Page 1 Imagine Schools Summer Math Challenge Kindergarten Dear Parents, This packet of math activities was made to help your students stay engaged and excited about math over the summer months. All projects in the packet are designed to be completed with parent support. Please read the directions for each activity to your child and help your child get started. Some projects will require the student and parent to work together throughout the project. Other projects will allow the student to work independently after getting started. We suggest doing one project a day. Take time to discuss and enjoy each project. Try to find ways to reinforce the concepts throughout your daily routine. For example, if the activity discusses money you may want your child to count out the change next time you are in the grocery store or at a restaurant. Sincerely, Imagine Schools Education Team
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Page 1
Imagine Schools Summer Math Challenge
Kindergarten
Dear Parents,
This packet of math activities was made to help your students stay engaged and excited about math
over the summer months.
All projects in the packet are designed to be completed with parent support. Please read the directions
for each activity to your child and help your child get started. Some projects will require the student and
parent to work together throughout the project. Other projects will allow the student to work
independently after getting started.
We suggest doing one project a day. Take time to discuss and enjoy each project. Try to find ways to
reinforce the concepts throughout your daily routine. For example, if the activity discusses money you
may want your child to count out the change next time you are in the grocery store or at a restaurant.
Sincerely,
Imagine Schools Education Team
Page 2
Project #1
Strand: Number Sense
Imagine Standard: Know how to read, write, count, and relate numerals and their names to 100 or
more.
Directions:
Fill in the missing numbers in the chart below.
1
2 4 5 6 8 9 10
11
13 16 18
Next, make a collection of 30 of something you have around your house. It could be Cheerios, blocks, or
hair clips! It is your choice!
Now, write the numeral next to the items below
Example:
_3_
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Project # 2
Strand: Number Sense
Imagine Standard: Understand the reasons to use addition and subtraction and demonstrate basic
addition and subtraction facts.
Directions: Find 10 beans or cheerios put a certain number of cheerios in each box below and then
combine them to find the answer. Draw pictures for the items you used after you are done.
Example:
+ = 6
+ =
+ =
+ =
O
O
O
O
O
O
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Project # 3
Strand: Number Sense
Imagine Standard: Know the meaning of addition (putting together, increasing) subtraction (taking
away, find the difference) using manipulatives, drawings, symbols, and story problem strategies in order
to add and subtract numbers.
Directions: Use beans, cheerios, or another item to play a subtraction game. In the ten-frame below
put a certain number of items. (The items should be placed left to right beginning with the first row.
One item per rectangle.) Then, tell your child to take a certain number of items away. Count the
remaining number of items. After each problem fill in the equation below. For example, if you put 8
beans in the square and your child took away 3, together you would write 8-3=5. Be sure to discuss
what the – and = symbols mean in the number sentence.
Students explore symmetry in nature by making bright butterflies.
Science Talk Look closely at a butterfly's wings and you'll see that each is made up of thousands of overlapping, iridescent scales — a shining example of symmetry in nature. A line of symmetry divides a shape into two identical parts. In some cases, as with a butterfly, you'll find one line of symmetry. In other cases, there is more than one — as with eight sections of an orange.
Materials books about butterflies old newspapers round coffee filters or paper towels cut into 9-inch circles (1 per student) food coloring in squeeze bottles (several sets) plastic cups (1 per student) water spring-type clothespins (1 per student) pipe cleaners wiggly eyes and glue (optional) smocks
1. Gather assorted books about butterflies and let students get together in small groups to read about these colorful insects and study the patterns on their wings. Bring students together after a while to discuss how the patterns are useful to butterflies (camouflage, alert predators that the butterfly is poison, attract a mate).
2. Ask students to describe characteristics many butterflies have in common (bright colors, distinctive markings and patterns, wings are the mirror image of each other).
3. Invite students to create their own butterflies. First cover work surfaces with newspapers. Divide students into groups. Give each group bottles of food coloring to share. Each student will need a cup of water and a coffee filter.
4. Show students how to fold the coffee filter in half, then in half again. Demonstrate how to dab designs on the folded filter, using different colors and shapes (such as rings, dots, or lines). Then let students get started on their own designs, replicating patterns from a real butterfly or making up their own.
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5. When students are finished making their designs, show them how to set the folded tip of the filter in the cup of water. Have students observe what happens. (Thanks to capillary action, the filter soaks up water from the cup; as water reaches the colors, they begin to bleed into one another.)
6. After a few minutes (or when the water has completely soaked the filter); have students remove the filters from the water, open them up, and spread them on newspaper to dry. Ask students to describe how the colors changed. What do they notice about where the patterns appear? (The colors soaked through the folds of the filter, creating mirror-image, repeating patterns all around the circle.)
7. When the filters are dry, hand out clothespins and pipe cleaners. Guide children in following these directions to make their butterflies.
Pinch the filter together in the middle, then slide it into the clothespin and spread out the wings.
Insert small pieces of pipe cleaner into the front of the clothespin for antennae. Glue on wiggly eyes (optional).
Extension Symmetry in Nature: Collect a variety of symmetrical and nonsymmetrical objects from nature, such as flowers; rocks; maple seeds; leaves; feathers; shells; mushrooms; and apples, citrus fruits, and onions (sliced in half). Use a pocket mirror to classify the objects as symmetrical or nonsymmetrical. (Place the mirror on the center of an object. If you see the mirror image, the object is symmetrical.) Dip symmetrical objects in paint and use them to make prints.
Page 17
Project #14
Strand: Measurement
Imagine Standard: Comprehend basic measurement concepts to solve real world problems of length,
area, weight, and capacity.
Directions: Cut out the scrolls below and arrange them from shortest to tallest.
Page 18
Project #15
Strand: Measurement
Imagine Standard: Know and distinguish between nonstandard and standard measurements of length.
Directions: Allow your students to cut out the measuring bar at the bottom of the page. Then,
encourage them to measures 5 objects in your home and record below how many “rectangles” long that
particular object is.
Object Name Number of Rectangles Long
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Project #16
Strand: Measurement
Imagine Standard: Comprehend and apply knowledge of measuring tools and appropriate vocabulary.
Directions: Assist your child in creating a schedule of a typical week day. Help your child round to the
nearest hour.
Activity Draw Time on the Clock Write the Time
Example: Wake Up
7:00
Page 20
Page 21
Project # 17
Strand: Measurement
Imagine Standard: Know that money is a system by which the value of items is measured.
Directions: Review the following chant with your student about coins. Read the chant to your student,
then read it with them while helping them point to each word as you say it. Give your child one penny,
one nickel, one dime, and one quarter. Ask them to identify each coin. Then, fill in the chart below.
Extension: If there is ever an opportunity for your child to help you count change, allow them to do so.
Penny, Penny
Penny, penny, easily spent -
Copper brown and worth one cent.
Nickel, Nickel, thick and fat. It’s worth 5 cents – I know that.
Dime, dime, little and thin. I remember – you’re worth 10.
Quarter, quarter, big and bold. It’s worth 25 – I am told!
Coin Name Worth
Penny 1 cent
Page 22
Project # 18
Strand: Data and Probability
Imagine Standard: Know that information may be understood more easily through visual
representation.
Directions: Explain that this graph shows the favorite food of everyone in a class. Ask the following
questions:
Which food did students like the most? How do you know?
Which food did students like the least? How do you know?
Pizza
Ice Cream
Apples
Carrots
Favorite Food
Page 23
Project # 19
Strand: Data and Probability
Imagine Standard: Understood the likelihood of an event happening.
Directions: Put five white marbles and one blue marble in a brown bag. Discuss the chances of pulling
out a white marble. Put the marble pack in the bag and continue to pull a marble out and record the
color of the marble pulled.
Of course, you may use any object you have available in various colors. Record your results below.
Number of Marbles:
Number of Colors:
Number of Each Color:
Pull # Color of Object Pulled Example: #1 White
Page 24
Extensions
The following activities are based on standards your student will learn in first grade. They may be
challenging for your student.
Project # 20
Strand: Number Sense
Imagine Standard: Understand the place value in base ten, and know place value patterns in whole
numbers to 100 or more.
Directions: Color in the hundreds frame below to show a two digit number.
Example: 36
How many groups of 10 are in 36? (Answer 3)
Challenge Question: How much more would you need to get to 100? (Answer 54)
Show the number 51 using the hundreds frame below.
How many group of ten are in 51?
Challenge Question: How much more would you need to get to 100?
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Show the number 18 using the hundreds frame below.
How many groups of 10 are in 18?
Challenge Question: How much more would you need to get to 100?
Page 26
Project #21
Strand: Algebra and Number Sense
Imagine Standard: Analyze patterns using a variety of attributes, including size, shape, color functions,
and numbers.
Directions: Show a given number using the model below. Then, label the number as “odd” or “even”
The number is odd if there is one left over without a partner. The number is even if there is none left
over.
Example:
7
Is 7 odd or even? _________
11
Is 11 odd or even? _________
4
Is 4 odd or even? ___________
3
Is 3 odd or even? ___________
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Project #22
Strand: Students develop and analyze predictions based on data.
Imagine Standard: Apply skills of generalizing and predicting from collected displays of data.
Directions: Assist your student in posing a question to the family, collecting and recording answers, and
creating a graph to show responses.
For example, you may ask the family for their favorite TV show.
Name Response
Mom BBC World News
Dad CSI
John (brother)
Sponge Bob
Lilly (sister)
Dora
Aunt
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Extension Activities
Visit one of the websites below and learn about one of the games. Play the game for 20 minutes.
Check to ensure your child is playing the game correctly and has mastered the concept.