6. I had both of these papers set up at the table, exactly like you see above, and invited the kids to explore.
We started, of course, by eating the candy pumpkin. The six candy corns were used as the counters for the activity. I had a bag of candy corn and pumpkins in the pantry that had been purchased to top some cupcakes. We opened the bag a bit early.
For Eli's paper, he would count out the candy corn needed for the sum. So, he would put 2 candy corns under the 2 (in the 2 + 4) and then 4 candy corns under the 4. We could then count the total and find that 2 + 4 was indeed 6. We worked our way around the paper, marveling at the many ways you could get a total of 6. It's true; we marveled.
On Abby's paper, there were boxes drawn in which she would place the candy corns. With her, this was more of an exercise of practicing one-to-one correspondence: one candy corn goes in one square. Many times, she would try to put two candy corns in one square. As with Eli, we would count the total number of candy corns once they were in the squares to find a total of 6. Again, for Abby, it was great practice of counting with one-to-one correspondence as she does like to count the same candy twice. 2 + 4 is definitely not 7.
|Counting and adding away.|
- Investigate what happens when you do 2 + 4 and 4 + 2. Does the same thing happen for 5 + 1 and 1 + 5? YAY!! You just taught your kid the Commutative Property of Addition.
- How about some Algebra? I have 2 candy corns...how many more do I need to make 6? Essentially, you just solved the equation 2 + x = 6 and found that x = 4.
- And now the fun part...SUBTRACTION. Once all of the addition has been completed, start eating! I have 6 candy corns and I just ate one. How many are left?
- Here's a tricky one: I have three candy corns left. Can I eat 6 of them? NO WAY. 3 - 6 and 6 - 3 are not the same thing. You just taught your kid that subtraction is NOT commutative.
Doing math while eating candy with my sweet kids...that was a fun day.