same sheet with the following numbers:

4 written in red 6 written in blue 8 written in green5 written in yellow 7 written in black 9 written in blue

Post the sheet of chart paper where all students can easily see it.

3. Distribute the activity sheet. Ask a volunteer to read the problem printed on Frankie’s nose and state the difference (11 – 4 = 7).

Explain that students should use the information on the chart paper as a key to deter-mine how to color the picture. Since the difference is 7 and that number is black on the key, students should color Frankie’s nose black. Let students complete the activity sheet on their own.


Frankie’s Facts

10 - 4

11 - 4

12 - 9

6 - 3

6 - 0

5 - 2

13 - 7

11 - 8

9 - 6

12 - 4

10 - 2

10 - 7

12 - 7

4 - 18 - 5

7 - 4

9 - 3

13 - 5

9 - 4

12 - 8

11 - 5

14 - 6

3 - 0

8 - 3

6 - 1

7 - 3

9 - 1

8 - 2


Frankie’s Facts

10 - 4

11 - 4

12 - 9

6 - 3

6 - 0

5 - 2

13 - 7

11 - 8

9 - 6

12 - 4

10 - 2

10 - 7

12 - 7

4 - 18 - 5

7 - 4

9 - 3

13 - 5

9 - 4

12 - 8

11 - 5

14 - 6

3 - 0

8 - 3

6 - 1

7 - 3

9 - 1

8 - 2

Fact BeeFOCUSFact families

LEVELBeginning

SOFTWARE CONNECTIONAddition (Level 1: sums 0-9, Level 2: sums 10-14)Subtraction (Level 1: single digit, Level 2: 1-14)

GROUPINGIndividuals

SUPPLIESCopies of the Fact Bee activity sheet (1 per student), crayons, 1" x 9" strips of black construc-tion paper (1 per student), 1" x 9" strips of yellow construction paper (1 per student), scissors,glue, hole punch, string or yarn for hanging

ACTIVITY1. To review fact families, write 2 + 3 = 5 on the board and ask volunteers to name the

number sentences in the fact family. Write each number sentence on the board as you discuss it (2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2). Remind students that each number sentence contains the same numbers, but in a different order.

2. Explain that each student will be making a Fact Bee, showing the four facts of a fact family. First, students will make the bee’s body. Distribute the yellow and black con-struction paper strips. Show students how to make an accordion-folded bee body:

A. Glue the ends together. B. Glue the other C. Fold up a "stinger" atAccordion fold. ends together. the "tail" as shown.

3. Assign a different fact family to each student. Distribute the activity sheets and assist students as needed to finish their bees:• Draw a bee’s face and color the bee’s head.• Write the four different number facts of the fact family, one fact per wing.• Cut out the parts on the activity sheet. Use glue to assemble the bee.• Punch holes and use yarn to hang the bees in the classroom. (See illustration above.)


2+3=5

5–3=2

5–2=3

3+2=5

Glueendsbeforefolding.

Glueends.


Fact Bee

Head1. Draw a face.2. Color.3. Cut out.

Wings1. Show a fact family. Write a different fact on each wing. 2. Cut out.

2+3=5

5–3=2

5–2=3

3+2=5


Divide and ConquerFOCUSDivision factsDivision by tens

LEVELIntermediate

SOFTWARE CONNECTIONDivision (Level 3: divisors of 5 and 6,

Level 4: divisors of 10, 20, 30)

GROUPINGWhole class in teams of 10 each

SUPPLIESCopies of Divide and Conquer Activity Sheet A (1 per team, copied on different colors ofpaper), single copy of Divide and Conquer Activity Sheet B (enlarged), single copy of Divideand Conquer Activity Sheet C, scissors, tape, scratch paper, pencils, crayons or markers

ACTIVITY1. In preparation, post the United States map (enlarged Activity Sheet B) at the front of the

classroom.

2. Teams of students compete against each other in this whole-class game. Divide the class into teams of ten. Distribute Activity Sheet A (a different-colored copy to each team). Name the teams to match the colors of the activity sheets: Yellow Team, Blue Team, etc. Give each team a crayon to match its color.

3. Have students cut apart the number cards on the activity sheet. Each team member should tape a number where it is clearly visible on the front of his or her shirt.

4. Explain how to play Divide and Conquer:• The teacher calls out a division problem from Activity Sheet C (e.g., "60 divided by 6").• Students on all teams solve the problem, using scratch paper if needed, and team

members with the numbers 1 and 0 rush to the front of the room to display the answer, 10.

• The first team to accomplish this task can color one of the states on the United States map. (You may want to have the Yellow Team start at the northwest corner of the map, the Blue Team at the northeast corner, etc.)

• At the end of the playing time, have teams count up the number of states they have colored. The winning team is the team that has conquered (colored) the most sections on the map.

Tip: If desired, instead of using Activity Sheet C, substitute division problems of choice.

Washington

Oregon

California

Idaho

Montana

Nevada

Utah

Arizona

Colorado

Wyoming

New Mexico

Texas

Oklahoma

Kansas

Nebraska

South Dakota

North Dakota Minnesota

Wisconsin

Illinois

Missouri

Arkansas

Louisiana

Missis-sippi

Alabama

North Carolina

Virginia

MichiganNew York

Pennsylvania

Delaware

New Hampshire Maine

Tennessee

Kentucky

WestVirginia

Iowa

SouthCarolina

New Jersey

Georgia

Florida

Indiana

Ohio

Maryland

Connecticut

Massa-chusetts

RhodeIsland

Vermont

Divide and ConquerActivity Sheet B

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Anchorage

Kenai

Kodiak

Sitka

Juneau

Petersburg

Ketchikan

Skagaway

Fairbanks

Seward

Nome

Unalaska


Divide and ConquerActivity Sheet A


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Flor

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HAWAII

KAHOOLAWE

MAUI

MOLOKAI

OAHU

KAUAI

LANAI

HAWAII

NIIHAU

Kailua

Honolulu

Kahului

Hilo

ALA

SK

A

Dillingham

Bethel

Kotzebue

Barrow

Valdez�

�

Anchorage

Kenai

Kodiak

Sitka

Juneau

Petersburg

Ketchikan

Skagaway

Fairbanks

Seward

Nome

Unalaska


Divide and ConquerActivity Sheet C

Divisors of 55 ÷ 5 10 ÷ 5 15 ÷ 5 20 ÷ 5

25 ÷ 5 30 ÷ 5 35 ÷ 5 40 ÷ 545 ÷ 5 50 ÷ 5 55 ÷ 5 60 ÷ 565 ÷ 5 70 ÷ 5

Divisors of 66 ÷ 6 12 ÷ 6 18 ÷ 6 24 ÷ 6

30 ÷ 6 36 ÷ 6 42 ÷ 6 48 ÷ 654 ÷ 6 60 ÷ 6 66 ÷ 6 72 ÷ 6

Divisors of 1010 ÷ 10 70 ÷ 10 100 ÷ 10 130 ÷ 10

160 ÷ 10 190 ÷ 10 220 ÷ 10 250 ÷ 10

Divisors of 2020 ÷ 20 100 ÷ 20 120 ÷ 20 180 ÷ 20

220 ÷ 20 260 ÷ 20 300 ÷ 20 340 ÷ 20380 ÷ 20 420 ÷ 20 500 ÷ 20 460 ÷ 20

Divisors of 3030 ÷ 30 90 ÷ 30 150 ÷ 30 210 ÷ 30

270 ÷ 30 330 ÷ 30 390 ÷ 30 450 ÷ 30210 ÷ 30 270 ÷ 30 330 ÷ 30 360 ÷ 30390 ÷ 30 450 ÷ 30 510 ÷ 30 540 ÷ 30570 ÷ 30 630 ÷ 30 690 ÷ 30 750 ÷ 30


Fraction PuzzlesFOCUSAdding and subtracting fractions

LEVELIntermediate

SOFTWARE CONNECTIONFractions-Decimals-Percentages (Level 3: add and subtract fractions)

GROUPINGIndividual

SUPPLIESCopies of the Fraction Puzzles activity sheet (1 per student), pencils

ACTIVITY1. Review how to add and subtract fractions by asking volunteers to complete problems on

the board. For example:

Addition: 2/5 + 1/5 = 3/5 1/3 + 1/6 = 2/6 + 1/6 = 3/6Subtraction: 5/6 – 1/6 = 4/6 or 2/3 7/8 – 1/4 = 7/8 – 2/8 = 5/8

2. Distribute the activity sheets. Explain that students should solve the puzzles by adding or subtracting fractions across and down. They can use the empty space under each puzzle as scratch paper for making calculations or sketches if needed. Remind students to reduce their answers to the lowest terms.

3. When everyone is finished, discuss the answers as students correct their work.

4. Explain that students can use the blank puzzle at the lower right of the activity sheet to create a fraction puzzle for a classmate to complete.

• Write the problems lightly with pencil.

• Check to make sure the puzzle is correct both vertically and horizontally.

• Erase the answers (there are five).

• Exchange activity sheets so that a classmate can solve your puzzle and you can solve your classmate’s puzzle.

• Check each other’s work. JumpStart Study Helpers • Math Booster 22

Fraction Puzzles

1/2

4/5 2/5

1/5 2/31/5

2/33/3

1/3

1

1/41/4

–

–

–

–

–

–

–

––

+

++

+

+

+

+

+

+

=

==

=

=

=

= = =

=

=

=

=

=

=

== =

=

=

=

=

= =


Fraction Puzzles

1/2

4/5 2/5

1/5 2/31/5

2/33/3

1/3

1

1/41/4

–

–

–

–

–

–

–

––

+

++

+

+

+

+

+

+

=

==

=

=

=

= = =

=

=

=

=

=

=

== =

=

=

=

=

= =


Ducks in a RowFOCUSMultiplying decimals by 10 and 100

LEVELIntermediate

SOFTWARE CONNECTIONFractions-Percentages-Decimals (Level 4: multiply decimals)

GROUPINGStudent pairs

SUPPLIESCopies of Ducks in a Row Activity Sheets A and B (1 of each per student pair), copies ofDucks in a Row Activity Sheet C (1 per student), scissors

ACTIVITY1. As a class, review how to multiply a decimal by 10 and by 100. Ask volunteers to solve

multiplication problems on the board. For example: .35 x 10 = 3.5 .35 x 100 = 35

2. Arrange for students to work in pairs, and distribute Activity Sheets A and B (1 of each per student pair). Have students cut apart the decimal cards on Activity Sheet A, shuffle them, and stack them facedown. Have students cut apart the game markers (ducks) on Activity Sheet B and place them in a pile.

3. Distribute Activity Sheet C (1 per student), and explain the rules for Ducks in a Row: • Players use game markers to cover FREE on their game boards.• Player A draws a decimal card and places it where both players can see it.• Player A multiplies the decimal on the card by 10 and places a duck marker on the

answer on his or her game board. Player B multiplies the decimal on the card by 100 and places a duck marker on the answer on his or her game board. The players should check each other’s answers.

• The game continues in this manner with players taking turns drawing decimal cards. On each turn, both players multiply (Player A multiplies by 10, Player B multiplies by 100).

• The winner is the first player to get five ducks in a row—horizontally, vertically, or diagonally.

4. Allow time for each student pair to play at least one complete game. Then have the play-ers shuffle the decimal cards and play again. This time, Player A should multiply by 100 and Player B should multiply by 10.

Note: There are many winning combinations, so the game boards can be used multiple timeswith little or no duplication.

.76 .039 .39

.827 .82 .01

.1 .694 .007

.07 .045 .45

.124 .2JumpStart Study Helpers • Math Booster • 24

Ducks in a RowActivity Sheet A


Ducks in a RowActivity Sheet B

.45 12.4 .07 20 82

.39 3.9 8.2 1 8.27

10 82.7 FREE 69.4 45

2 4.5 .1 .7 7.6

7 39 6.94 76 1.24JumpStart Study Helpers • Math Booster • 26

Ducks in a RowActivity Sheet C


Top SpinnerFOCUSMultiplication facts

LEVELIntermediate or Advanced (see Step 1 below)

SOFTWARE CONNECTIONMultiplication (Level 3 for Intermediate version,

Levels 5-6 for Advanced version)


SUPPLIESCopies of Top Spinner Activity Sheets A and/or B on heavy paper (see Step 1 below), copiesof Top Spinner Activity Sheet C (at least 1 per group), crayons or markers, scissors, holepunch, brass paper fasteners; optional: Amanda Bean’s Amazing Dream: A Mathematical Story byCindy Neuschwander

ACTIVITY1. In preparation, copy a pair of spinners for each student group, using the heaviest paper

possible. Students will be spinning and multiplying two numbers. You can easily adjust the level of difficulty for some or all of the student groups:

Intermediate: Use one 6-number spinner (Activity Sheet A) and one 12-number spinner (Activity Sheet B).

Advanced: Use two 12-number spinners (Activity Sheet B).

2. With younger students, you may want to introduce this activity by reading Amanda Bean’s Amazing Dream: A Mathematical Story by Cindy Neuschwander to the class. This appealing book tells the story of how Amada learns the importance of multiplication.

3. Arrange for students to work in groups of 2–4 students. Distribute the activity sheets. Have students assemble their spinners according to the directions on the activity sheets.

4. Explain the rules for Top Spinner and allow time for students to play. Provide additionalscore sheets (Activity Sheet C) for groups that have time to play more than one game.• Take turns. Spin both spinners and multiply the two numbers. Write the product in

your column of the score sheet.• When all players have written their products, circle the largest number. The player

with the largest number wins the round.• Continue playing additional rounds and recording the results on the score sheet. To

determine the overall winner of the game, count the circles in each of the columns. The winner is the player with the most circles.

6

5

3

2

1

4


Top SpinnerActivity Sheet A

1. Color Frankie and the spinner.2. Cut out both pieces.3. Punch holes at the Xs.4. Use a brass paper fastener to

attach Frankie to the spinner.

6

5

3

2

1

4

X


Top Spinner Activity Sheet B

1. Color Frankie and the spinner.2. Cut out both pieces.3. Punch holes at the Xs.4. Use a brass paper fastener to

attach Frankie to the spinner.

6

12

34

57

89

1 112

10

X


Top SpinnerActivity Sheet C

Player A Player B Player C Player D

Number Number Number Number of circles: of circles: of circles: of circles:


Statistics SearchFOCUSFinding percentages, fraction/percentage equivalents

LEVELAdvanced

SOFTWARE CONNECTIONFractions-Percentages-Decimals (Level 5: find percentages, Level 6: fraction/percentage equivalents)


SUPPLIESCopies of the Statistics Search activity sheet (1 per group), pencils, scratch paper, classroom items listed in Step 1 below

ACTIVITY1. In preparation, place the following items around the classroom:

• stack of 10 books, including 4 with red covers• stack of 25 playing cards, including 7 clubs• mug containing 12 pencils, including 6 yellow pencils• pile of 5 coins, including 4 pennies• album of 8 photos, including 6 showing people• container of 20 paper clips, including 6 large paper clips

2. On the board, draw 7 circles and 3 triangles. Ask student volunteers to name the frac-tion/percentage of the shapes that are triangles (3/10 or 30%) and the fraction/percentage that are circles (7/10 or 70%). Continue practicing with other sets of shapes, such as 2 circles and 1 triangle.

3. Tell students that the class will be having a Statistics Search. Arrange for students to work in teams of about four students each.

Distribute the activity sheets. Point out that in some cases, students will need to inter-view a designated number of classmates, or count certain items in the classroom. All stu-dents in the group should do the calculations on scratch paper and then compare answers before recording the data on the activity sheet.

4. Allow time for students to gather and record statistics. Then compare the data from the different teams, discussing the reasons for any differences.

Statistics SearchItems Expressed as Expressed as

A Fraction a Percentage

1. number of red-covered booksin the stack of books

2. number of clubs in the stack of cards

3. number of girls on your team

4. number of yellow pencils in the mug of pencils

5. number of chocolate-lovers among 6 male classmates

6. number of years in this century that end in 6

7. number of photos showing people

8. number of large paper clipsin the container of paper clips

9. number of states beginning with the letter W

10. number of pennies in the pile of coins


2/5 40 %

7/25 29 %

answers will vary

1/2 50 %

answers will vary

1/10 10 %

3/4 75 %

3/10 30 %

2/25 8 %

4/5 80 %

Statistics SearchItems Expressed as Expressed as

A Fraction a Percentage

1. number of red-covered booksin the stack of books

2. number of clubs in the stack of cards

3. number of girls on your team

4. number of yellow pencils in the mug of pencils

5. number of chocolate-lovers among 6 male classmates

6. number of years in this century that end in 6

7. number of photos showing people

8. number of large paper clipsin the container of paper clips

9. number of states beginning with the letter W

10. number of pennies in the pile of coins



BeansFOCUSAddition, subtraction, multiplication, division (whole numbers)

LEVELFlexible

SOFTWARE CONNECTIONAddition (any level), Subtraction (any level), Multiplication (any level), Division (any level),Review (Levels 1-4)

GROUPINGWhole class, large groups, or small groups

SUPPLIESCopies of Beans Activity Sheets A and B (1 of each per group), dried beans, paper, pencils

ACTIVITYAbout this activity: This can be a whole class, large group, or small group activity. Asdescribed below, the activity provides practice in all types of math problems—addition, sub-traction, multiplication, and division. However, if you prefer to concentrate exclusively onaddition, for example, just omit the use of Activity Sheet B and specify that all problems willbe addition problems.

1. An easy way to demonstrate this activity initially is to play as a class. After that, studentscan play in groups of any size.

2. Show Activity Sheet A (numbers 0-9) and Activity Sheet B (operations signs for addition, subtraction, multiplication, and division) to the class. Explain that the activity sheets will be used for generating math problems.

3. Ask a volunteer to be the first "leader." Have the leader toss 3 beans on Activity Sheet Aand 1 bean on Activity Sheet B. The leader should then use the results to generate and call out a math problem of choice. For example, if the beans landed on 5, 3, 1, and x, the leader could call out "5 x 31" or "5 x 13" or "15 x 3" or etc.

4. Once the leader announces the problem, he or she watches the clock and calls "stop" at the end of ten seconds. Tip: This time can be adjusted as needed. Longer times may be needed for division problems.

5. Work together to determine the correct answer to the problem. To keep score, award a bean to each player with a correct answer. Continue playing, with students taking turns being the leader. The winner is the player who correctly solves the most problems, thus earning the most beans.

BeansActivity Sheet A

5 19

3

70

28

46

BeansActivity Sheet B

+

x

–

–


BeansActivity Sheet A

5 19

3

70

28

46


BeansActivity Sheet B

+

x

–

–

Math BattleFOCUSAddition, subtraction, multiplication (whole numbers or decimals)

LEVELFlexible

SOFTWARE CONNECTIONAddition, Subtraction, or Multiplication (any level) Fractions-Percentages-Decimals (Level 4: multiply decimals)

GROUPINGStudent pairs

SUPPLIESCopies of the Math Battle activity sheet (on heavy paper, see Step 1 below), scissors, scratchpaper, pencils

ACTIVITYAbout this activity: This game, modeled after the popular game of War, can be used to prac-tice: addition, subtraction, or multiplication (whole numbers or decimals or both). The num-bers you write on the blanks of the playing cards determine the level (see Step 1).

1. In preparation, make a single copy of the activity sheet. Write numbers in each of the boxes, using low numbers for an easy game and high numbers and/or decimals for a challenging game. Then, make two copies of the page for each student pair.

2. Arrange for students to work in pairs. The students in the pair should sit across from each other at a table (or on the floor). Distribute the activity sheets (2 per pair, with the numbers you added). Have players cut the cards apart on the dashed lines.

3. Specify whether students will be practicing addition, subtraction, or multiplication. Then explain the rules for Math Battle and allow time to play.• Player A shuffles the cards and deals them facedown into two stacks, one stack for

each of the players.• Player A draws two cards from his or her stack and lays them face up on the table, one

card for each of the players. Player B does the same. • The players simultaneously add (or multiply or subtract) the numbers on their two

face-up cards, using scratch paper if needed.• The player with the largest answer captures all four cards, placing them on the bottom

of his or her stack. In case of a tie, players draw again. The player with the largest answer this time keeps all 8 cards.

• The winner is the player with the most cards at the end of the session.


9

8


Math Battle


Math TrekFOCUSAny calculations (whole numbers, decimals, fractions, percents)

LEVELFlexible

SOFTWARE CONNECTIONAll topics and levels


SUPPLIESCopies of Math Trek Activity Sheet A (see Step 1 below), copies of Math Trek Activity Sheet B (1 per group), marker, scissors, counters or game tokens in assorted colors, scratch paper, pencils

ACTIVITYAbout this activity: This is an extremely flexible activity, because virtually any set of mathproblems can be written on the problem cards. If you wish, you can make leveled card sets tosuit the needs of different groups of students.

1. In preparation, make two copies of Activity Sheet A. With a marker, write a different math problem on each of the problem cards. Then copy the set of activity sheets for the students (1 of each page for each student group).

2. Arrange for students to work in groups of two to four. Distribute the copies you made ofActivity Sheet A (with your handwritten problems). Have students cut the cards apart onthe dashed lines, shuffle them, and stack them facedown.

3. Distribute Activity Sheet B (1 per group) and game tokens (a different color for each player in the group). Allow time for students to play Math Trek:• All players set their tokens on the rocket at the bottom right of the game board

(Activity Sheet B).• Player A draws a problem card from the stack and solves the problem, using scratch

paper if needed. • Other players should solve the problem, too, in order to check the answer. If Player A’s

answer is correct, Player A moves his or her game token as directed on the card. In thecase of an incorrect answer, the token cannot be moved on that turn.

• Continue with players drawing cards and solving problems in turn. The winner is the first player to arrive at the end of the Math Trek path.

Tip: Save the game boards. Play on another day, using a different set of problem cards.


Math TrekActivity Sheet A

Move ahead 1. Move ahead 2. Move ahead 3.





Math TrekActivity Sheet B

Finish

Start


Other ReproduciblesThe following pages of this guide contain reproducibles that can be used in a variety of waysat any ability level. Some suggestions are given below.

Frankie’s Space CardsThis page can be used to make flash cards tomatch the current curriculum, or students canmake personalized sets of frequently missedmath facts to practice at school or at home.

First, make several copies of the Frankie’s SpaceCards page and write a different problem oneach card. You can copy the pages (containingyour handwritten problems) to make multipleflash card sets. Have students color the cards, ifdesired, and cut them apart on the heavy blacklines. The answers can be written on the backsof the cards for self-checking.

Tip: For a more permanent set of flash cards,laminate the cards before cutting.

Frankie’s Space Cards

My Math RecordStudents can use this page as a recordingsheet to record the math problems they solvewhile playing a math game (any of the mathgames in this guide, in the Math Booster soft-ware, or elsewhere). Just have students listthe math problems as they play. Remind stu-dents to list their answers as well, includingtheir original answers and any correctionsthey may have made. If you wish, studentscan use the back of the page as scratch paperfor making calculations.

The completed page provides a record ofaccomplishment for parents and students aswell as a means of assessment for teachers.


My Math RecordName __________________Game __________________

CorrectedProblem Answer Answer

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Frankie’s Space Cards


My Math RecordName __________________Game __________________

CorrectedProblem Answer Answer

1.

2.

3.

4.

5.

6.

7.

8.

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Other Reproducibles

Math SquaresStudents can use copies of this page to make personal sets of math manipulatives to use throughout the year. By copying the page on different colors of paper, students can cut yellow100-blocks, blue 10-blocks, and green 1-blocks. For sturdier manipulatives, laminate the pagesbefore cutting.

In addition, students can use the grid on the Math Squares page to explore various numberconcepts. Some suggestions are given below.

Math VisualsDemonstrate and thenhave students illustratetheir own specific num-ber sentences using dif-ferent colors to color inthe squares.

ArraysHave students build arrays toshow different ways to pro-duce a product of 6, for exam-ple, then color the arrays and,if desired, cut them out.

Remind students that a square-shaped array indicates asquare number. For example, asquare made of 4 rows with 4squares each illustrates the factthat 16 is a square number.

Number CrosswordsYoung students can makesimple number crosswordsto show related math facts.

Older students can use awide variety of number sen-tences to create complexnumber crosswords. If thestudents omit (or erase) theanswers, they can exchangeand solve each other’s num-ber crosswords.

Math Squares

6 – = 2

2

+

4

=

6

2 + 3 = 5

2 x 3

1 x 6

Math Squares