Parent Guide to Supporting

2nd Grade Students

Learning From Home
Dear families,

With the spread of Coronavirus, COVID-19, schools across the country are temporarily closing. At MIND Research
Institute, our mission is to ensure that all students are mathematically equipped to solve the world’s most challenging
problems. That’s why we stand ready to provide resources and no-cost access so the learning can keep on happening,
even if school is temporarily closed.

The resources in this guide are designed to support your child’s math learning at home. There are three types of
activities in this guide.

ST Math Program: ST Math is a PreK-8 visual

instructional program that leverages the brain’s
innate spatial-temporal reasoning ability to solve
mathematical problems. ST Math games include
challenging puzzles that help your child deepen
their mathematics understanding. If you need
more information on ST Math, please visit
[Link].

Hands-On Math Activities: These activities

focus on specific math concepts within a grade-
level. Each activity is designed to engage your
child in learning that is hands-on and promotes
understanding of the concept. These activities
are a fun way for children and parents to do math at home. Each activity includes clear directions, vocabulary words,
and questions parents can ask to support their children during the activity.

Number Sense Games: Number Sense is an area that is critical to mathematics learning. It includes mathematical
concepts like counting, addition, subtraction, multiplication, division, fractions, place value, estimation, and many
others. Included in this packet are activities that parents can do at home with their children to build number sense and
practice those critical skills in a fun and engaging way through gameplay.
Contents

ST Math 4-11
Resources to support, monitor, and assess
your child’s learning while they play ST Math.

Math Content Focused Activities 12-21

A collection of hands-on, grade-band activities
focused on practicing and exploring math concepts.
(Children will not get on ST Math for these activities.)

Building Number Sense Activities 22-37

Hands-on games designed to support
children in building number sense.
(Children will not get on ST Math for these activities.)
 ST Math
Resources to support, monitor, and assess children learning while they play ST Math.

Tips to make the most of ST Math

Your child will work independently on ST Math and track their usage on the ST Math calendar.
Recommended usage time is 20 to 30 minutes, 3 times a week. Work with your child to set
goals and monitor their progress toward achieving their goals. This is a great opportunity to
help your child see that they can achieve their goals.

When your child is finished playing ST Math, have them complete a math journal. Be sure to
follow the directions on the journal. This will help them communicate what they are learning in
ST Math. Have your child share this with their teacher. You can have your child practice their
communication skills by presenting to family members an end-of-the-week summary of what
they learned with ST Math.

If possible, take time to sit with your child and ask them to explain to you what they are
learning with ST Math. ST Math puzzles provide a great foundation for math discourse..

A fun way to share learning together is to have your child “teach” a family member how to play
one of the ST Math games. They can share the mathematics in the game.

If your child gets stuck playing the ST Math puzzles, you can have them think through the
questions on the Think Before You Click poster. You can also use the questions on the
Facilitating Questions poster to help your child problem solve through the ST Math games.

4
 ST Math Resources Included in This Parent Guide

ST Math Usage Calendar: As your children play ST Math,

have them track their progress on the calendar.

ST Math Journals: There are different Math Journals

your child can use to communicate their learning. Your
child should turn this in to their teacher.

Think Before You Click Poster: This poster is a great

resource for your child to ask themselves questions
as they work through ST Math puzzles. It will help
them as they get stuck. Your child may have to try
different strategies and observe the feedback several
times before they get the correct answer. For more
information on this strategy, view the videos on our
instructional resources Youtube playlist.

Facilitating Questions Poster: This poster is a great

resource provided to parents to help support your child
while they play ST Math at home. It is important not to
tell your child the answer, but to ask questions that help
them think through the puzzles. For more information
on this strategy, view the videos on our instructional
resources Youtube playlist.

Additional Resources: Additional resources can be

found at [Link]

5
 ST Math® Usage Calendar
Mark your progress every time you use ST Math. Try to play at least 30 minutes. Color the box each day that shows the number of minutes you played. Fill in
how many puzzles you completed in ST Math.

STUDENT NAME: ___________________________________________________________________________________________________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

© 2020 MIND Research Institute. All rights reserved.

6
 Math Journal with JiJi
NAME: ____________________________________________________ GAME: _______________________________________________________________ DATE: ______________________________

1 WRITE OR DRAW SOMETHING YOU LEARNED 2 TELL SOMETHING THAT WAS EASY OR HARD

3 TELL HOW THIS HELPS YOU WITH MATH 4 MATH VOCABULARY

© 2020 MIND Research Institute. All rights reserved.

7
 Math Journal with JiJi
Write or draw something you learned today. Write in one box each day.

NAME: ____________________________________________________ GAME: _______________________________________________________________ _

1 2

3 4

WRITE MATH WORDS YOU USED IN THIS GAME.

© 2020 MIND Research Institute. All rights reserved.

8
 Math Journal My Reflections
NAME: __________________________________________________________________ DATE: _______________________________

OBJECTIVE PROGRESS SYLLABUS PROGRESS TIME SPENT # OF PROBLEMS SOLVED

SOMETHING I LEARNED TODAY IS . . .

SOMETHING THAT WAS EASY / HARD FOR ME WAS...

(circle one)

ONE WAY THIS CONNECTS TO WHAT I LEARNED IN CLASS IS . . .

© 2020 MIND Research Institute. All rights reserved.

9
 © 2020 MIND Research Institute. All rights reserved.

10
11
 Hands-On Math Activities
A collection of hands-on, grade-band activities focused on practicing and exploring math concepts.

Tips for doing these activities at home:

• These are great activities for you to do with your child. Family members can use the questions and ideas provided
to promote math conversations.
• Once your child finishes the activity, have them write a 5-sentence summary or draw a picture of what they
learned. They should also list any questions they have for their teacher.

Resources Included in This Parent Guide

Math Activity Guide: This guide outlines activities,

their related materials, and math concepts.

Math Activity Sheets: These activity sheets include

directions, vocabulary words, sample questions, and
extension ideas. The activities are designed so that
your child can do it at home with your family.

12
 Grade 2

Game Materials Needed Key Ideas

Place value determines the location of a

• Paper number on the number line. The relationship
What’s Missing?
• Pencil between numbers on a number line can help
with addition and subtraction.

• Paper A strategy for subtraction is using the

• Pencil relationship between addition and subtraction.
Add to Subtract
• Small household items to use as math tools Using this relationship can help a student to be
• Deck of playing card accurate, efficient, and flexible with subtraction.

• Paper
A number line is a powerful tool to use for
• Pencil
Jump, JiJi! addition. Making jumps on a number line is an
• Household object to serve as JiJi, such as
efficient strategy for addition.
a game piece or small toy

• Paper Two steps may be needed to solve a problem.

Step One,
• Pencil The steps may involve both addition
Step Two
• 2 notecards and subtraction.

• Paper
• Pencil Equal groups can be arranged in an array.
Hooray for
• Number cubes Skip counting can be used to find the total
Arrays
• Small household items that are all the amount in the array.
same, such as cereal, beans, pennies, etc.

A shape can be partitioned into equal parts.

These parts can be named halves, thirds, and
Fold ‘Em Up • 12-15 notecard
fourths. The whole can be described as two
halves, three thirds, and four fourths.

• Paper
Shapes can be described, named, and
Let’s Talk • Pencil
classified according to attributes such as
Shapes • Toothpicks (or other straight household
number of sides, number of angles, etc.
items such as straws, chopsticks, etc.)

Places, • Paper
The digits in a three-digit number represent the
Everyone! • Pencil
amount of hundreds, tens, and ones.
Places! • Notecards

© 2020 MIND Research Institute. All rights reserved.

13
 What’s Missing?
Activity for 2nd Grade Students
This game focuses on helping children to understand the number line. Your child should understand that
numbers increase as you move right on the number line and numbers decrease as you move left on the
number line. They should also understand that a number line does not have to start at 0 and that numbers on
a number line are equally spaced.

Directions:
• Gather a pencil and paper.
• Draw various number lines for your child. Show between 10-12 spots
for numbers on each number line. Leave several spots blank on the
number line. The numbers can range from 0 - 1000.
• Give your child the number line and ask them to determine the
missing numbers.
• Talk with your child about their strategy for determining the
missing numbers.

Math Words
to Use: Materials Sample Questions to Ask:

Number line • Paper • How did you know which number goes in
Number order • Pencil that spot?
Greater than • What two numbers would come before the
Less than beginning of this number line?
• What two numbers would come after the end
of this number line?
• Does a number have to be labeled on
a number line for it to have a spot on a
number line?

Ideas to Extend Learning:

• Challenge your child with number lines that only have 10’s or 100’s labeled. Ask them to place 2 and 3 digit
numbers on the number line. Talk about how every number has a spot on the number line even if it isn’t labeled.
• Choose a number from the number line. Ask your child to write that number in word form and expanded form
(for example: 834, eight hundred thirty four, 800 + 30 + 4).
• Choose two numbers on the number line. Ask your child to compare the numbers. Ask them how they can use
the number line to prove that one number is greater than the other.

© 2020 MIND Research Institute. All rights reserved.

14
 Add to Subtract
Activity for 2nd Grade Students
This game focuses on helping children to understand the relationship between addition and subtraction. Addition
and subtraction are opposite operations and they result in related facts (fact families). Your child can use addition
facts they know to solve a related subtraction fact.

Directions:
• Gather paper, a pencil, small household items like cereal to use as
math tools (if needed), and a deck of playing cards. Tell your child that
aces are worth 1, jacks are worth 11, queens are worth 12, and kings
are worth 13. Remove the jokers.
• Have your child choose two cards and represent putting the two
numbers together with an addition equation (e.g., 8 + 11 = 19).
• Work together to write the other addition fact. Ask your child to prove
that order doesn’t matter when you add, so the other addition fact
involves simply switching the order of the addends (e.g., 11 + 8 = 19).
• Write one related subtraction fact with the answer unknown (e.g.,
19 - 8 = ?). Show your child that they can think of this problem as a
missing addend problem (e.g., 8 + ? = 19).
• Work together to solve and prove the answer.
• Choose two more cards and repeat.

Math Words
to Use: Materials Sample Questions to Ask:

Add • Paper • How did you find the sum of these numbers?
Subtract • Pencil • What are the related facts for this equation?
Missing addend • Small household items to use as math tools • Why are addition and subtraction opposite
Equation • Deck of playing cards operations?
Equal • What other strategies do you have for
Related facts subtraction?

Ideas to Extend Learning:

• Pose story problems that involve subtraction within 100 and ask your child to represent the problems and solve
(e.g., “Sarah had 87 stickers in her collection. She gave 29 of her stickers to her best friend. How many stickers
does Sarah have now?”
• Explain to your child that we can represent the unknown in a problem with a letter or shape. Show them problems
such as 39 + A = 98 or 74 - B = 49 and ask them to solve for the unknown.
• Give your child three numbers that are part of a number bond (e.g., 3, 7, 10 or 18, 2, 20) and ask them to write
the four related facts for each set of numbers.

© 2020 MIND Research Institute. All rights reserved.

15
 Jump, JiJi!
Activity for 2nd Grade Students
This game focuses on helping children to see the number line as a tool for addition and subtraction. Your child
should have a strategy for both adding and subtracting that is accurate, efficient, and flexible. Your child should
understand that a number line does not have to start at 0, that the spaces between each number are equal, and a
number line has no end.

Directions:
• Gather paper, a pencil, and a small household object to serve as JiJi
(a game piece, a small toy, etc.)
• Work together with your child to create a 0 - 20 number line. Talk with
your child about the structure of a number line. Remind them that a
number line has arrows on each end because numbers go on forever.
Point out that the numbers on a number line are equally spaced.
• Pose different addition and subtraction problems and have your child
make their “JiJi” jump on the number line to show what is happening
in the equation and to solve the problem. (E.g., For the equation 8 + 3,
JiJi would jump to 8 to start and then jump to the right 1, 2, 3 spaces
to land on 11. For the equation 19 - 5, JiJi would jump to start at 19
and then jump to the left 1, 2, 3, 4, 5 spaces to land on 14.)

Math Words
to Use: Materials Sample Questions to Ask:

Add • Paper • To solve this problem, where do we start on

Subtract • Pencil the number line?
Number line • Household object to serve as JiJi, such as • To solve this problem, do we move right or left
Strategy a game piece or small toy on the number line? Why?
Equation • Does a number line have to start at 0?
Why or why not?
• How could we add three numbers together
on a number line?

Ideas to Extend Learning:

• Pose addition and subtraction story problems within 20 to your child and ask them to show you how they can
use the number line to find the answer.
• Show your child addition and subtraction problems that have been solved with a number line (show your jumps with
arrows on the number line). Ask your child to write the equation that matches what they see on the number line.
• Represent different skip counting patterns on a number line and ask your child to identify the rule for the pattern
they see (e.g., add 5).

© 2020 MIND Research Institute. All rights reserved.

16
 Step One, Step Two
Activity for 2nd Grade Students
This game focuses on helping children to understand that more than one step may be needed to solve a problem.
Your child should understand that a problem situation might require putting together multiple groups or using both
addition and subtraction in order to find a solution.

Directions:
• Gather paper, a pencil, and two notecards or small pieces of paper.
• Write “1” on the first notecard and “2” on the second.
• Pose the following story problems to your child. After you read each
problem, ask your child what two steps are needed to solve the
problem. Have them solve the problem on the paper.
• Talk together about their strategy. Ask your child what they did first
and why. Put the “1” notecard by their work for the first step as they
explain what they did first. Ask your child what they did next and why.
Put the “2” notecard by their work for the second step as they explain
what they did next.

DeSean has 25 red tokens and 46 Lily has 28 stuffed animals in her Omar has two pencil boxes. He
blue tokens. He gives 13 tokens to collection. 9 are dogs, 8 are cats, and has 24 pencils in each box. If Omar
his brother. How many tokens does the rest are bears. How many stuffed gives13 pencils to his friend, how
DeSean have now? bears does Lily have? many pencils will Omar have?

Kierra’s sticker book has 3 pages. Cameron’s Lego set had 100 pieces. Fatma loves gel pens. She has 52 pink
Each page has 30 stickers. She gave He lost 29 pieces. He found 18 pens, 31 purple pens, and 12 green
11 stickers away. How many stickers pieces under his bed. How many pens. How many pens does Fatma
does Kierra have in her sticker book? Lego pieces are left from the set? have in all?

Math Words
to Use: Materials Sample Questions to Ask:

Strategy • Paper • What is this problem asking us to do?

Steps • Pencil • What was your first step to solve this
Unknown • 2 notecards problem?
Known • What did you do next?
• How can you prove your answer is correct?
• Did the order of the steps matter? Why or
why not?

Ideas to Extend Learning:

• Talk with your child about problems in real life that require multiple steps to accomplish, such as following a recipe,
building furniture, driving to an unknown location, putting together a Lego set, etc.
• Look at the problems again. Ask your child if the order of the steps matters in all of the problems. Prove together
that order doesn’t matter when you just add (e.g., 7 + 3 + 4 is the same as 3 + 4 + 7) but order DOES matter
when you subtract (e.g., 12 + 3 - 5 is NOT The same as 5 - 3 + 12).
• Work together to follow a simple recipe. Talk with your child about the steps the recipe requires and why the steps
are in the order they are in.

© 2020 MIND Research Institute. All rights reserved.

17
 Hooray for Arrays
Activity for 2nd Grade Students
This game focuses on helping children to understand the concept of an array. Your child should understand that
an array is objects arranged in equal rows and columns. Skip counting is an efficient way to find the total amount
in an array (e.g., 4 rows with 5 in each row could be counted 5 + 5 + 5 + 5 = 20).

Directions:
• Gather a pencil, paper, 2 number cubes (dice), and small household
items. (Note: the items should all be the same so the math concept is
clear. Cereal, beans, pennies, etc. would be good for this game.)
• Explain to your child that an array arranges objects in equal rows and
columns. Rows go across (like a row in a movie theater) and columns
go up and down (like columns on a building). The number of objects
in each row in an array has to be the same.
• Tell your child they are going to build an array using the small
household item. Roll a number cube to determine the number of
rows. Roll a number cube to determine how many will be in each row.
(Note: if your child rolls a 6, roll again. Use only numbers 1-5.)
• Have your child build the array. Talk together about how to name
the array. Write a repeated addition sentence (e.g., 3 rows of 4 each
would be 4 + 4 + 4) and work together to skip count the rows (e.g., 3
rows of 4 each would be 4, 8, 12).

Math Words
to Use: Materials Sample Questions to Ask:

Array • Paper • How many are in each row? How many rows
Row • Pencil do we have?
Column • Number cubes • What number are we adding each time?
Equal • Small household items that are all the • How could we skip count this array?
Skip counting same, such as cereal, beans, pennies, etc. • What is the total number in this array?

Ideas to Extend Learning:

• Look for arrays in your house and neighborhood. Can your child find examples of objects arranged in equal rows
and columns, such as panes of glass in windows, drawers on a dresser, days of the week on a calendar, etc.
• Let your child explore if numbers of objects can be arranged in more than one array. Good numbers to explore
would be 12 and 24.
• Ask your child if they think 3 rows of 4 is the same as 4 rows of 3. Let them investigate by building the two arrays.
Show your child that rotating an array changes its name, but does not change the total. Repeat with other arrays
of 5 x 5 or less.

© 2020 MIND Research Institute. All rights reserved.

18
 Fold ‘Em Up
Activity for 2nd Grade Students
This game focuses on helping children to see that rectangles can be divided, or partitioned, into equal parts. Your
child should understand that the parts must be equal. They should call shapes with 2 equal parts halves, shapes
with 3 equal parts thirds, and shapes with 4 equal parts fourths. These parts do not have to be the same shape,
but they must be equal in size.

Directions:
• Give your child 12-15 notecards.
• Ask your child if they have ever broken something into two equal
pieces and why. Explain that when something is partitioned into 2
equal pieces, the pieces are called halves. Ask your child to find as
many ways as they can to fold the notecards into halves.
• Investigate the different halves your child found. Prove together
that the parts are equal. Look to see if the halves are all the same
shape.12-15 notecards
• Repeat with thirds and fourths.
• Discuss with your child how many halves, thirds, or fourths it takes to
describe the whole shape. Prove together that a whole is the same as
two halves, three thirds, and four fourths.

Math Words
to Use: Materials Sample Questions to Ask:

Partition • Several note cards • How many equal pieces do you see?
Equal • How do we know these pieces are equal?
Halves • Why are these pieces called halves?
Thirds • Why are these pieces called thirds?
Fourths • Why are these pieces called fourths?
• Can we make fourths that are not all the
same shape? How?

Ideas to Extend Learning:

• Look for examples of halves, thirds, and fourths around the house. Point out times when your family has
partitioned something into two, three, or four equal pieces.
• Look at the folded notecards with your child again. Ask your child if any of the notecards represent an array (equal
rows and columns). Work together to name the arrays with a repeated addition sentence (e.g. the rectangle folded
into fourths may show 2 + 2 or 1 + 1 + 1 + 1).

© 2020 MIND Research Institute. All rights reserved.

19
 Let’s Talk Shapes
Activity for 2nd Grade Students
This game focuses on helping children to understand that shapes have attributes, or something you could say
a shape has, like 3 sides or equal sides. Your child should understand these attributes can be used to describe,
name and classify shapes. Vocabulary is an important part of being able to work with shapes.

Directions:
• Gather paper, pencil, and toothpicks (or other straight objects like
straws or chopsticks).
• Give your child the toothpicks and ask them to make the different
shapes from the list below.
• After your child makes each shape, talk about its attributes.
• As your child describes the shape, ask them questions to focus on
defining attributes, such as being closed or open, number of sides,
number of vertices (corners), number of angles, etc.
• On the paper, draw multiple examples of the shapes listed below.
Vary the examples by size and orientation.
• Ask your child to find all of the triangles, for example. Discuss the
defining attributes of the triangles and help your child to see that any
closed shape with 3 straight sides is a triangle regardless of its size
or orientation.
• Shapes to make: square, rectangle, triangle, hexagon, quadrilateral
(any 4-sided shape)

Math Words
to Use: Materials Sample Questions to Ask:

Attribute • Paper • What is the name of this shape?

Square • Pencil • How many sides/angles does this shape
Rectangle • Toothpicks (or other straight household have?
Triangle items such as straws, chopsticks, etc. • Are these shapes both triangles/squares/
Hexagon rectangles? How do you know?
Angles • Do all of one type of shape look alike? Why or
Sides why not?
Closed • Does rotating a shape change its attributes?
Vertex Why or why not?
Vertices • Does making a shape bigger or smaller
Quadrilateral change its attributes? Why or why not?
Pentagon
Hexagon

Ideas to Extend Learning:

• Explain to your child that a quadrilateral is a closed shape with 4 sides. Ask your child to use toothpicks to make
(or draw) as many 4 sided shapes as they can. Name the shapes they draw (e.g., square, trapezoid, etc.) and talk
about how shapes can belong to more than one group (e.g., a shape can be a square AND a quadrilateral).
• List a set of attributes and have your child draw a shape that matches those attributes. For example, “I am
thinking of a closed shape with 6 sides and 6 angles. What could my shape look like?”
• Go on a shape hunt in your house. Ask your child to name each shape and talk about the attributes they see.

© 2020 MIND Research Institute. All rights reserved.

20
 Places, Everyone! Places!
Activity for 2nd Grade Students
This game focuses on helping children to understand that a digit’s place determines its value. Your child should
understand that the three digits in a three-digit number represents the amount of hundreds, tens, and ones (e.g.,
the number 582 has 5 hundreds, 8 tens, and 2 ones).

Directions:
• Gather paper, a pencil, and notecards labeled with the numbers 0-9.
• On the paper, create a place value chart like the one shown below.
• Have your child choose 3 number cards and place them on the place
value chart, one in each place value spot (e.g., 582).
• Talk with your child about the value of each digit (e.g., “The 8 is in the
tens place. This means we have 8 tens. What is the value of the 8?
Why is the value of the 8 equal to 80?”)
• Mix up the cards and talk about how moving the digits into different
places change its value. (E.g., “Now our number is 825. Now what is
the value of 8? Why?”)
• Choose new cards and repeat.

Math Words
to Use: Materials Sample Questions to Ask:

Place value • Paper • What number have you built?

Digit • Pencil • What is the value of the ___?
Ones • Notecards • How many ones/tens/hundreds does this
Tens number have? How do you know?
Hundreds • Why does moving the digit to a different place
change its value?
• What is the value of the tens and ones in a
number like 400? Why?

Ideas to Extend Learning:

• Ask your child to choose 3 number cards to build a three-digit number. Write down the number they build. Then,
ask your child to rearrange the number cards to make a different three-digit number. Work together to compare the
two numbers. Ask your child to prove which number is bigger using place value language (e.g., “This number has
4 hundreds. The other number only has 2 hundreds. 400 is greater than 200.”). Use the >, =, or < symbols to write
the comparison.
• Ask your child to choose 3 number cards to build a three-digit number. Have your child represent this number in
word form and expanded form (e.g., 271 in word form is “two hundred seventy one” and in expanded form is 200 +
70 + 1). Repeat with other three-digit numbers.
• Pose a number to your child in expanded form and ask them to write the number in standard form (e.g., 800 + 60 +
4 would be written as 864).

© 2020 MIND Research Institute. All rights reserved.

21
 Number Sense Games
Hands-on games and math stories designed to support your child in building number sense.

Tips for families:

• Play the Number Sense games with your children. This is a great opportunity to strengthen their math skills and
have fun at the same time.
• Some of the games in the packet include game boards. All of the game boards can easily be made by your child
instead of printing them out.
• Consider making these games part of a fun family game night.
• Use the ST Math Creature Board to play the game target number. The directions to play the game are included in
this guide.
• Challenge your children to create their own mathematical problems for you to solve.

Resources Included in This Parent Guide

The resources in the table below are provided in the Parent Guide to support your child as they learn at home.

Grade-Band Game Activity Guide: This guide

outlines games, their related materials, and math
concepts.

Game Directions: Step-by-step directions on how

to play the games. These games are focused on
building number sense.

ST Math Creature Mat Guide: A guide of sample

activities using the ST Math Creature Mat to build
number sense.

ST Math Creature Board: A creature board

highlighting some of the characters from the
ST Math games. This board can be used to explore
math concepts.

22
 Kindergarten to Second Grade Games to Play at Home
This is a collection of games that can be done with kindergarten to second grade aged students. A direction
sheet is provided for each game. This outlines the games, specifies how to play, offers information around
vocabulary words, and provides questions that family members can ask to promote thinking. All of the games
are designed for parents and children to play together.

Game Name Materials Needed Key Idea(s)

Three Card Addition and

• Deck of cards with face cards removed. Ace equals 1.
Make 10 subtraction to 20

Addition War • Deck of cards with face cards removed. Ace equals 1. Addition to 20

Pyramid Addition pairs

Make Ten • Deck of cards with face cards removed. Ace equals 1. to make 10

• 2 number or dot cubes

• 2 game pieces or markers
Number Line • 2 index cards Addition and
• Paper bag subtraction to 27
Race
• Number line 0 to 27. You may print the number line provided
or make your own.

Make Ten • 2 Decks of JiJi Creature Cards. These cards will need to be Addition pairs
printed. OR to make 10
Concentration
• Deck of cards with face cards and tens removed. Ace equals 1.

• Deck of cards with face cards removed

Number Line • Number line 0 to 20 for each player. You may print the number Addition and
Bingo line provided or make your own. subtraction to 20
• 4 small markers for each player (e.g., beans)

• Ace to 10 cards from a deck of cards or a dot cube

Tic-Tac-Ten • Tic-Tack-Ten board. This may be printed or you can make Numbers and
your own. addition to ten
• Small game pieces or markers

Addition • Two paper clips

Connect Four • Two different color chips or game pieces Addition to 20
• Game Board. This must be printed.

• JiJi Sudoku board and cut out JiJi cards

Sudoku • Sudoku boards with numbers Problem solving
These game boards and JiJi cards must be printed.

© 2020 MIND Research Institute. All rights reserved.

23
 Three Card Make Ten
Three Card Make Ten
For 2 to 4 Players
Ace = 1
For 2 to 4 Players 2-10 = face value
Supplies: Ace = 1
• Deck of Cards, face cards removed
2-10 = face value
Supplies:
• Deck of Cards, face cards removed

How to Play:
1. Shuffle the cards and deal three cards to each player. Place the rest of the cards in the center face down.
How to Play:
2. Players add and/or subtract their three cards to make ten. Players take turns showing how ten was
1. Shuffle the cards and deal three cards to each player. Place the rest of the cards in the center face down.
made using their 3 cards. If the cards make ten, they put those cards down and pick 3 more cards from
2. the
Players add and/or subtract their three cards to make ten. Players take turns showing how ten was
deck.
made using their 3 cards. If the cards make ten, they put those cards down and pick 3 more cards from
3. If a player cannot make ten, they pick a card from the deck and their turn ends.
the deck.
4. Play continues until all of the cards are gone from the center deck and there are no other plays. The
3. If a player cannot make ten, they pick a card from the deck and their turn ends.
winner is the player with the most cards.
4. Play continues until all of the cards are gone from the center deck and there are no other plays. The
winner is the player with the most cards.

Addition War
Addition War
For 2 Players
Ace = 1
For 2 Players 2-10 = face value
Supplies: Ace = 1
• Deck of Cards, face cards removed 2-10 = face value
Supplies:
• Deck of Cards, face cards removed
How to Play:
1. Shuffle the cards. Deal all of the cards to the two players and leave them in a stack, face down.
How to Play:
2. The players put their top two cards face up in front of them.
1. Shuffle the cards. Deal all of the cards to the two players and leave them in a stack, face down.
3. Each player adds his or her cards.
2. The players put their top two cards face up in front of them.
4. The player with the greatest sum gets all 4 cards.
3. Each player adds his or her cards.
5. If both sums are equal, the play continues until there is a greater sum. The player with the greater sum
4. The player with the greatest sum gets all 4 cards.
takes all of the cards played in that round.
5. If both sums are equal, the play continues until there is a greater sum. The player with the greater sum
6. The winner is the player with the most cards at the end of the game.
takes all of the cards played in that round.
6. The winner is the player with the most cards at the end of the game.

© 2020 MIND Research Institute. All rights reserved.

24
 Pyramid Make Ten

For 1 Player or 2 Players as partners

Ace = 1
2-10 = face value
Supplies:
• Deck of cards with face cards removed

How to Play:
1. Shuffle the cards.
2. Deal cards into a pyramid (see diagram).
3. Form a pyramid of cards beginning at the top with one card so that each new level partially covers the
level above it.
4. Place three cards face up beside the pyramid.
5. Remove any uncovered ten card or any two uncovered cards that add up to ten.
6. If there are no cards that can be removed, place three new cards face-up on top of the three cards.
7. Play continues until there are no cards that can be removed and there are no more cards in the deck.
8. The object of the game is to remove all of the cards in the pyramid.

• In this example, the 10 card can be removed and one

of the 6 cards and 4 card can be removed.
• If the 6 card in the bottom row and the 4 card in the
bottom row are removed, the 5 card in the second
row will be uncovered and playable.
• The 7 and 3 cannot be removed because the 7 is
partially covered by the 9 card.

© 2020 MIND Research Institute. All rights reserved.

25
 Number Line Race
Number Line Race
For 2 Players

For 2 Players
Supplies:
• 2 number or dot cubes
Supplies:
• 2 game pieces
• 2 number or dot cubes
• 2 index cards. Draw a + sign on one and a - sign on the other.
• 2 game pieces
• Paper bag
• 2 index cards. Draw a + sign on one and a - sign on the other.
• Number line 0-27 (use this one or make your own)
• Paper bag
•How to Play:line 0-27 (use this one or make your own)
Number
[Link]
Decide who goes first. Take turns playing.
to Play:
2. Put the index cards in a bag.
1.
3. Decide
Player 1 who
rolls goes first.
the dot Take
cube turns
and playing.
selects an index card from the bag.
2.
4. Put
Theythe index
move the cards
numberin a of
bag.
places rolled on the number line.
3.
5. Player
Plus (+)1 rolls
moves theright
dot cube
to leftand selects
on the an index
number line. card
Minusfrom the bag.
(-) moves left to right on
4. They move the
the number [Link] of places rolled on the number line.
5.
6. Plus (+)cannot
If they movesmoveright the
to left on theofnumber
number spaces line. Minus
rolled, they(-) moves
lose their left to right on
turn.
7. the
The number
winner isline.
the first person who reaches 27 on the number line.
6. If they cannot move the number of spaces rolled, they lose their turn.
7. The winner is the first person who reaches 27 on the number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Make Ten Concentration

Make Ten Concentration
For 2 to 4 Players

For 2 to 4 Players
Supplies:
• 2 decks of JiJi Creature Cards
Supplies:
• 2 decks of JiJi Creature Cards
How to Play:
1. Shuffle the cards and place them face down in an array.
How to Play:
2. Players take turns flipping two cards face up.
1. Shuffle the cards and place them face down in an array.
3. If the cards (number of feet) add up to 10, the player keeps those cards.
2. Players take turns flipping two cards face up.
4. If the cards do not add up to 10, they are turned face down.
3. If the cards (number of feet) add up to 10, the player keeps those cards.
5. The player plays until they do not have a make-ten match.
4. If the cards do not add up to 10, they are turned face down.
6. Play continues until all cards are removed.
5. The player plays until they do not have a make-ten match.
7. The winner is the player with the most cards.
6. Play continues until all cards are removed.
7. The winner is the player with the most cards.
© 2020 MIND Research Institute. All rights reserved.

26
 Creature Cards

© 2020 MIND Research Institute. All rights reserved.

27
 Number Line Bingo

For 2 to 4 Players

Supplies:
• 1 deck of cards with face cards removed
• Number line 0 to 20 for each player
• 4 centimeter cubes for each player

How to Play:
1. Shuffle cards and place face down in the center.
2. Each player places their centimeter cubes on various numbers on their number line. (They can place more
than one cube on the same number.)
3. Players take turns flipping over two cards at a time. Each player can decide to add or subtract the
numbers on the cards. If their sum or difference is a number that they have a cube on, they get to remove
the cube. If they have more than one cube on a number they can only remove one of the cubes.

Tic-Tac-Ten

For 2 Players

Supplies:
• Ace-10 cards from a deck of cards or a dot cube
• Tic-Tac-Ten board
• Small game pieces

How to Play:
1. Take turns picking a card or throwing the dot cube. Place that number of dots in one of the ten frames on
the board.
2. Put all of your dots in only one ten frame. You cannot split them up and you cannot have more than ten
dots in a frame. You must use all of the dots.
3. The player who completes a ten frame puts a marker in that square.
4. If a player cannot place all of their dots in one frame, they lose their turn.
5. The winner is the player who has three markers in a row (across, up and down, or diagonal).

© 2020 MIND Research Institute. All rights reserved.

28
 © 2020 MIND Research Institute. All rights reserved.

29
 Tic-Tac-Ten
Tic-Tac-Ten
Game Board
Game Board

© 2020 MIND Research Institute. All rights reserved.

30
 Addition Connect Four

For 2 Players

Supplies:
• Two paper clips
• Two different color chips or game pieces
Multiplication Connect Four
Needto Play:
How
1. Player One places a paper clip on a number on the bottom strip.
Two Players
2. Player Two places a paper clip on a number on the bottom strip, adds the two numbers, and places their
Multiplication Connect Four board
piece on that number (sum) on the board.
Two paper clips
[Link]
Player One
different moves
color one
chips or paper clip, adds the two numbers, and places their piece on that number (sum) on
markers
the board.
[Link]
w to continues
Play until one player has 4 of their pieces in a row, on the board, without any of the opponent’s
markers in between their four markers (across, up and down, or diagonal).
1. Player One places a paper clip on a number on the bottom strip.
5. The first player with four pieces in a row wins.
2. Player Two places a paper clip on a number on the bottom strip, multiplies the two numbers, and places their marker on that
number (product) on the board.

Examples

Non-Examples

© 2020 MIND Research Institute. All rights reserved.

31
32
Addition
A ddition CConnect
onnect FouFour
r

© 2020 MIND Research Institute. All rights reserved.

ͳʹ ͳͷ ʹͲ ͳ͸ ͹ ͻ ʹͲ ͳͷ

ͳ͵ ͳͺ ͳͲ ʹͲ ͳͷ ͳʹ ͳͻ ͻ

ͳͳ ͺ ͳ͹ ͳ͵ ͳͺ ͳͶ ͳͲ ͳ͸

ͳͲ ͸ ͳͶ ͳͳ ͻ ͳͲ ͳͷ ͳͻ


ͳ͵ ͳ͸ Ͷ ͺ ͳ͹ ʹͲ ͳʹ ͷ

ͳ ʹ ͵ Ͷ ͷ ͸ ͹ ͺ ͻ ͳͲ ͳͳ ͳʹ ͳ͵ ͳͶ ͳͷ ͳ͸ ͳ͹ ͳͺ ͳͻ
 JiJi Sudoku
Difficulty Level: Easy

© 2020 MIND Research Institute. All rights reserved.

33
 JiJi Sudoku
Difficulty Level: Easy
Puzzle pieces

© 2020 MIND Research Institute. All rights reserved.

34
 Beginner Beginner

9 2 6
2 6 9 1 5
5 4 3
6 8 5 9 7
8 1
5 4 1 9 2
2 1 6
2 9 6 3 5
3 8 6
Easy Easy

© 2020 MIND Research Institute. All rights reserved.

35
 Creature Target Number Game
Use the ST Math Creature Board to pose these questions to your children. This is a great way to help them
practice their math skills.

Directions:
• Give your child the ST Math Creature Board.
- Children can make their own ST Math Creature Board. The challenge
is to see how many shoes each creature can wear.
Snake = 0, Eyeball = 1, Ostrich = 2, Robot = 3, Dog = 4, Starfish = 5,
Ant = 6, Amoeba = 7, Octopus = 8, Bus = 9, Lobster = 10
• Give your child a target number of shoes.
(Choose any number 10, 24, 18, etc.)
• Have your child identify the creatures who can wear the same number
of shoes as the target number.
• Your child may use any combination of creatures.
Example: Give a target number of 10. Children may choose one dog and
one ant (4 + 6) or one octopus and one ostrich (8 + 2).
• Older children may use any operation to make a target number.
- Give a target number of 18. Children may choose three ants (3 x 6)
or four stars minus an ostrich (4 x 5) - 2.

© 2020 MIND Research Institute. All rights reserved.

36
 "'ft ST Math Creature Board
ST Math Creatures Board

"'

"'

"'
1l 1l

Thinking Space Target Number

© 2018
© 2020 MIND
MIND Research
Research Institute.
Institute. All rights
All rights reserved.
reserved.

37