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Using paper, string, and salt, students will create a cone out of the paper that will act as their pendulum.  They will swing the pendulum so it just touches the pile of salt and watch the designs it makes.  Students can change the pendulum's direction to see if that changes the design.

It's no secret that children absolutely love marshmallows. It's also not a secret that children don't always love math. But put the two things together and you've got some fun activities that will get your child excited about math basics like estimation, measurement, area, and counting. He'll have so much fun, he won't even know he's doing math! Here some ideas for marshmallow math games you can play with your kindergartner.

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Sticky Note: This could easily be used for higher grade levels by changing the problems to harder equations in addition or subtraction, it would still probably only be useful for lower grades.

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Sticky Note: This would be great to have as a station with other similar games to use as a review day before a math test.

Employ the flags of the world to introduce mathematical concepts like shapes, colors, lines, and the idea of following sequential directions. In this activity, kids create an African flag notebook, but to do so, they need to use math...and drawing skills! This engrossing activity provides an opportunity to discuss and research the different countries of Africa, plus kids have a cool souvenir when they're done.

This book goes with activities mentioned in another bookmark.

2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. You would have to make your own calling cards for shape names

Sticky Note: You would be able to use this as a great math review game for ELL math vocabulary

This game is played by the teacher calling out a number to go in a place value and students holding cards create the number. Could be played in teams. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Sticky Note: This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.

Students group 100 small objects into groups of tens and estimate how much each group weighs, in ounces. The students place the bags of objects on the scale and record how much they weigh. Encourage the students to discuss their results and compare their estimations.

Children make a game board displaying different shapes they should know (polygon, quadrilateral, parallelogram, etc.). Each child roles the die and moves that number of spaces. If that player can correctly identify the shape in their space, they roll again. The first one to the end and back wins!

Celebrate the 100th day of school by creating a math-inspired mural! Count shapes all the way up to 100 for each day of school that has gone by this year. Creating a mural is a great way to celebrate this special school milestone while also learning about important art and math concepts. Students will explore geometry, patterns, scale, and symmetry and use creative thinking and problem solving as they immerses themselves in the wonderful world of art and mural making. As he cuts out his shapes, he'll practice counting, shape recognition, and develop those fine motor skills, too!

Students will identify and graph different shapes they eat on an every day basis. This can be done over the course of a week.

Identify the digits students will use by handing demo digit cards to selected students (e.g. 3, 5, 8). Students at desks should take these same digits from their card decks. Give directions for students to form a number to meet specific criteria. Students in front rearrange themselves to build a number. Students at desks arrange digit cards to build a number to satisfy the conditions. Build the largest number you can. Build the smallest number you can. Build a number less than 800. Build a number greater than 800. Build a number that is between 300 and 500. Build a different number that is between 300 and 500. Repeat with different digits and different directions. 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. Sticky Note: This could be enriched by having students call out directions and do as group table activities as a review game before a test

In this activity students will practice identifying complementary and supplementary angles.  Students will add the two values drawn and determine whether they are complementary or supplementary.

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Sticky Note: This would be easy to manipulate as a game for higher grades by adding operational thinking problems to come up with the numbers for the place values.

review basic shape terms that will be especially useful in math later on, when kids move to studying three dimensional shapes and early geometry. Great for Kinesthetic learners

Children use this Twister game as a way to learn their shapes. The children design the game board by drawing several different shapes. A spinner is made, and directions are given to the children playing. Each child puts their hand or foot on the space designated to them by the directions. 

Students create pictures using geometric shapes, they then will write down the shapes that they used. This puts puts math together with art.

CCS:3.G.1 Great for learning the name of shapes. You can also incorporae following directions if you give tem steps to follow in making their creatures. You can also allow the stdents to be the leader in giving out directions to make the creatures.

A pair of students work together for this symmetry activity. The students sit across from one another, with playing cards dealt for each student. A ruler or other dividing line separates one student's side from the other. One player starts as the leader, and places one of their cards down on the table. The player on the other side of the line follows the leader in an attempt to match the first player's moves perfectly on their side of the divider.

2-D Shapes boards helps to familiarize students with shapes.