#### The Beauty of Math Patterns: Exploring Mathematical Sequences

Explore the fascinating world of math patterns, from Fibonacci sequences to fractals. Read our blog to learn more.

**License Plate/ Signs Games**

- Ages 3-5: Identify as many different numbers on license plate and signs as possible.
- Ages 6-8: Add up all the digits on a license plate or sign.
- Ages 9-12: Pick any target number under 50. Use other numbers on license plates or signs to get to the target number. You can use any operation (adding, subtracting, multiplying, and dividing). For example, if you pick the number 44, and they see the numbers eight, nine, and four on a sign, they could say 4 x 9= 36 +8 =44. Choose a new number after successfully getting three ways to make the chosen number.
- Ages 12+: Same activity as ages 9-12 but chose a higher target number and let them use the other numbers as exponents. For example, to make the number 150 they might say 8
^{2}+ 86.

**Math skills developed: Number Sense, Divergent Thinking**

**Scenery Race**

- Ages 3-5: Count how many horses and trucks (actual objects should depend on the current scenery) you see in five minutes. Which object “won” the race? Were there more horses or trucks?
- Ages 6-8: Think of two creative categories of things you can see out the window. Examples could be, “things that never move,” “things that breathe,” or “things bigger than a house.” Set the timer for five minutes, and count how many objects you find in each of the two categories. After five minutes, determine the winning category and choose new categories.
- Ages 9-12: Use the same rules of with ages 6-8, but make the categories math-related. Examples could be, “things taller than twenty feet,” “things that can travel faster than ten miles an hour,” “things that have a conical shape.”
- Ages 12+: Use the car’s speed to calculate the distance between two objects. The formula for distance is rate multiplied by time (D=R x T). To play this game, it helps to use miles per minute instead of miles per hour. Use the knowledge that 60 MPH equals one mile per minute, and then multiply accordingly or use this chart for quick reference.

30 MPH=.5 miles per minute (mpm) |

45 MPH= .75 mpm |

60 MPH = 1 mpm |

75 MPH = 1.25 mpm |

For example, if you saw a cow at 8:52 and a fence at 8:54, and you are traveling at 75 mph, you could calculate that the cow and the fence were 2.5 miles apart.

75 mph = 1.25 mpm.

Distance = 1.25 mpm x 2 minutes.

**Math skills developed: Counting, Logic, Algebra, Sorting**

**Bing**

- Ages 3-5: Take turns counting by ones. Your child says, “one,” then you say “two,” then your child says “three,” and so on. See how high you can go.
- Ages 6-8: Take turns counting by twos, but any number that has a 0 in it, like 10, 20, or 30, say “Bing!” instead of the number. Anyone who says the number instead of “Bing!” gets a point. See how high the family can count before anyone gets five points. Then change the number the “Bing” represents or try counting by a different number.
- Ages 9-12: This is the same game as ages 6-8 but a bit more challenging! Take turns counting by
*threes*, but replace any number that is a multiple of*two*with “Bing!” When someone gets five points, change the multiple that gets the “Bing” or count by a different number. - Ages 12+: This is the next step up in the game. Start with 400, and take turns counting
*backwards by threes*. Replace any number that is a multiple of*nine*with “Bing!” (Helpful hint: If a number is a multiple of nine, the digits will add up to nine. 3 + 3 + 3 = 9, so 333 is a multiple of nine.) Anyone who says the number instead of “Bing!” gets a point. See how long the family can go before anyone gets five points. When someone gets five points, change the multiple that gets the “Bing” or count by a different number. - For an extra challenge, replace all prime numbers with “Bing.”

**Math skills developed: Number Sense, Counting**

**Guess My Number**

- Ages 3-5: The chosen number should be a whole number between one and 10 (or 30, if your child understands numbers that high). Questions might include, “Is the number greater than two?” “Does the number start with the letter F?”
- 6-8: The chosen number should be a whole number between one and 100(or 1,000, if your child understands numbers that high). Questions might include, “Is the number greater than 50?” “Does the number have a zero in it?”
- Ages 9 and up: The chosen number should be a whole number or a decimal between one and 1,000. Questions might include, “Is the number divisible by two?” “Is it a whole number?”

**Storytelling with a Math Twist**

Mathnasium meets your child where they are and helps them with the customized program they need, for any level of mathematics.

- Find a location
- Get a math skills assessment for your child
- Your child will complete a customized learning plan

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