Discover the magic of learning by teaching. 

Learning-by-Teaching Step

1. On the top of a piece of paper, write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. Ask your child to trace each number:
2. Below each number tracing, have your child write each number.
3. Finally, ask your child to place a matching number of objects below each written number. For example, a student may place five (5) Lego pieces underneath the number five (5).

Learning-by-Teaching Step

1. Search your home for examples of both 2D shapes (such as magnets) and 3D shapes (such as an alarm clock).
2. Take photos of at least one 2D shape and one 3D shape.
3. Help your child label each shape. Each label should include:
   – 2D/3D
   – flat/solid
   – object’s name
4. Have your child hold their label – and the object – in the photo(s).

Materials / Preparation

• Gather a pencil and two pieces of paper.
• Work with your child to choose 2 objects to measure (for example: scissors, a fork or spoon, a book, a shoe).
• Next, choose a set of smaller objects to measure the first. (For example: paperclips, blocks, playing cards, or almost anything you have multiple copies of). See photo above for ideas.

Learning-by-Teaching Step

1. Work with your child to measure the first object.
2. On a piece of paper, have your child write or dictate a sentence describing the length of the object. For example: “The pencil is 5 paperclips long.”
3. Take a photo of the measured object, with the sentence.
4. Repeat this process to measure the second object.

Learning-by-Teaching Step

Work with your child to:

1. Think of at least two real-world examples comparing 2, 2-digit numbers.
2. Write down the examples, using symbols and words.

Here are two examples:

• Comparing today’s temperature of 33 degrees to a warmer temperature of 40 degrees on Friday
• Comparing your grandmother’s age to your brother’s age.

(Note: You can help your child write the sentences, or they can say them out loud and you can write them.)

Learning-by-Teaching Step

It’s time for you and your child to create your own picture graph, using things in your home, neighborhood, or family!

1. Think of something that has up to 4 categories.
   Some examples:
   – Foods (fruits, cookies, eggs, bread slices)
   – Kitchen utencils (forks, spoons, knives, plates)
   – Clothing (shirts, pants, socks, shoes)
   – Toys (stuffed animals, dolls, board games, puzzles)
2. Ask your child to draw the graph.
3. Write a title for the graph at the top. Note to your child that they can use the same picture to represent items in each category, or use different ones.
4. Once your child has created a picture graph, work together to think of 3 questions that you can answer with the data in the graph.
   For example:
   How many ____ are there?
   How many ___ altogether?
   How many more ____ than ____ are there?
5. Write the 3 questions, and answer them.

Example of a picture graph and questions:

Learning-by-Teaching Step

Ask your child to choose a real time from their life (for example: bedtime, dinnertime, the time you wake up).

Option #1:

• Have your child draw an analog clock on a piece of paper to show the time
• Ask: what time does the hour hand tell you it is?
• Ask: what time does the minute hand tell you it is?
• Have your child write the time shown on the clock using a complete sentence. Provide support along the way as needed.

Option #2:

• Ask your child to draw and cut out both a minute and an hour hand to create an analog clock. Draw the clock face, then use a pencil as the minute hand; a crayon as the hour hand.
• Ask: what time does the hour hand tell you it is?
• Ask: what time does the minute hand tell you it is?
• Have them write the time shown on the clock using a complete sentence. Provide support along the way as needed.
• Together, create a time on an analog clock at least two times.

Learning-by-Teaching Step

Ask your child to measure each of the three (3) items. Have them write down the values in either inches (length), pounds (weight), or fluid ounces (volume).

• Measure length with a ruler (for example: shoe, hand, or book).
• Measure weight with a scale (for example: your weight, or your Family Partner’s weight).
• Measure volume with a measuring cup (for example: water, milk, or juice).

Ask your child to draw three (3) number lines on which to represent each measurement.

• Label the two (2) correct benchmark numbers at the ends.
• Label the midpoint.
• Draw arrows above the number representing your measurements.
• Circle the benchmark value (nearest ten) that your measurements round to.

Optional Challenge Question: What is 444 rounded to the nearest ten?

Example:

Learning-by-Teaching Step

• Color four plates. Each plate must be a different color (example: blue, green, orange and gray).
• No paper plates? Draw four circles on a piece of paper, and color each one separately.
• Keep one plate (or circle) whole.
• Cut a plate in half. Mark each half with the fraction 1/2
• Cut another plate into fourths. Mark each fourth with the fraction 1/4
• Cut one more plate into eighths. Mark each eighth with the fraction 1/8

Together, arrange the plate halves, quarters and eighths to discuss the questions below:

1. How many fourths are in 1/2?
2. How many eighths are in 1/4?
3. How many eighths are In 1/2?
4. How many eighths are in 1 whole?

Arrange the plate pieces to show the answers to questions 1 – 4.
Write the equivalent fraction next to the plates on paper, or type them in.
Take photos of your plates, labeled with the equivalent fractions.

Example of #1: How many fourths are in 1/2?

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Learning-by-Teaching Step

Now it’s time for you and your child to come up with your own word problem! It should involve either adding or subtracting fractions with the same denominator. (Sample topics: cooking, telling time, money, measuring inches, cups, spoons, etc.)

1. Write the word problem.
2. Draw a picture to show it.
3. Convert the word problem into a mathematical equation.
4. Solve the problem together.

Example:

Optional Challenge Question: Marius combined 4/8 gallon of lemonade, 3/8 gallon of cranberry juice, and 6/8 gallon of sparkling water to make punch for a party. How many gallons of punch did he make in all?

Learning-by-Teaching Step

Together, find five items with prices on them. These can be items from the kitchen; books, newspapers, or magazines; or anything else. If you can’t find items with prices on them, use a sales receipt from a store.

For each item, enter:

1. The name of the item
2. The price in regular money form (using the dollar sign and decimal point)
3. The price in expanded form representing the number of cents (see example above)

For Example:

Optional Challenge Question: Together, take the five numbers listed below and create the largest number possible and the smallest number possible. Write each in expanded form. Can you find any similarities between the numbers that you created?

Numbers: 1, 2, 5, 8, 9

• Largest possible number:
• In expanded form:
• Smallest possible number:
• In expanded form:

Learning-by-Teaching Step

• With your Family Partner, describe the directions on how to get from your house to one of the locations on your coordinate plane.
• Then, describe the directions from that location to a second location.
• Finally, describe the directions from that second location to a third location.
• It may help to tell a story about your trip. For example, “I left home, walked five blocks north, then walked ten blocks west to Grandma’s house. After that, I walked ten blocks south, made a left, and walked two blocks east to the pharmacy.”
• In which quadrant did you plot the most locations? What are the signs of the coordinates in this quadrant? You can write these answers at the bottom of your graph.

Learning-by-Teaching Step

1. Grab your pencil and paper. Draw a table like the one for the sample recipe below.
2. Now, take the recipe you found with your Family Partner and fill in the table together.
3. Enter the ingredients for your recipe in the first column.
4. Enter the measurements from your recipe in the second column.
5. Now, modify your recipe by multiplying your measurements by 1/2, 3/4, and 2. Fill in the results in the rest of the table. Show your multiplication .

• Column 3: Multiply your measurements by 1/2
• Column 4: Multiply your measurements by 3/4
• Column 5: Multiply your measurements by 2

Optional Challenge Question: For the last 3 weeks, you have read for 1 ½ hours each day, 3 days a week. How many hours have you read altogether during the 3 weeks? If you keep this schedule for 5 weeks, how many hours will you have read altogether?

Activity 1: Jumping Jacks

• Set the timer on your phone for 1 minute (60 seconds).
• Once the timer is started, you and your child should do as many jumping jacks as you can before 1 minute is up. Be sure to count!
• Write down the number of jumping jacks you and your child did in the first empty column of the table.
• Calculate the rate per minute of jumping jacks you each performed and enter it into the second empty column.
• Whose rate of doing jumping jacks was higher? What does that mean?

Activity 2: Words that start with the letter M

• Reset the timer for 2 minutes (120 seconds).
• Once the timer is started, you and your child should each write down as many words as you can think of that start with the letter M before the time is up.
• Write down the number of words that start with M that you and your Family Partner wrote down in the third empty column of the table.
• Calculate the rate per minute of the words you each wrote down, and enter it into the last empty column.
• Remember, you recorded the number of Words that Start with M for 2 minutes!

Optional Challenge Question: If you both continued performing at the same rate, how many jumping jacks would you each do in 5 minutes? How many words would you write in 5 minutes?

Learning-by-Teaching Step

• Grab your deck of cards, and make sure they’re shuffled! If you don’t have cards on hand, use this random number generator, and hit this button repeatedly to generate seven numbers.
• Pick 7 cards and turn them face-up.
• Let aces represent 1, and face cards represent 10.
• Then, grab your pencil (or calculator) and ask your child to find the mean, median, and mode of the set you’ve just created!

For example, if these were your 7 cards:

• Mean: 7 + 3 + 7 + 10 + 8 + 1 + 2 = 38
  38/7 = 5.43
• Median: When the cards are placed in ascending order, they are:
  1, 2, 3, 7, 7, 8, 10
  So the median is 7.
• Mode: 7 appears twice, so the mode is also 7.

Learning-by-Teaching Step

You’re probably familiar with the game Rock, Paper, Scissors. It’s often used as a way to make a decision. Rock, Paper, Scissors involves two players and therefore represents a compound event.

1. Play Rock, Paper, Scissors with your child.
2. Ask: what are the various outcomes that can result from this game?
3. Together, make a tree diagram to figure out the outcomes. Ask your child to explain the process involved in making your tree diagram.
4. Then, write down the probability that a single game of Rock, Paper, Scissors will result in a tie.

Game play is as follows:

• Both players ball their hand into a fist.
• One player places their other hand with the palm flat out and hits their fist against the palm three times as they say “Rock, Paper, Scissors.”
• After the third strike of the palm, both players throw their fisted hand out in front of them in the shape of either a rock (closed fist), paper (open hand with palm facing down), or scissors (pointer and middle finger open with the rest of the fingers closed).

The winner of the game is determined as follows:

• Scissors beats paper because scissors cut paper.
• Paper beats rock because paper covers rock.
• Rock beats scissors because rock crushes scissors.
• Showing the same item results in a tie.

Optional Challenge Question: Play several rounds of Rock, Paper, Scissors with your child and record the results. How close do those results correlate with the actual probability of the same results?

Learning-by-Teaching Step

Strawberries are available year-round in most grocery stores. In the spring and summer you can also find them at farmers markets.

The table below shows the weights of two containers of strawberries, and the prices for those containers.

1. Ask you child to copy and complete the table on a sheet of paper.
2. Have them show their work underneath the table. Remember to round to the nearest cent.
3. Ask them to write a sentence explaining where they would choose to shop to buy strawberries and why.

Optional Challenge Question: Have your child make up their own problem to compare unit rates with fractions and decimals. Then, work together to try to solve it.

Ask your child the following three questions. Have your child explain the steps they took to determine each answer and share whether or not you agree!

1. Ask your child: what is the volume of the ice cream cone (only filled to the top of the cone)?
2. Ask: what is the volume of the ice cream container?
3. Ask: how many of the ice cream cones will your container of ice cream fill completely?

Optional Challenge Question: You only plan to invite 20 people to your party, so you decide to give each person an additional scoop of ice cream on top of each filled cone.

• How much ice cream could a cone hold if you decide to give everyone a second scoop? Imagine that each scoop is a sphere with a diameter of 2 inches.
• Find the volume of a spherical ice cream scoop with a diameter of 2 inches. (Round to the nearest hundredth.)
• Find the total volume of the filled cone with an additional ice cream scoop on top.

Learning-by-Teaching Step

Now it’s time to draw a map!

• On a piece of graph paper, have your child plot three places that you visit frequently.
• Each square on the graph should represent one block.
• Make sure the three places form a right triangle.
• Write down the distances of the two shorter sides.
• Then, calculate the distance of the hypotenuse.

• Distance from home to school: 5 blocks
• Distance from home to the park: 12 blocks
  
• The distance from school to the park is 13 blocks.

Optional Challenge Question: Imagine that there’s a grocery store at point (7, 2). Is the triangle formed by your home, the park, and the grocery store a right triangle? Why or why not?