These games require a grasp of the Mayan Numeric System. If you haven’t already explored Mayan numbers with your child, it only takes a few minutes to pick up the basics: Mayan Numbers for Kids

Step 1. Getting the concept:

1) Roll two dice.
a) Assign the larger number to the 10’s place value, and the smaller number to the 1’s place value.
For example: 5 and 2 are 52
because (5 x 10) + (2 x 1) = 52.

2) Now roll three dice.
a) Assign the largest number to the 100’s place value, the middle number to the 10’s place value, and the smallest number to the 1’s place value.
For example: 5 and 2 and 1 are 521
because (5 x 100) + (2 x 10) + (1 x 1) = 521.

Step 2. Apply the concept to the Mayan Numeric System:

1) Roll two dice.
a) Assign the larger number to the 20’s place value, and the smaller number to the 1’s place value.
For example: 5 and 2 are 102
because (5 x 20) + (2 x 1) = 102.

2) Now roll three dice.
a) Assign the largest number to the 400’s place value, the middle number to the 20’s place value, and the smallest number to the 1’s place value.
For example: 5 and 2 and 1 are 2042
because (5 x 400) + (2 x 20) + (1 x 1) = 2042.

Use the concept from Step 2 to play math games with dice.

Game 1:
1) Roll two dice.
a) Assign the larger number to the 20’s place value, and the smaller number to the 1’s place value.
2) The first player to say the correct number out loud scores a point.
3) The first player to reach ten points wins.

Game 2:
1) Roll two dice.
a) Assign the larger number to the 20’s place value, and the smaller number to the 1’s place value.
2) The first player to write the number correctly scores a point.
3) The first player to reach ten points wins.

Game 3:
1) Roll three dice.
a) Assign the largest number to the 400’s place value, the middle number to the 20’s place value, and the smallest number to the 1’s place value.
2) The first player to say the correct number out loud scores a point.
3) The first player to reach ten points wins.

Game 4:
1) Roll three dice.
a) Assign the largest number to the 400’s place value, the middle number to the 20’s place value, and the smallest number to the 1’s place value.
2) The first player to write the number correctly scores a point.
3) The first player to reach ten points wins.

Game 5:
1) Roll two dice.
a) Assign the larger number to the 20’s place value, and the smaller number to the 1’s place value.
2) Multiply the two numbers.
For example: 4 and 3 are 240
because (4 x 20) x (3 x 1) =
80 x 3=
240.
3) The first player to say the correct number out loud scores a point.
4) The first player to reach ten points wins.

Game 6: Repeat game 5, except this time the first person to write the correct number scores a point.

Unlike electronic games, math games with dice are stimulating without being addictive. The activities, which fortify a conceptual grasp of mathematics, are fun and rewarding for the simple reason that your child is advancing skills and understanding. Best of all, there is no mistaking the source of stimulus. The basic ingredient is your child’s ability to calculate rapidly and with precision–something your child can utilize anytime under any circumstances. With electronic gadgetry, the gadget is always required.

If your child is old enough to read or write numbers, she’s old enough to have fun with this activity.

Despite what it may look like, the Mayan numeric system is pretty simple.

The Mayans use three symbols: a dot, a bar and a zero.
- The dot (originally a pebble) represents one.
- The bar (originally a stick) represents five.
- The zero (originally a shell) represents zero.

You can use things from around the house as you explore the system with your child. I used a Cheerio, a crayon and a partially flattened roll of masking tape (which I turned blue and shrunk down using a photo editor) to make the images that appear in this article.

The numbers 0-9 are pretty straight forward. What’s interesting is that from the beginning you can see that the symbols contain mathematical operations. The number two is represented as 1+1. The number three is represented as 1+1+1. The number four is represented as 1+1+1+1. The number six is represented as 5+1. The number seven is represented as 5+2, etc. You can see how simply working with numbers 0-9 can strengthen the math skills of children learning to count.

The numbers 10-19 are also pretty straight forward. Essentially you have 5+5=10, 5+5+1=11, 5+5+2=12, etc. If the symbols for 0-9 make sense, the numbers 10-19 should offer no surprises.

Starting with the number 20 the Mayan system can seem a little tricky. That’s because we’re accustomed to place value in a base 10 system. Take the number 23, for example. There are two place values: tens and ones. The 2 is in the tens place. It tells us to multiply 2×10. The 3 is in the ones place. It tells us to multiply 3×1. In other words: (2×10)+(3×1)=23.

The Mayan system uses base 20. The number 23 has two place values: twenties and ones. It tells to multiply 1×20 and 3×1. In other words: (1×20)+(3×1)=23. If that seems unusual, it’s because it draws attention to the idea of place values–something we may have forgotten about. Secondly, one of the place values is not familiar to us: the 20. It is widely believed that 20 came into play because we have 20 digits to count with–ten fingers and ten toes. Here are the numbers 20-29:

The use of two place holders continues all the way to the number 400. The number 400 starts a new place holder. Why? Because the system uses base 20. When you reach twenty 20s it’s time to move on to the next place holder (400s).

Our Arabic system uses the same principle with base 10. When you reach ten 10s it’s time to move on to the next place holder (100s).

In the Mayan numeral system the number 400 is represented with a dot (one 400) on top of a 0 (no 20s) on top of a 0 (no 1s). That’s 400+0+0=400.

The number 845 is represented as two dots (two 400s) on top of two dots (two 20s) on top of a bar (five 1s). That’s (400×2)+(20×2)+(5×1)=845.

What happens if you put two dots on top of 845? You now have four place values: the 8000s, the 400s, the 20s and the 1s. Where did the 8000s place value come from? Remember, it’s a base 20 system. When you reach twenty 400s you move into the next place value (the 8000s). So if you put two dots on top of 845, you get: (8000×2)+(400×2)+(20×2)+(5×1)=16,845.

Here are the place values viewed exponentially:

20⁰ = 1
20¹ = 20
20² = 400
20³ = 8000
20⁴ = 160,000
20⁵ = 3,200,000
etc.

You can see why the system is referred to as base 20–because the place values are established by using a base of 20 for the exponent (which increases by 1 for each new place value).

A good starter activity to do with kids is to practice making numbers with household objects–beans, popsicle sticks, etc.–or make the symbols using crayons or watercolor, then cut them out to get started.

Watch for more activities with Mayan numbers in the weeks ahead.

Good luck!

Here’s what to do:

1. Pick up a few rolls of masking tape if you don’t already have some around the house.

2. How to make a ramp: Use a flattened gift box, the back of a notebook or the face of a cereal box and lean it on top of a stack of books. Adjust the height of the books as needed during play. (Note– each player makes a separate ramp.)

Games to Play:

Game 1: See who can roll the tape the furthest. Each player uses a separate ramp. This way, each player can make unique adjustments to the ramp based on a particular strategy. The player who rolls the tape the furthest scores a point. Now roll again. The first player to reach ten points wins. (Variation: see what happens if you tape coins to the inner circle of the roll of masking tape.)

Game 2: See how many turns it takes to knock down a target. To play, set up an empty paper towel roll approximately six feet away from your ramp. Place three or four pennies under one edge of the paper towel dispenser so that it will fall down easy when struck (because it’s leaning). Another good target is a ‘T’ made from leaning two playing cards together. Player one rolls as many times as necessary to knock down the target. Now it’s player two’s turn. The player with the fewest turns wins.

Game 3: Same as game two, except each player rolls ten times. The player who is able to knock down the target the most times wins. (Variation: try rolling twenty five–even fifty–times each.)

Game 4: Place a target on the floor approximately ten feet away from your ramp. A penny makes the perfect target. Each player rolls once. The one who comes closest to the target scores a point. The first player to score ten points wins. (Variation: the player who scores a point gets to choose a new location for the target.)

Game 5: Place a piece of string on the floor approximately five feet away from your ramp. Each player rolls once. The player who rolls the closest to the string without going past it scores a point. Roll again. The first player to score ten points wins. (Variation: For added challenge, tape a few pencils to the floor to create bumps in the road.)

Rolling masking tape down a ramp offers plenty of old fashioned strategy games. The games invite trial and error problem solving, the use of a ruler, and simple counting procedures. The games also invite your child to invent new ways to play. Don’t be surprised to wake up to find your child has made an elaborate tunnel and is busy practicing. Best of Luck!

Marble games are an excellent way to strengthen your child’s ability to focus on a single activity. The games are filled with strategy, easy to play and lots of fun. One of the great benefits of marble games—if you play them regularly–is that they encourage your child to practice by herself. This promotes self-motivated learning and builds your child’s confidence in her own abilities. Here are several games your child can play on her own:

Game One – Walk the Dog

To play this game you need three marbles and an open, carpeted area (a 6′ x 9′ rug works perfectly).

1) Sit on one end of the play area.
2) Directly in front of you, make a triangle with three marbles. Space the marbles approximately six inches apart. (Figure 1)
3) Shoot the marble that is closest to you through the other two. (Figure 2)
4) Now you have a new triangle. Again, shoot the marble that is closest to you through the other two.
5) Continue with this procedure.
6) If you are unable to shoot the closest marble through the other two, or if you shoot your marble off the side of the play area, you are disqualified. Start over.
7) The objective is to make it to the opposite end of the play area in as many turns as possible. (The more turns it takes you, the more control you demonstrate.)

(Strategy: Try to keep the triangle small. The bigger it gets, the more difficult it is to complete the next turn.)

Game Two – Count the Clicks

To play this game you need five marbles.

1) Shoot one marble a foot or so away from yourself.
2) Shoot a second marble and try to hit the first marble. If you do, count that as one click.
3) Shoot your third marble. Try to hit or cause the target marbles to collide. Count the clicks and add it to your total.
4) Shoot your fourth marble. Count the clicks and add it to your total.
5) Shoot your fifth marble. Count the clicks and add it to your total.
6) Remember your score. See if you can beat the score in your next game.

(Strategy: Try to shoot softly so the target marbles stay bunched together.)

Marble games offer good old fashioned fun time after time. Wonderfully simple in nature, these games are easily adapted to all skill levels. Best of all, marble activities invite countless variations, so it should come as no surprise when your child announces that she is inventing a new game. (Again!)

Here are some math games with dice to get you started. They range from simple to advanced:

Highest Number: This game is perfect for kids who are just learning to count. Each player rolls a die. The highest number wins. If there’s a tie, roll again. (Variation: Each player rolls multiple dice.)

Lightning Addition: Roll multiple dice. The first person to correctly state the sum wins. (Variation: If the number is even you must say, “Once upon a time there was a tricky, sticky number named______”[say the answer].)

Lightning Subtraction: Roll two dice. Subtract the bigger number from the smaller number. (Variation: Subtract the larger number from the smaller number, then subtract the sum of the two dice. For example, if 7 and 3 are rolled: 7 -3 = 4, and next 4 – (7+3) = -6. Therefore, -6 is the answer.)

Multiplication Exploration 1: Roll two dice. The first person to multiply the two numbers and call out the answer wins. (Variation: Use three dice.)

Multiplication Exploration 2: Roll three dice. Add the two smallest numbers and multiply the sum by the largest number. First person to state the answer wins.

Multiplication Exploration 3: Each player rolls two dice. Each player may roll up to three times. The objective is to see who can get closest to 20. If you like your first roll, stop there. If you think you can get closer to 20, roll again. If you are unhappy with that roll, roll again. You must stick with your last roll (whether you rolled once, twice, or three times). Now the other person takes a turn. Closest to 20 wins. (Variation: Play on opposite sides of a table with a cereal box between you so you can’t see the other player’s roll until you compare results.)

Dueling Exponents: Roll two dice. Square each number and subtract the larger number from the smaller. For example, if you roll 5 and 3: 5 squared is 25; 3 squared is 9; 25 – 9 = 16. 16 is the answer. First person to state the answer wins.

Get There By 4s: Roll two dice. Use the larger number for the ten’s value, and the smaller number for the one’s value. For example, 6 and 3 makes 63. Now, get to 63 using four 4’s along with these mathematical operations: addition, subtraction, multiplication, division, exponent and factorial. For example, in the case of 63: You could say 4³ – 4⁰ + 4⁰ – 4⁰ = 63. (That’s 64 – 1 + 1 -1 = 63). That wasn’t very creative, but it works. Out loud this answer is stated as four to the third minus four to the zero, plus four to the zero, minus four to the zero equals sixty three. Here’s another answer for 63: 4^1/2 x 4! + 4² – 4⁰ = 63 (That’s 2 x 24 + 16 -1 = 63). Out loud this answer is stated as four to the one half times four factorial, plus four squared, minus four to the zero equals sixty three. First person to state the answer wins.

You can see how easily these math games can grow with your child. Another wonderful aspect to these activities is that they invite invention. In other words, if you get in the habit of playing these games on a regular basis, you will find no shortage of ideas concerning new ways to play. And really–what more could you ask for than to have your child inventing math games?

Best of luck!

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Don’t worry, the method is just a fun way of looking at the answers. It’s not going to tell you anything earth shattering about your child or anyone else who plays. First: the basics of playing word association with kids.

On a sheet of paper, make a list of 25 nouns. Keep the items within your child’s vocabulary. It doesn’t do any good to use a word like ‘protoplasm’ if your child has no idea what that is. Have the list ready before you play the game.

Now ask your child if she wants to play a word game. Make sure the TV and radio are off, as well as any other distractions. Explain the rules: you say a word and your child says the first word that comes into her head.

Start with item one, and continue down the list at a steady pace. Write your child’s answer next to the corresponding item on the list. That’s really all there is to the game itself. Since the activity doesn’t take very long, you might look for ways to expand the activity while you still have the luxury of your child’s full attention. You can interpret the results later.

Here’s one way to extend the activity: on a separate sheet of scratch paper write down rhymes for each pair of words. Just put the pair next to each other at the top of the page (like players in a card came). Draw a line under each word. Make a list of rhymes beneath the word. Add up how many items are in each list. Write the total under the list. Add the two totals for a grand total.

Now say something like, ‘Dog and bone will now challenge house and chimney.’ Keep track of how many rhymes each pair of words generates and compare the results. This will definitely extend the length of the game. Keep in mind you can always play half now and half later.

An advanced variation is to see how many new words you can make using the letters from each word. (For instance, chair makes hi, car, hair, char, etc.) Again, put each pair of words at the top of a separate sheet of scratch paper and list the results underneath.

Now, for interpretation. If you want to apply the following method of interpretation to your own word choice answers, then you should stop reading, not this very second but before you get to the method. (I’ll tell you when.) Otherwise your answers will not be natural (no matter how good your intentions are). So, first you need to play word association with a friend or spouse. Have the person write down 25 nouns. You know the rest. Just be sure the answers are written down. Switch roles if you want, so you can compare results. Stop reading here if you want to interpret your own answers.

One method to interpret word association answers is to distinguish between metaphoric and contiguous use of language, as described by Roman Jakobson in the essay, Two Aspects of Language: Metaphor and Metonymy. The method simply provides a unique way of looking at word choice. Basically, a metaphoric choice replaces the word with something similar (or opposite). The answer to football is baseball, for instance. Baseball replaces football. It’s similar to it, but it is something new. A contiguous answer combines the item with one of its elements. The answer to football is helmet, for instance. Helmet is an item within the set of things that goes with the game of football.

In terms of literary schools, Roman Jakobson likens the two types of language use to romantic and symbolic trends on the one hand (in the case of metaphoric predominance), and realistic trends on the other (in the case of contiguous predominance). In my experience, most people provide a predominance of contiguous answers. I suspect the more comfortable a person is with the noun, the more instant is the response to how it works. For example, door invites knob, lamp invites shade, plant invites water. Furthermore, if the person gives an opinionated answer like fun or gross, the answer is also contiguous. So it seems to me the odds are in favor of contiguous answers.

You may be tempted to assign procedural, inside the box vs. non-procedural outside the box thinking to the two types of word choices. There are too many variables to form that conclusion. For instance, someone who is really good at something–playing the piano, for example–is likely to compliment the word piano with one of its prominent features. That would be a contiguous answer. Overall, in terms of general language usage, Jakobson says, “In manipulating the two kinds of connection (similarity and contiguity). . .an individual exhibits his personal style, his verbal predilections and preferences.” ¹

The important thing is just to have fun with this activity. Kids are generally tickled by the idea. It gives them an opportunity to play with words, so to speak. Furthermore, using the answers to play rhyming games is a wonderful way to increase familiarity with words and the sounds they make. If you keep score, the activity also provides exposure to simple addition, as well as exposure to the concept of less than, greater than (when comparing totals).

Best of Luck – have fun!

1. Jakobson, Roman. “Two Aspects of Language: Metaphor and Metonymy.” European Literary Theory and Practice- From Existential Phenomenology to Structuralism. 1st ed. New York, New York: Dell Publishing Co., Inc., 1973. Print.

What You Need:

-spaghetti sticks (regular, not thin)
-Q-Tips
-scissors
-sheet of paper (optional)
-frying pan (optional)
-colored marker (optional)
-masking tape (optional)

What to Do:

1. Cut the end off a Q-Tip.
2. Break a spaghetti stick in half.
3. Place spaghetti stick on a hard surface. Hold one end down with thumb and forefinger. Keep this end held firmly in place. With other hand bend tip back and fling spaghetti stick forward.
4. Repeat step three with Q-Tip piece directly in front of spaghetti stick.

You’ll notice that Q-Tip end flies through the air with surprising zeal. But watch out, if you pull the spaghetti stick back too far, it will break. The fact that your child has to control the tension in the spaghetti stick is what makes this an excellent fine motor skill activity. Here’s some fun games to play once your child gets the hang of the procedure:

Game 1: See who can fling a Q-Tip end closest to the edge of your kitchen table without going over. To play, sit side by side at and take turns. Give a point to the winner on each turn. First person to reach ten points wins the game. (Variation: Each person flings ten Q-Tip ends. Keep track of whose are whose by coloring one player’s pieces with a red marker. Now give points to the top five. That was round one. Keep playing until one player reaches twenty five points.)

Game 2: See who can shoot the most pieces into a frying pan. To play, place a large frying pan on your kitchen table. Sit side by side. Each player uses ten Q-Tip ends. (One person’s are colored red with a marker). Take turns shooting or shoot all at once–whichever you prefer. Count who made the most pieces into the frying pan.

Game 3: See who can shoot a Q-Tip end the furthest. Simply sit on the floor or use a table top as a launch point. (Variation: Use ten pieces each. The winner is the person who has the most pieces in the top five).

Game 4: Fling Q-Tip piece back and forth over a net. To play, fold an 8.5″ x 11″ piece of paper in half length-wise. Fold it in half again. You’re left with a long thin rectangle. Crease the top. The bottom will open slightly by itself. Place the bottom on your table top so that the piece of paper resembles a tennis net. Sit on opposite sides of the table and fling your piece back and forth. Whenever a player shoots the piece into the net instead of over the net, the other player gets a point. First player to reach ten points wins. (Advanced: Keep score the same way you keep score in tennis!)

Game 5: See who can reach target area in fewest turns. To play, use masking tape to make a 12″ x 12″ square on your living room floor. Now make a starting point in your kitchen. See who can make it from kitchen to your target area in the fewest turns. If you’re playing on carpet, place Q-Tip piece under a book each time you fling it. (Variation: Make obstacles. For example, place a chair or chest in the middle of the course to create a detour.)

There’s no end to the types of games you can invent using 1/2 a spaghetti stick and the end of a Q-Tip. Try seeing what you can invent using cereal boxes. A circle cut-out in the middle makes a good target. Or placing two cereal boxes side by side a few inches apart makes a challenging opening. (Sit on opposite sides of a table with the two boxes in the middle–see who can sharp shoot through the opening!) You’ll find that these games and activities not only help to improve fine motor skills, they keep your child’s full focus and attention from beginning to end. Have fun!

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Materials:

-empty wrapping paper tube
-tape
-pennies

What to Do:

Step on half of a wrapping paper tube so that it flattens out. (It will partially return to it’s original position.) Place a piece of tape over the very end to keep it flat. Be sure to leave room for the penny to roll out.

Now lift the the tube several feet in the air and deposit a penny. The slot-end should be on the floor in the 6:00 position. As the penny slides down the tube it will begin to straighten up until it is completely upright by the time it leaves the tube.

Fidget #1 –In no time at all you will see your child develop a strong desire to roll the perfect penny every time. Here’s something helpful you can do together: tape the top end of the tube to a chair or stack of books. This will steady the bottom of the tube in the 6:00 position.

Fidget #2 –Periodically re-flatten the bottom half of the tube to keep it in tip-top condition. In other words, if your tube is four feet long, flatten the bottom two feet (by stepping on it). This will allow the penny to gradually stand up as it approaches the bottom of the tube.

Fidget #3 –Tape two pencils in an X position. The pencils should be the same length and have good erasers. (New ones work best.) Now prop the X under the tube with the erasers on the floor. This will help to steady the tube in its optimal position. It also just looks cool.

Penny Games to Play

During the course of tinkering with the penny launcher, here are some games to play:

• See who can roll the furthest penny. Mark the spot with a piece of tape so you can show mom or dad later.
• Pennies vs dimes. Roll ten pennies then ten dimes. See which coins roll the furthest.
• Knock down targets. Simple card houses work great.
• Two people sit on opposite sides of the room, each with a penny launcher. See who can be the first to roll a penny through a central tunnel. Make tunnel out of two stacks of books with a ruler on top.

. . .

Once you’ve got the hang of rolling the pennies, here are some things you can do to jazz up the games:

1) Place a roll of masking tape under the bottom end of the tube. To do this, simply peel back a bit of tape and roll it onto itself. This gives you a sticky lump on top. Now place the end of the tube on top of the sticky lump. Be sure the end of the tube is in the 6:00 position. (Top of tube must be secured to stationary object–chair, stack of books, etc.) Result: penny bounces into action.

2) Make a ramp. To do this, simply tape one end of an envelope to the floor. Now place a book (or rolled up tube of paper) under the envelope so that it slants upward. Place the ramp a foot or so from the bottom of the penny launcher. Result: penny jumps over the ramp and continues rolling upright in most cases.

3) Make bumps. One way to do this is to tape spaghetti sticks onto the floor. Position sticks perpendicular to the launcher. Space them however you see fit. Result: bumps challenge the efficiency of the penny roll.

There’s no end to the variations of penny games to play once you have your launcher ready to go. The games are wholesome in nature, simple to play, and hold your child’s full attention from beginning to end. Best of all, your child will love tinkering with the mechanics of the penny launcher in an effort to bring about perfect results every time.

Game 1: Stand a roll of masking tape on a table top. That’s your target. Now place a fork six to twelve inches away. To launch a cotton ball, simple place it on the fork and twit it like a marble. (The curve of the fork makes a perfect launch pad.) To play, each player receives ten cotton balls. See who can shoot the most times through the target.

Game 2: Cut a square in the back of an empty cereal box. Give each player ten cotton balls (and a fork). See who can launch the most cotton balls into the target. (Variation: see who can make one from the furthest away!)

Game 3: Sit on opposite sides of a table. In the middle of the table place two cereal boxes approximately six inches apart. Each player receives ten cotton balls (and a fork). One set of cotton balls is plain white. The other set is dotted with red freckles made with a marker. To play, each person places their fork ten inches from the cereal boxes (mark the spot with tape if it helps). Now see who can be the first to launch all their cotton balls through the cereal boxes to the other player’s side of the table. Do not take turns. Just launch as quickly as you can. The only rule is that you cannot launch your opponent’s cotton balls (that have made it to your side of the table).

Game 4: Use an easy to make catapult to play this game. (Only takes a minute to make). Place an empty oatmeal container approximately twelve inches in front of the catapult. Write 25 points on a piece of tape and stick it to the side. Surround the oatmeal container with cups and bowls. Assign five or ten points to each of these items. To play—each player receives ten cotton balls (and the catapult). See who can score the most points.

Game 5: Use catapult for this game. Next time you’re at the grocery store, pick up some new sponges. An unused sponge (rectangular) makes the perfect target for this game. Simply stand the sponge upright. Now give each player ten cotton balls. Take turns. Whoever knocks the target down the most times wins. If sponge doesn’t fall down when it’s hit, stand one end on a pencil. (Variation: set up two sponge targets. One is worth five points, the other ten points. Each player launches ten cotton balls. The player with the most points wins).

There are countless varieties of games to play with cotton balls. Sure you can use them in art projects, and they’re great for spoon races, but there’s a zillion other activities that capture kids’ imagination. Most of the activities require keeping score, counting, taking turns and following procedure—all skill building components. On top of that, there’s plenty of strategy involved to keep your child’s full focus and attention from beginning to end. Lastly, don’t be surprised to see your child practicing on her own–the square in the back of the cereal box can be an irresistible target whether or not mom is there to play.

There’s nothing like a good old fashioned game of marbles. The rules are always simple, and the games hold your child’s complete focus from beginning to end. The best part might just be their versatility–there’s really no end to the different ways to play. Here are a few new games to try out:

Game 1: Take the top off a shoe box and place the box upside down on the floor. Draw a door on the box. Now cut out the door. Place the shoebox on the floor again, upside down. Let your child pick out five marbles for this game. Have her sit a few feet away from the box and shoot the marbles one at a time, trying to get them inside the box. When she’s finished, lift he box and count how many went inside. (Advanced: have your child determine how many went inside without lifting the box.) Now you take a turn. Keep track of your score. First player to reach eleven points wins.

Game 2: Use the shoe box target again. Each player starts with ten marbles. Take turns shooting. Keep shooting until one person gets their marble (or bumps someone else’s) inside the shoebox. That player wins all the marbles used in that round. Keep playing until one player wins all the marbles.

(Tip: tape a piece of string across the very bottom of the door to create a visible boundary.)

Game 3: Use an empty paper towel tube for a ramp. Mark a spot with a piece of tape on the carpet. Take turns rolling a marble down the ramp to see who can get closer to the target. (Advanced: move the target further away and extend your ramp by inserting one paper towel tube inside another.) Score a point for the closest. First player to reach eleven points wins.

Game 4: Again us an empty paper towel tube for a ramp. This time place a target marble two or three feet in front of the ramp. Have your child roll marbles down the ramp one at a time until she hits the target marble. Count how many marbles she used. Now you take a turn rolling marbles down the ramp until you hit the target. Whoever uses the fewest marbles wins.

Don’t be surprised if your child invents new ways to play. There are countless variations to these activities. For example, make two shoe box targets–one for each player. Now play side by side. See who can be the first to shoot three marbles into their shoebox. Remember also–the activities above can be played by more than two people. Have fun with your new marble games!