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Check out the videos for different game options. Scroll down to the bottom for the video.

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Introducing Tiny Polka Dot, the colorful card deck that grows with your child. With 16 easy-to-learn games that playfully teach math, from counting & early numeracy to arithmetic & logic, Tiny Polka Dot is the perfect way to nurture your child's love of math: through play! Mathematician-designed and teacher-approved, Tiny Polka Dot is the playful way to fall in love with numbers. Made in the USA. Recommended Age: 3 - 8+ Players: 1 - 6 Time: 5 - 15 minutes. Winner of the "Brain Child" award from Tilliwig Toy and Media Awards, the Creative Child Game of the Year and the coveted National Parenting Center Seal of Approval!

Sixteen easy-to-learn games help kids fall in love with numbers!

Playfully teaches counting, arithmetic, and logic

Vibrant, colorful designs

Easy to adapt for any child

This is a PDF FILE ONLY! Buy to download and print your own cards. Great for classroom use!

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Tiny Polka Dot Print and Play (PDF File ONLY)

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Introducing Tiny Polka Dot, the colorful card deck that grows with your child. With 16 easy-to-learn games that playfully teach math, from counting & early numeracy to arithmetic & logic, Tiny Polka Dot is the perfect way to nurture your child's love of math: through play!

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Games and other resources by grade level

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play.

These games are notable for their:

1. Student Choice
2. Mathematics is the engine of the game
3. Easy to learn and quick to play - perfect for classroom use

Want more? Check out the Mathematical Games Minicourse. A 115-minute recording with accompanying 45 page booklet of favorite games for pre-K - 2nd grade.

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play. These games are notable for their: 1. Student Choice 2.

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Website for the Tiny Polka Dots Game with teacher resources to support the game's use within the classroom.

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Tiny Polka Dot is absolutely fantastic. It gives J a structure that he enjoys exploring, and when he tires of the Match 7 game, we will move on to Match 8, Match 9, or any of the dozens of games and iterations we can create from these cards.

These cards are going to be part of our playtime for years to come.

Kent Haines, The Process Column

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Tiny Polka Dot is absolutely fantastic. It gives J a structure that he enjoys exploring, and when he tires of the Match 7 game, we will move on to Match 8, Match 9, or any of the dozens of games and iterations we can create from these cards.

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With Multiple Items

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Counting Collections - multiple items with estimation

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With Estimation

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Task

Materials

A 100 chart per pair of students

A set of digit cards per pair of students (four each of cards 0-9)

Two different colors of counting chips, one for each student

Action

Player One draws two cards and then makes and reads aloud both of the numbers that can be made with those digits. Player One then chooses which of the two numbers to cover on their 100 chart.

Player Two draws two cards and then makes and reads aloud both of his /her numbers and chooses which number to cover on the 100 chart.

Players cannot cover a number that has already been covered, but they may have more than one counter in each row.

If a player cannot make a number that is uncovered/available with the cards they drew, they lose their turn for that round.

Play continues until one player has at least one number covered in each row of the 100 chart.

If students run out of cards they should re-shuffle the cards and continue play.

For a shorter version, students work together to cover at least one number in each row on the 100 chart.

This can be extended by asking students to record the numbers they create.

IM Commentary

Ideally, students will place counters strategically. For example, if they get they draw the cards 1 and 3 and they already have a â€œteenâ€ number covered they would place the counter on â€œ31.â€ Students will often end up with more than one counter in each row as they reach the point in the game that they only have a few rows left to cover a number in.

This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left â€œFourteenâ€ versus â€œforty-oneâ€ which is read from left to right. Children will sometimes carry this over into other numbers and read 72 as 27 etc.

If you have extended the activity so that the students are recording the numbers, the opportunity may arise to discuss the role of "zero" when reading and writing numbers. For example, if a student draws a 9 and a 0 and has to decide whether to cover nine or ninety, we would not record the nine as 09 but only 9. Generally, however, issues with "zero" do not cause much confusion until students are writing three digit numbers. This can still offer a place to start this discussion with children.

A long pause when identifying a number may indicate that a student is counting in order to get a â€œrunning startâ€ to help identify a number. You may also see some â€œsub-vocalâ€ counting (sort of like counting under their breath) from another number to arrive at the correct numeral name. This is a common student strategy that should be noted when assessing a studentâ€™s facility with number identification. Make sure to note if students have to count to identify as this indicates that additional practice is needed with this numeral before they can be considered facile.

Solution

A winning game board will have one number in each row of the hundred chart covered by one color of counting chip, for example, 8, 12, 25, 34, 46, 51, 67, 78, 88, 93. If the shorter version is being played then the numbers may be covered by chips of both color.

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Materials A 100 chart per pair of students A set of digit cards per pair of students (four each of cards 0-9) Two different colors of counting chips, one for each student Action Player One draws two cards and then makes and reads aloud both of the numbers that can be made with those digits.

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Sample Student Questions/Prompts (From TEDD at Univ. of Washington)

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Sample Student Questions/Prompts (From TEDD at Univ. of Washington)

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Sampling of Questions You Might Ask During Counting Collections

How do you know which items you have counted and which ones you have not

counted?

What were you doing to keep track?

Why did you switch strategies?

Why did you decide to

put those into (cups of 15)?

How many cups did it take to get up to (150)?

What are you going to do with all those loose ones?

It looks like the two of you are using different strategies. Do you have a plan

for how you will add your totals together?

Why did that turn out to be a tricky collection to count?

What will you do differently next time?

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Conferring about Representations

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Conferring about Keeping Track Strategies

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Counting Collections Conferring: Keeping Track

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Fall of Second Grade

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Counting Collections, 2nd Grade in September

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Spring of First Grade

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Counting Collections, End of First Grade: How Many to 100?

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Fall of First Grade

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Counting Collections, 1st Grade in September

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From Teaching Children Mathematics (March 2007)

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From University of Washington

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Review this resource to see if you would like one as a building level team to support with math center development.

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Through this website, you can create KenKen puzzles to your specification. There is an option to print the puzzles once they are created or you can save them as a pdf. There are some ads within the site because it is free.

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Michigan State University