How to Play:

1. Have students stand at their desks and write a two-digit (if doing tens and ones) or three-digit number (if doing ones, tens, and hundreds) on a sheet of paper. It works with larger numbers for older students as well.

2. Start calling out different place value amounts one at a time.  If a student has that amount in their number, they have to sit down.  For example, you might say, “If you have a 2 in the tens place, sit down” or “If you have a 4 in the ones place, sit down” and so on. You may choose to call on students who sit down to share their number aloud.

3. Keep calling out different place value amounts until only one student is left standing.  Have them share their number with the entire class.  That is the last number standing!

For additional resources from this site click here.

How to Play:

Student write a 3 digit number on a post-it. Only that student knows the number. Classmates guess 3-digit numbers and use the place value clues to find the correct number.

Bingo - you have the correct number in the correct place value.

Bongo - you have a correct number, but not in the right place value.

Splat - incorrect number - don't guess those numbers again

How to Play:

1. Roll 7 times. You can choose to take ones or tens for each roll. The goal is to get as close to 100 as you can without going over.

2. A sum of 100 exactly is a perfect game.

3. The teacher draws a T-chart as the game board, and adds in the numbers from the rolls one at a time, deciding whether each digit will be count as that many tens or ones after each roll.

How to Play:

5-Sum-Memory

• Create a deck from 4 ones or aces, 4 twos, 4 three, and 4 fours.

• Deal out the cards face down.

• Players take turns turning two cards face up.
  If a player turns a pair upward and that pair sums to 5, the player puts that pair of cards in their stash and plays again.

• If the upward pair does not sum to 5, the player turns the cards back face down, and the next player moves.

• The game ends when the cards are all claimed. Whoever has the most cards wins.

10-Sum-Memory

• Like 5-Sum-Memory, but the deck consists of 2 ones or aces, 2 twos, 2 threes, 2 fours, 2 fives, 2 sixes, 2 sevens, 2 eights, and 2 nines, and the target sum is 10 instead of 5.

5-10-15-Sum-Memory
In this tricky variation, the deck consists of four of each card from 1 to 9.
If a player turns up a pair that adds up to 5, 10 OR 15, they keep the pair and go again.

You can differentiate the numbers to fit multiple units:

Unit 5 - Use 1-2 digit numbers (within 100)

Unit 9 - Use 2-3 digit numbers (within 1,000)

How to Play:

Use any four cards to make two numbers with a total close to 100. Scroll down to record each round.

This game requires students to use previously learned place value strategies to create 2-digit numbers. The goal of the game is to add their two-digit numbers together and get as close to 100 as possible.

Counting:

• remembering the order of number words as they count

• synchronizing saying one number word with landing on each square

• remembering the 'stopping number' so that the required number of steps are counted

Partitioning numbers:

• knowing how many more steps remain

Number recognition:

• recognizing the number of dots on the dice

• associating the numeral or the number of dots with the number of jumps along the track

Adding and Subtracting on the number line:

The Activity
Children choose to be either the sun or the rain. They take turns to throw a 1-3 die and move the spider through the drainpipe according to their role. The player who gets the spider to their side (sun or rain) wins

Encouraging mathematical thinking.

Describing
Where are you now?
How many jumps did you take?

Reasoning
Why did the sun win, do you think?
You've thrown two - what do you have to do now?
How many more steps have you got to go?
You've thrown three - will that get you to the end?
How many turns do you think you will need to get to the end?
What do you think will happen? Why?

Opening Out
Could we make another game like this? What could we use?

Recording
Can you put something on paper to show what numbers you threw or to show someone what you learned from the game?

How to Play

• Players place their counters at the end of 119.

• The person whose birthday is closest to February 29 goes first.

• Players take turns to spin both spinners and decide which to use, subtracting the amount from their current position. For example, a player rolled 60 and 4. He or she can choose to subtract 60 or 4. Players explain where they need to move their counter to and explain their thinking. If their partner agrees, they move the counter to the corresponding position.

• Players take turns until someone has been able to land exactly on zero.

• Players miss a turn if they can not move. If a roll means they would move into negative numbers, they have to move their counter back to 25.

Another way to play

Use a 0-119-chart cut into a number strip as a game board.

How to Play:

Can you put the times on these clocks in order?

Materials: none if using digital resource, or matching time cards (linked here)

How to Play

• The aim of this game is to match pairs of cards. 

• Click on a card in the interactivity below to turn it over. Then click on another one. If the two cards match, they will stay face-up. If the two cards do not match, they will return to being face-down. 

• The game ends when all the cards have been matched in pairs. 

How to play:

• Set the time on the clock to 6 o'clock to start the game.

• Decide who will go first (player 1) and who will go second (player 2).

• Take it in turns to choose to move the hands of the clock on by 12 hour or by 1 hour. For example, player 1 could choose 12 hour, so the clock hands move to 6.30, then player 2 might choose 1 hour, moving the clock hands to 7.30... etc.

• The winner is the player who moves the hands exactly onto 12 o'clock.

Set a timer for a minute (or half a minute) and count how many actions the child can do in that time, such as star jumps, hops, or writing their name. Encouraging mathematical thinking and reasoning: Describing Encourage children to discuss the numbers of actions they did withi

The Objective:

Number:

• comparing more and less and being able to say "This has more than that one"

• cardinal counting - counting and saying how many there are

• comparing numbers, e.g. "This has more because it has eight and that one only has six"

• estimating how many there are in a tower, or with scattered bricks

• predicting addition, e.g. "If two more people vote for that one, then it will have eight"

• reasoning - "But if this one gets two more, it will win, because it will have more"

How to Play

Roll the die 7 times. For every roll, you get to take that many pennies, nickels, or dimes.
Whoever gets closest to $1 without going over wins.

Ask children which of the two books displayed they would like at story time and give each child a brick with their name on, to place next to the book of their choice. Make towers of the bricks and discuss which option has the most votes, by comparing the numbers of bricks.

The Objective:

Number:

• comparing more and less and being able to say "This has more than that one"

• cardinal counting - counting and saying how many there are

• comparing numbers, e.g. "This has more because it has eight and that one only has six"

• estimating how many there are in a tower, or with scattered bricks

• predicting addition, e.g. "If two more people vote for that one, then it will have eight"

• reasoning - "But if this one gets two more, it will win, because it will have more"

Data handling:

• interpreting the bricks as signifying the numbers of people who wanted an option.

This time-telling game has kids racing to move their toy clock ahead exactly to the next hour, but it’s all determined by the roll of the die. Make sure they practice their clock skills by saying each new time out loud as they go along.

Link to additional games here.

This is an easy to prepare partner game that gives students opportunities to practice addition and subtraction while thinking deeply about game strategy.

How to Play:

1. First, on a sheet of paper, each player needs to write the players’ names and the number 999 under them.

2. A player rolls the three dice, then arranges the three numbers (for example, 2, 3, 5) in some order (for example, 235, 352, 532, and so on) and subtracts that 3-digit number from 999. The other players also should check the players work.

3. The players take turns, rolling the die to make their special number and subtracting that number from their total.

4. The winner is the first player to reach 0, but they must get to 0 exactly.

   • At any time, a player may choose to roll only one or two dice, instead of three dice. If the only numbers a player can make are larger that his remaining score, the player loses his turn.

Math Concepts:

number recognition

one-to-one correspondence

counting. 

Mathforlove.com

Directions: Students try to identify shapes by feeling inside the bag (no peeking!)

How to Play:

Use cups to skip count. As a challenge, have students race to see who can stack theirs in the correct order the fastest!

Directions:

Have students create their own crazy monsters. Then, measure each body part and record the results.

Using some of these robot parts, make a robot monster!

Print off and cut out the parts from the printable sheet at the top of this page. You could have the kids build their robot on graph paper.

The numbers show how tall the parts are in centimetres. How tall is your robot monster?

How tall is the tallest robot monster you can make?

What about the shortest robot monster?

What other heights could your robot monster be?

Can you find all the possible heights of a robot monster? How do you know you have found them all?

From mathforlove.com

From mathforlove.com