EDUC 344 Math Games by Nicole Enzinger

Which One Doesn't Belong?

khoward172 — 2020-09-29 23:59:45 UTC

By: Katie Howard

Source: https://www.mashupmath.com/blog/wodb?rq=which%20one%20doesn%27t%20belong

Materials Needed: Pattern blocks, unifix cubes, dice, deck of cards, and much more (there is a huge variety in materials that you could use for this game)

Directions:
1. Set up a group of at least four different objects.

2. Have students decide which one of those objects in the group doesn't belong.

3. Have students explain why the object that they chose does not belong and what criteria that they used to figure it out.

I Spy

2020-09-30 05:56:40 UTC

Josie Miller
Materials: Deck of cards, face cards are equal to ten, ace is equal to 1
Number of players: 2
Source: https://www.newarkschools.us/Downloads/Math%20Games%20with%20a%20Deck%20of%20Cards.pdf
Grade: I'm going to use this in 2nd grade but you can modify this to use in older grades.
Instructions: Deal the whole deck into a 13x4 array with the cards face up. Player one begins by finding two cards next to each other, vertically, or horizontally that add up to a number. You can adjust this game to use subtraction, division, multiplication, and negative numbers. Player one will say "I spy two cards with a sum of 8". Player two has to guess which two cards those are. Reminder: the two cards must be next to each other, horizontal, or vertical. If Player two guesses right they remove those two cards and keep them. If they don't guess right they don't take any cards. The player with the most cards at the end wins. You can adjust this game to incorporate addition and subtraction if you like.
Virtual: Here is a link to a virtual deck of cards. Students can shuffle the cards and lay them out on their screen face up, just as they would in person. They can screen share with a friend and play.
https://deck.of.cards/
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.² By end of Grade 2, know from memory all sums of two one-digit numbers.

Multiplication Top-it

slawrence171 — 2020-09-30 18:20:48 UTC

by Sophia Lawrence

Materials: Deck of Cards (remove face cards and aces)

Number of Players: 2

Directions:
1. Students will have draw two. cards each and multiply them.
2. Once students both have their answers who ever has the larger product takes all the cards and wins that round.
3. Repeat steps 1-2 until the whole deck is gone and the player with the most cards wins.
4. IF students have the same product, students will draw 2 NEW cards each and the greatest product of those 2 new cards will get ALL the cards.

Fill Your Basket

abartholomew17 — 2020-10-01 03:07:09 UTC

By: Ashley Bartholomew

It is a first grade addition game.

Number of players: 2-4

Click on the link below for more information.

Pico, Fermi, Bagel Hangman

eworthington17 — 2020-10-01 04:21:40 UTC

by Erika Fralich
It is a 2nd grade place value game, but can be modified for other grade level.

Materials: White board and expo marker OR jamboard OR google drawing template

Number of players: atleast 3

Source: The core of this game, “Pico, Fermi, Bagel” was sourced from my CT, Ann Rossman.

Set-up: Write three blank spaces on a board, like this: ___ ___ ___. Then, a little below the blank spaces, write out the numbers 1-9 in a line, like this: 1, 2, 3, 4, 5, 6, 7, 8, 9. Then, off to the side somewhere, draw a hangman board, but without a stick figure drawn in.

Game Directions: The game begins with one person secretly choosing a three digit number with no repeated digits. Once this is done, others take turns guessing the three digit number outloud. The one who chose the secret number responds to each guess as followed:

If the guess had no numbers correct or an incorrect number, they respond: “Bagel.” (B)
For each digit the guess has correct, but in the wrong place, they respond: “Pico.” (P)
For each digit the guess has correct & in the correct place, they respond: “Fermi.” (F)

As the students guess the incorrect digits, the one who chose the secret number crosses the incorrect digit off from the numbers 1-9. Each student is given a turn to guess the three digit number. Before they submit their final answer, they have the opportunity to discuss with the class their answer and strategize the best answer (but they do not have to). The game can be won when the correct answer is guessed correctly, without hanging the stickfigure

Any time a “Bagel” is given or someone guesses a number already crossed off of the numbers 1-9, a part of a stick figure is drawn on the hangman board. Once the stick figure is drawn (head, body, left arm, right arm, left leg, and right leg), the game is over and the secret number is revealed.

Knock off the Clock

2020-10-01 18:39:25 UTC

By: Chloe Mathes

Materials:
-Piece of paper
-Pencil
-Two dice

Players:
- You can play with a partner or by yourself
-If you play with a partner you can share the clock or have your own (whatever your prefer)

How to play:
1. On your piece of paper you are going to draw a clock.
2. You’re going to roll the two dice at the same time. Whatever you roll, you’re going to add, subtract, multiply or divide.
3. The goal of the game is to knock out all the numbers on the clock.

Source:
https://www.teacherspayteachers.com/Product/Knock-off-the-Clock-Game-Board-3251500

Example:

Domino Flip

havena — 2020-10-01 19:25:41 UTC

By: Alex Haven

Materials: A set of dominos
(paper and pencil if needed)

Players: Can be played in partners, in groups with 3-4, or in two teams of 2.

Source: http://fungames4learning.blogspot.com/2014/03/domino-math-games.html

Standard: CCSS.MATH.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

How to Play:
1. Players will take all the dominoes and place them face down.
2. Players will each pick up one domino at the same time and flip them over.
3. Then they will multiply the top number by the number on the bottom.
4. The player with highest product gets to keep the dominoes. (If the players tie, then each player keeps one domino.)
5. The player with the most dominoes after all the dominoes have been picked up wins!

Adaptations:
- Could easily be used for addition or subtraction as well. Players would simply add or subtract their two given numbers on the domino and the player with the highest number gets to keep them.
-You could also play so that the first person to a given number of dominoes is the winner.
- If the game is played with two people, it may be too time consuming to use all the dominoes.
-Domino packs are sold where the highest number is either 6 or 9.
-Students could be given paper and pencil to draw arrays if needed.

SNAKE

2020-10-01 22:48:58 UTC

By: Mikayla Flood

Materials:
- snake worksheet
- pencil
- two dice

Players: 2 players

Grade: Second Grade
(can be modified for different grades!)

Standard: CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Source:
https://www.theaverageteacher.com/dice-games-for-math/

How To Play:
1. Players will take turns rolling the dice.

2. Player 1 will then add up the 2 numbers on the dice that they rolled and write it down under S first. Then player 2 will do the same thing. BOTH players must say the math problem out loud.

3. After each players rolls, they have an opportunity to roll again and add the dice to their previous score.

4. If a player rolls a 1 then the snake winks which means that you get a 0 for that turn. For example, if both players are on round 1 and on the N of SNAKE and one player rolls a 4 and a 1 that would mean that they get a 0 for N.

5. If a player rolls two 1's that represents snake eyes which means that the player lost the entire round (an entire round is the S,N,A,K,E).

6. The player with the highest score at the end of the 5 rounds wins the game!

Adaptions:
- You (the teacher) could roll the dice and have students play the game that way.

- You could also easily have students play this game using addition, subtraction, or multiplication. For subtraction, you would have students try to have the lowest grand total instead of the highest.

- You could also use different dice. This would result in students having to add, subtract, or multiply using bigger numbers.

- For young kids, you could have them play this game, but just write down the place value of the larger number of the dice rolled.

Place Value Yahtzee

2020-10-01 23:16:03 UTC

By: Julee Wilson

Materials:
Game cards (1 per player)
3 Dice

Players:
As many as you want. Works best with 2.

Source:
https://games4gains.com/blogs/teaching-ideas/place-value-game-of-yahtzee

How to Play:
1. Players will take turns. The player that starts will role the three dice.

2. Each round students will have to create a 3-digit number with a specific number in a specific place value spot. For example: The first round, the students have to create a 3 digit number with a 3 in the hundreds place.

3. On the students turn, they will role the three dice. They can "keep" between all and none of the dice. They can role again with whatever dice they do not keep. They must create a 3 digit number with what ever dice they have on the second role.

4. The next player goes. The game continues until the score board is filled out.

Other Info:
The game board has different levels you can use for different levels.

https://cdn.shopify.com/s/files/1/0955/2452/files/Place_Value_Yahtzee_Score_Cards.pdf?7660609586503075550

This is a good review of place value and the vocabulary used in place value.

Shorty Forty

2020-10-02 00:04:46 UTC

By: Marlina Serratos
*Based on the game from Building Conceptual Understanding and Fluency Through Games for the Common Core State Standards for Mathematics (p. 9).
Materials:

● Pair of dice

● 4 groups of 10 (40) interlocking cubes

● Pencil and paper

● Chips or objects ( to help children sum or subtract)

Players: 2-4: Can be played with;

Partners
Two teams of 2
Group of 3-4

Source:
Building Conceptual Understanding and Fluency Through Games for the Common Core State Standards for Mathematics. Operations and Algebraic Thinking: Shorty Forty (p.9). Public Schools of North Carolina State Board of Education: Department of Public Instruction. Retrieved September 28, 2020, from https://www.yonkerspublicschools.org/site/handlers/filedownload.ashx?moduleinstanceid=75546&dataid=23788&FileName=1stgrade%20GAMES.pdf

How to Play:

To begin the game, each player rolls a dice the player with the highest number goes first.
Each member has 40 cubes.
Each player takes turns rolling the dice.
For each turn, a player rolls the dice and adds the number together.
Then, the player subtracts the sum from 20. However, if the sum is between 2-6 the player does not subtract the sum from 20 and loses turn. If the sum is between 7-12 the player subtracts the sum from 20 (*the only modification I made).
The player collects that number of cubes.
As cubes are collected, players should compose tens when able.
The first player to reach 4 tens is the winner.

Place value yahtzee

erainey17 — 2020-10-02 01:02:22 UTC

By: Emily Rainey

Materials:

Place Value Yahtzee score sheets (see below)
Dice (will change for the level and amount of place values you want)
- Ex: 3-digit numbers = 3 dice
Container to contain the dice
Pencils or pens

Players: 2 or more (just 2 with modifications)

Grade: 4th (can be modified for another grade level)

Source: games4gains

Object of the game: To score the greatest number of points.

How to play:

1. To decide who goes first, each player rolls all of the dice at once and adds up their roll. The player with the greatest sum goes first.

2. On your turn, you may roll the dice 1 or 2 times. You may stop and score after your first roll or after your second roll. To roll the dice, place all of the dice in the dice cup, shake them, and roll them out onto the table.

3. After your first roll, set any dice aside that you would like to keep ("keepers"). You will not roll any of the "keepers" on your second roll.

If you decide to keep all of the dice, enter your score on the score sheet. Your turn is now over.
If you decide to keep some of the dice, put the "keepers" aside and roll the other dice again.
If you decide to keep none of the dice, place them all back in the cup and roll again.

4. For your second roll, re-roll any of the dice you would like.

5. After your second roll, you must fill in your scorecard with the numbers you have rolled. The next player's turn now begins.

6. Continue taking turns until each player has filled in all 9 category boxes (with either a number or X).

Scoring the game:

1. After completing your roll, use the numbers showing on the dice to fill in one of the 9 categories on your score sheet. For each category, your goal is to create the greatest number you can.

2. You must fill in only one category on each turn. You may fill the categories in any order. If you cannot enter a number for any category after rolling, you must place an X beside any open category. Each category may only be filled in once (with a number or X). Once you have filled in a category, you may not change it during the game.

Determining the winner:

1. After each player has filled in all 9 categories on his/her score sheet with a number or X, it is time for the players to compare their score sheets.

2. Players start by comparing the number they filled in for the first category. An X in any category counts as 0. The player with the greatest number written circles that category on his/her score sheet and receives 1 point. If there is a tie, both players receive the point.

3. Players repeat the same for all 9 categories.

4. The player with the greatest number of points is the winner! If there is a tie, the players can have one final roll to see who rolls the largest number.

Modifications:

When determining the winner, the students still compare their scores. They have to write their score on one side and their opponents on the other. Then, they have to write it in expanded form as well as the number name. Once that is written out, they must use the symbols >,=, and < to determine the results of the comparison.
- This standard relates to this modification (4.NBT.2)
(POTENTIAL MODIFICATION I thought I would throw out there!) When students are done with their game, they review their scores in each box and round the place value asked for to the nearest tenth.
- This standard relates to this modification (4.NBT.3)

Mathematical goal:

Students will be able to accurately represent place values with the dice they roll.
- This means that when students roll the dice, they are able to find the correct number (according to the game) and place it in the correct spot when writing it out.
Students will be able to determine whose numbers are larger at the end of the game when scoring their points. They will do this by comparing their numbers in multiple forms. (4.NBT.2)

Standards:
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

Count for Bingo

smckinley18 — 2020-10-02 01:10:53 UTC

By: Sierra McKinley

Created for Kindergarten Students, but can be modified for any grade.
Materials:
- Bingo game board
- Cards with numbers
- Bingo chips (or marker to color in spaces).

Players: 2 or more.
Grade: Kindergarten
Source: I created this game.
Object of the game: To count and recognize numbers in an effort to obtain bingo.

How to Play:
1. Each person will have a game board and take turns drawing cards from a stack.
2. The player will count or identify the number on the card and find a number or quantity that matches the card.
3. The players will continue taking turns until someone gets bingo.

Adaptions:

The game board can be modified to build fluency for any subject. Instead of numbers, the board can be a letter board, or a shapes board, depending on what the students need.

Standards:

CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.5

Count to answer "how many?" questions about as many as 20 things

arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Place Value Yahtzee

mbrock17 — 2020-10-02 01:25:06 UTC

By: Megan Brock
Materials:
- 3-6 Dice
- Bingo boards
- Pencils or pens

Players: 2-4 players

Grade: 4th grade

Source: https://games4gains.com/blogs/teaching-ideas/place-value-game-of-yahtzee

Object of the game: To roll dice and create the highest numbers that match the categories on the card.

Mathematical goal: To practice reading and writing multi digit whole numbers and compare numbers to determine which number is greater.

CCSS: 4.NBT.2

How to play:
1. Each player will receive a score card and a pencil. Decide how many dice you will play with. If you play with 3 dice the numbers will be 3 digits long, 4 dice it will be 4 digits long, etc.
2. In order to decide who goes first the players will roll all their dice and add up the total, the player with the highest total will go first.
3. The first player will roll the dice. They will look at their dice and see if they want to keep any of their dice. They then put aside their keep dice a re-roll the rest of the dice. . They can choose to roll 1 more time (a total of 3) or write the number in a category.
5. If a student takes a turn and their rolls do not fit in a category they must pick 1 category to put an X in.
6. They then pass the dice to the other players and play until all 9 categories have either a number or an X by it.

Scoring the game:
Students will see who has the largest number in each row. If they have the largest number they circle that number. Then once the largest numbers have been identified, the students must read the number circled on their paper correctly, if they can correctly read the number they get the point! Whoever ends with the most points wins.

Modifications:
This game can be played with any number of dice. It is best to play with 3-6 dice. For students struggling with place value, you can start with 3 dice and add more dice the more advanced the student gets.

It could also be an additional challenge, that in order for students to get the point they must write their number in word form or standard form.

Addicted to Addition

kritoch18 — 2020-10-02 02:01:17 UTC

By Kaitlynn Ritoch
Materials
-4 Sheets of Paper
-Markers
-Playing Cards (or you can create your own!)
-Tape

Players: 2-4 players (highly recommend 2 unless you do teams)

Grade: 1st or 2nd grade

Source:
https://www.education.com/activity/article/defensive-struggle/

Object of the game: Be the first person to successfully make ten (in a row)

Mathematical goal: To practice addition of single digit numbers, specifically making ten.
CCSS.MATH.CONTENT.1.OA.C.6
How to play:
1. After constructing the game board, divide the cards between however many players there are.
2. Each player will take a turn drawing one card from their pile and placing it on the board.
3. When a person has 4 cards in a row (any direction) that add up to ten that earns them a point.
4. The first person to win ten points wins!

Modifications:
You could easily play this game with multiplication or subtraction. The instructions on the game allow the players to make 20 as well. You could of course have the sum higher if you wanted.

Dice War

2020-10-02 02:57:34 UTC

By: Heidi Swihart

Materials: Dice, scrap paper and writing tool (to keep score)

Players: 2-4

Grade: 2nd grade

Directions: roll two dice (can add more dice for an added challenge and can eventually play with subtraction, multiplication, or division) add the two dice together to get the sum. Compare your sum to the other members playing. Who ever has the greatest sum gets a point. The player with the most points wins.

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Get to the Next Ten

2020-10-02 03:04:38 UTC

By: Annie O'Hare

Materials:
-hundreds board

-bag full of numbers, 1-100 (or any number)

-markers

Players: 2-4

Grade: 2nd Grade

Directions:
1). Each student will take turns pulling from the bag

2). The student will grab a number from the bag, depending on what number it is, they will have to say what the ‘next 10’ would be. For instance, if they pull a 56, the next ten would be 60.

3). Once they answer the problem, the student would place a marker on the 60 and the 56 place.

4). The next student would pull from the bag, participating in the same way as the first student.

5). Once a student has gotten bingo (10 in a row), they win!

Source: I created this game.

Adaptations: The game could be adapted to be for subtraction by pulling two cards and subtracting the smaller number from the larger one.

The object of the game is for students to practice flexible number sense.

Standard:
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction

Brainy Bowling

mbents17 — 2020-10-02 04:04:39 UTC

By Melia Bents

Materials:
-10 cardboard paper towel rolls and/or empty plastic water bottles ("bowling pins")
-1 tennis ball
-Bag of red/white foam chips
-White board or scratch paper
-Dry erase marker or pencil
-Masking tape

Players: 2 or more

Grade: 1st grade

Directions:

2. The first player will toss a foam chip in the air and let it land on the ground. Red side up means the player will be adding. White side up means the player will be subtracting.

3. Before rolling the tennis ball, player needs to verbally count number of bowling pins that are set up (this number could change throughout the game).

4. Player will stand behind the masking tape line and roll the tennis ball (underhand) towards the “bowling pins”.

5. Player will count how many bowling pins are knocked over.

6. Player will subtract or add the number of bowling pins were knocked over from the total number of paper towel rolls. Use white board or paper if needed.

7. Player 1 moves to the end of the line after finding the sum or difference. The next player in line will begin his/her turn by tossing a foam chip in the air.

8. Teacher/Facilitator will need to reset the “bowling pins” while players transition.*

^{*After a few rounds with ten bowling pins total, facilitator could add or take away bowling pins so that players are adding and subtracting from numbers other than 10}Object: Students will practice adding and subtracting numbers within twenty using procedural knowledge.

Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

101 and Out

stahlybriannajo — 2020-10-02 04:05:20 UTC

By: Brianna Stahly-Hale

Materials: Dice, paper, pencil

Players: any even amount or 2 teams.

Grade: 2nd to start but could be modified for other grades.

Source: https://www.prodigygame.com/main-en/blog/classroom-math-games-for-kids (I modified the game to work with pairs)

Directions:
Have students partner up. Each pair will need one dice. Player 1 will roll the dice and whatever number they get, they can decide to either keep as that number or multiply it by 10. For example they could roll a 3 and keep it or multiply it by 10 to get 30. They will then record their answer on their sheet. Once they have done this it will be players 2 turn and they will do the same thing. When it is players 1 turn again, they will add their new number to their previous total and the same will happen with player 2. This will keep going until one player gets to 100. The goal of the game is just what the name says. Get the closest you can to 100 without going over.

Standard:
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Modifications can be made to make it more multiplication based. For example you could have students roll two dice and multiply them together and have students try to get closest to 500.

Race to the Top!

cwalker172 — 2020-10-02 04:06:01 UTC

By: Courtney Walker

Materials:
-Two die, one that has numbers and one with dots.
-game worksheet (see below)
-pens/markers (2 different colors)

Players: 1-2

Grade: 1st grade

Source: Common Core Mathematics Curriculum

Directions:
-Each player will take turns rolling two die and adding them together to find the sum.
-After finding the sum each player will put an X in the first open box above the sum (listed on the bottom row of sheet)
-Players take turns rolling two die and marking the open box above their die's sum until a numbers' column fills up.
-In this game, instead of two players competing against one another the numbers 1-10 are "racing to the top". So, whichever numbers' column fills up first wins.
-Individually game play is the same, you just don't take turns.

Mathematical Goal:
-Practice addition of two numbers using the counting on strategy with sums up to 12.

Standard:
CCSSM 1.OA.C.6 "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on..."

Potential Modifications:
-Students who aren't ready to use the counting on strategy can use regular die with dots only.
-There is also a game called "Race to the Bottom" that is about subtraction instead of addition that could be used later.

Worksheet:

Place Value Battleship

2020-10-02 04:07:50 UTC

By: Sofia Seledkov

Materials:
- Game Mat
- Writing utensil
- Folders

Players: 2
Grade: 3-5
Source: I created this game.
Object of the game: Use place value knowledge to ask questions about the digit in opponents number, in order to find their ship and sink it.

Standard: CCSS.MATH.CONTENT.4.NBT.A.1

How to Play:
1. Players partner up and each player receives a "game mat" which has 7 boxes representing one's through millions - place values. Players separate their game mats with a folder and then make up any 7 digit number they want using digits 1-7, without being able to use the same digit twice and write their numbers in the box (keeping their 7 digit number a secret).
2. Each player will pick what three boxes will be there "ship". The "ship" must be 3 boxes that are right next to each other.
3. Players will take turns asking questions about their opponents numbers, referencing to place values. Example: "Is you hundreds place number_____?"
4. Players are required to say if their number is higher or lower than number guessed - if opponent guesses a number.
5. Players will have a notes section under each place value box, where they will be able to keep in mind any clues.
6. Players will take turns doing so, eventually making "hits".

hits = finding a digit that's a part of their ship.
3 hits = sink.

Player who sinks the opponent's ship first wins.

Modifications:
You could have a smaller game mat with less than 7 boxes, focusing only on ones, tens, and hundreds.

101 And Out

2020-10-02 04:23:50 UTC

By Rose Poe

Materials:
- dice
- Paper
- Pencil

Players: 4-6
Grade: 2-5
Source: https://www.prodigygame.com/main-en/blog/classroom-math-games-for-kids

How to play:
1) Students will be put in teams of 2-3 people and will be paired up with an opposing team.
2) Teams will get turns rolling a dice once and will make a decision as to if they wish to keep the dies face value or if they want to multiple the face value by 10 (example: if I roll a three I can choose to either keep it as a three or multiply it by 10 to make 30).
3) Students will keep record on their paper of the value they decide to go with.
4) The teams goal is to get as close to 101 as possible without going over. Who ever gets the closest wins.

Outer Space Chase

jcontreras171 — 2020-10-02 04:45:21 UTC

By: Jade Contreras

Materials:
- Gameboard
- Pair of dice
- Game marker for every player

Players: 2

Grade: 1st grade

Directions:
- One player will start by rolling the dice. That player will then add the two numbers together. Next, the player will subtract the sum from 12. If the difference is on the star that's ahead of them, they move to that star and then their turn is over. If the difference is not on the next star, then that player's turn is over.
- The other player will do the same and the two players will switch off each time a player's turn is over.
- The game ends when a player reaches the flying saucer or rocket ship (depending on which game board they have) and that player wins!

Mathematical Goal:
- Students will be adding and subtracting within 20.

Standard:
CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Possible Modifications:
- You could take away one die and change the number players have to subtract from to a smaller number to make it more appropriate for students who aren't quite ready for adding and subtracting within 20.

Source: (I modified the game slightly)

Show What You Know

2020-10-02 05:03:50 UTC

By: KayLani Cruz

Materials:
- Game board for EACH player (in a page protector)
- Number cards 1-10 (0r 1-20 for an extension)
- Expo marker for each player
- (small) Manipulatives for each player needs 10 (20 for extension)
- Dividers so that students cannot see each others board

Players:
Better with 2 but can be played with more

Grade: K

Source: Modified from the "Number of the day" chart that we use in class

Standard(s):
K.CC
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
6. Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group, e.g., by using matching and counting
strategies.

Mathematical Practices:
Model with mathematics

Directions:
*Have each player set up their privacy screen (optional)
1. Shuffle cards and distribute them evenly among players
2. each player will flip over the top card in their deck
3. the player needs to complete the game board before they reveal
To complete the board:
a) Write the number
b) find it on the number line
c) represent it in a ten frame

4. have each player reveal the number they were showing
5. Students decide who has the highest card and that person wins that round
(if there is a tie both players can earn a point)
*points are tallied at the bottom of the game board

Potential Modifications:
- game can be played with higher numbers
- eventually will be able to just play "war"
- more things can be added to the game board (less than, more than, addition, subtraction)

Fraction Number Battles- Greater than 1

mrobbins171 — 2020-10-02 05:40:49 UTC

By: Mikaela Robbins

Fraction Number Battle- Fractions Greater than 1

Grade: 4th-5th

Players: 2

Materials: One deck of cards.

Source: https://greatminds.org/math/games

How to Play:

Have students pair up in groups of two and receive a deck of cards. Divide the deck of cards in half so that each player has their own stack. The cards will be kept face down.
Each turn, both players will pick two cards off their pile and flip them face up in front of them.
Both players will rearrange their two cards to create a fraction. Either card can be used as the numerator or denominator. The goal is to create a fraction with the greatest value.
The players will compare their fractions to see whose fraction has the greatest value. Each player will look at the other player’s fraction and compute what number their fraction made and say it out loud. The goal is to create a fraction greater than one. The player with the greater fraction will take all the cards played and keep them.
- If both players create a fraction of equal value, this causes a battle. When there is a battle, each player will place three cards face down.
- Then, each player will grab two additional cards and flip them face up and try to create a fraction of greater value.
- The player who creates the larger fraction gets to keep all the cards played.
The player with the most amount of cards at the end wins.

** Jacks have a value of 11, Queen has a value of 12, and Kings a value of 13.

Modifications: For younger grades, you can take out the higher value cards (ex. Jacks, queens, kings) to create smaller fractions. Scratch paper can also be provided so that students can write and/or draw representations of the fractions to help their thinking.

Standard: CCSS.MATH.CONTENT.5.NF.B.7.B

Interpret division of a whole number by a unit fraction, and compute such quotients.

Double Dice Multiplication

abutler171 — 2020-10-02 05:50:52 UTC

By: Ashtyn Butler

Materials:
-2 whiteboard dice
-Timer
-Popsicle sticks
-Multiplication worksheet

Players:
Small groups (no max, but will move quicker with less people)

Grade: 3-5

Directions:
-A timer will be set to begin the game. Time may vary from about 3-10 minutes depending on group size and time allotted for game.
-Students will roll the giant whiteboard dice. When they see both numbers, they will write them on their sheet, multiply them, and write their answers in the blank.
-If their answer is confirmed as correct (by peers or teachers), they will collect a popsicle stick.
-The student who has collected the most popsicle sticks when the timer goes off, wins the game. The catch is, there are BOOM sticks in the mix. If the student draws a BOOM stick, they have to put all the sticks back in the drawing.

Mathematical Goal: Students will practice single digit multiplication

Standard: CCSS.MATH.CONTENT.3.OA.A.1

Possible Modifications:
Because the dice are whiteboard dice, they can be differentiated by adding smaller numbers (1-5) or larger numbers (5-10). This will allow the difficulty of the problem to vary based on grade level.

Candy Memory Game

lyockey17 — 2020-10-02 05:59:04 UTC

By: Lexi Yockey

Materials:
Memory Playing Cards

Players: 1-2

Grade: Kindergarten

Directions:
For children just starting to count.
1. Sort the cards into two piles, a pile of candy cards and another pile of number cards.
2. Have your child pick up the number card from the pile, read the number word or say the written number. Then find the card with the matching number of candies.
3. When your child finds a matching pair, place them in a separate pile.

Variations:
Challenge students to put the cards in number order as they find a match. You could go from zero to ten or from ten to zero.
For children progressing in their number skills
1. Mix up the cards and place them face down in rows.
2. Invite the player to turn over two cards. The cards stay in the same place.
3. The idea is to match written numbers and candy cards.
4. If the cards match, remove them from play and turn over two more cards.
5. If the cards do not match, turn them back face down.
6. Play continues until all the cards have been picked up.
Hint: Try to remember where the cards are placed, so you don’t have to guess where the matches are.

Variations:
Use the cards to play a Go Fish type game, where players ask each other if they have a particular card. Substitute the words “Go fish” with “Go trick or treat.

Mathematical Practices:
Conceptual knowledge. Counting and Cardinality: Count to tell the number of objects.

Goals:
The goal of this game is for students to understand the relationship between numbers and quantities and to see the relationship between the numbers in their written forms and visual representations.

Standard:
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

Source: I modified this game to fit the needs of my students and created my own cards for it.

Race to 100

aklein171 — 2020-10-02 15:11:22 UTC

By: Annalisa

Materials:
dice
hundreds chart
marker

Source:
Youcubed.org

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm

Directions:
1. Each player takes turns rolling the two dice. Markers are placed at zero.
2. Player 1 may choose to calculate the sum, difference, product or quotient of the two numbers displayed on the dice.
3. Player 1 then moves their marker to that number on the chart.
4. Player 2 takes their turn.
5. For player 1’s second turn they determine the sum, difference, product or quotient. This number is then added to the number under their marker and the marker is moved to this sum.
6. Play ends when one player reaches one hundred.
7. If a player rolls and computes a number that cannot be added to the last number without going over 100 they lose their turn.
8. If player 1 reaches 100 first, player 2 finishes the round to see if they can tie the game.

Mathematical goals:
The goal of this game is to have students practice add, subtracting, multiplying, and dividing fluently as well as conceptually understanding how to use the numbers to get to their goal of 100.

Slides and Ladders Doubles Game

2020-10-02 16:38:03 UTC

by: Caitlin Ficher
Source: Kathy Law & www.scrappindoodles.com
Materials: Game Board, Dice
Players: 1-4
Grade 2 - CCSS.MATH.CONTENT.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.² By end of Grade 2, know from memory all sums of two one-digit numbers.
Directions: Roll a die (or two and have students find the sum of the dice). Move your marker that many spaces. Find the sum. If you are correct, you can stay. If you are not correct, move back. If you land on a ladder, climb up. If you land on a slide, slide down. The first one to the end is the winner.