When you love a subject and your kids love it, too, it’s easy to teach. When you’re really not sure how to approach the subject or your kids hate it, it gets a lot trickier. (See: spelling.)
So I thought I’d make a list of some of our favorite math related materials–but please remember, all you really need for teaching math is a paper and pencil. (Or less–Archimedes did math with a stick and some sand!)
Little ones who are just learning to count and add benefit from having something concrete they can hold, touch, and move around when thinking about concepts like “two more” or “two less.”
You can count almost anything–pebbles, shells, acorns, pennies, Monopoly money, fingers–but having a box of dedicated, fun, colorful countables on hand is useful. My favorites:
Abacus. The abacus has the lovely advantage that all of its counters are on rods and so don’t get scattered around the room, stepped on and lost. I made my own abacus (inspired by commenter Dave‘s abacus) out of a shoe box, plastic beads, pipecleaners, and tape. You can count, add, subtract, multiply, divide, etc., on an abacus, but for your purposes you’ll just need to learn addition and subtraction.
Different abaci have different numbers and arrangements of beads. If your kids are still learning to count/mastering addition and subtraction up to ten (standard kindergarten goals,) I’d use an abacus with 9 beads per string. (Just like writing numbers, after you get to nine on the “ones” string, you raise up one bead on the “10” string.)
We adults tend to take place value for granted (“it’s obvious that we use the decimal system!”) but switching from column to column can be confusing for young kids. There’s no intuitive reason why 11 doesn’t = 2. The abacus helps increase awareness of place value (typically taught in first grade) because you simply run out of beads after 9 and have to switch to the next row.
Once kids have the basic idea, you can switch to a more advanced abacus like the Soroban. The top bead on the Soroban is worth 5, so students count 1-2-3-4, then click the 5 bead and clear the unit beads, then add unit beads to the five to count 6-7-8-9, then click one bead in the tens column and clear all of the beads in the unit and five column. My apologies if it sounds complicated; it really isn’t, it’s just a little tricky to put into words.
You can get abacus workbooks; I have not used any so I cannot review them but they look fun. Rather, I just use the abacus as a complement to the other math problems we are already doing. (I have read Mr. Green’s How to Use a Chinese Abacus, which was the only book my library had on the subject. It is a very good introduction aimed at adults.)
There is nothing magical about penguins; I just happen to like them. The set has 100 penguins in ten sets (distinguished by color) plus ten “ice bars” that hold ten penguins each. (Besides addition and subtraction,) I find these useful for introducing and visualizing multiplication , eg, 3 rows of 5 penguins = 3×5.
For bigger numbers, we have a bag of 1,000 interlocking cubes. Kids will want to just plain build with them, like Legos, which is fine–a fun treat after hard work. You can easily use these to represent 1s, 10s, and 100s (it takes a while to assemble a full 1,000 cube,) and to represent operations like 3x3x3, helping bridge both place value and multiplication. Legos work for this, too, though you’ll probably want to sort out ones that are all the same size and shape.
(I think I’ve been incorrectly calling these tangrams, though the principles are similar.)
These pattern blocks are a family heirloom, sent to me by my grandmother upon the birth of my first child. I played with them when I was a child; my siblings played with them; now my children play with them. Someday I will pass them on to my grandchildren… but you can also get them on Amazon. (We use these with a book of pattern block activities that hails from the 80s; I am sure there are many good books of a similar nature published within the past couple of decades.
Apparently there are workbooks with pattern block activities aimed all the way up to 8th grade, but I have not read them and cannot comment on them.
We didn’t use cuisenaire rods when I was young, but I think I would have liked them. Similar to the
tangrams pattern blocks, there are lots of interesting workbooks, games, and other activities you can do with these.
Open-ended building toys (Legos, Tinker Toys, blocks, magnetic tiles) come in almost endless forms and can be used to build all sorts of geometric shapes.
Almost any kids’ board game can be transformed into a math game by adding cards with math problems to be solved before completing a turn or using math dice. Your local games shop can help you find dice with numbers higher than six, or you can just tape paper onto an existing cube to make a custom die of your liking (like an + and – die). There are also tons of fun logic games; I pull these out whenever kids start getting restless.
The Adventures of Penrose the Mathematical Cat (plus sequels) makes a very pleasant enrichment portion of our daily maths. Each day we read one of Penrose’s stories (on subjects like Fibonacci numbers, primes, operations, etc) and do a short, related math activity.
Penrose is probably most appropriate for kids in mid to late elementary, not little ones just learning to count and add. (Note: the first story in the book was about binary, which flew over my kids’ heads.) Sir Cumference is more appropriate for younger learners.
Mathematicians are People, Too: biographies of great mathematicians. I’m not keen on the title, but my kids liked the chapter on Archimedes.
Balance Benders These workbooks come in different levels, from beginner to expert. Each puzzle presents students with a drawing of a balance with shapes on either side, and asks them to figure out, from a choice of answers, which statements about the shapes are true, eg “One circle equals two squares” after viewing a balance with two circles and four squares. (We also do logic puzzles and picture sudoku.)
I am not recommending any textbooks because I don’t have any idea which is the best. We don’t use a pre-packaged curriculum, because they tend to be expensive–instead I’ve just picked up a whole bunch of different math texts at the second hand shop and been gifted some lovely hand-me-downs from relatives. At this point I might have too many math books… I use 3 or 4 interchangably, depending on exactly which concepts we’re covering and whether I think the kids need more practice or not. I recently lucked into a volume of the “What your X Grader Needs to Know” series, and it gives a very nice overview of grade-level math expectations (among other things.)
Incidentally, the local public school math expectations appear to be:
Kindergarten: Reliably add and subtract the numbers 0-10; add small numbers to numbers between 10 and 20; be able to write all of the numbers from 0-20; count to 100.
1st grade: Place value; add and subtract one and two digit numbers with no regrouping.
2nd grade: Add and subtract multiple two an three-digit numbers.
I think they only explain regrouping in third grade.
In my experience, kids can do a lot more than that. These aren’t the standards I use in my classroom. But if you’re struggling to get your kindergartener to concentrate on their math worksheets, just remember: professional teachers don’t actually expect all that much at these ages. (And my kids don’t like doing a bunch of worksheet problems, either.)
Don’t sweat it. Do a few problems every day, if you can. Try teaching the same material from different angles, if necessary. Don’t be afraid to pull out pencil and paper and just make up a few problems and work through them together. Make patterns. Play games. Relax and have fun, because math at these ages really is beautiful.